Relevant bibliographies by topics / Bilingual Study and teaching (Primary)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Bilingual Study and teaching (Primary)'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Bilingual Study and teaching (Primary)"

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GAGARINA, NATALIA. "Narratives of Russian–German preschool and primary school bilinguals: Rasskaz and Erzaehlung." Applied Psycholinguistics 37, no. 1 (2015): 91–122. http://dx.doi.org/10.1017/s0142716415000430.

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ABSTRACTThe goal of this study was to trace the dual language development of the narrative macrostructure in three age groups of Russian–German bilingual children and to compare the performance of simultaneous and sequential bilinguals. Fine-grained analyses of macrostructure included three components: story structure, story complexity, and internal state terms. Oral narratives were elicited via the Multilingual Assessment Instrument for Narratives. Fifty-eight Russian–German speaking bilingual children from three age groups participated: preschoolers (mean age = 45 months) and elementary school pupils (mean age first grade = 84 months, mean age third grade = 111 months); and there were 34 simultaneous and 24 sequential bilinguals. The results showed significant improvement for all three components of macrostructure between the preschool and first-grade period. Additional significant development from first to third graders was found only for story complexity in Russian. This is explained by the Russian curriculum explicitly teaching narrative skills during early literacy training. In the two older groups, simultaneous bilinguals showed advantages over sequential bilinguals, for story complexity only. This finding suggests considering bilingual type when evaluating narrative skills of bilinguals. The results indicate cross-language association of only some components of narrative score across languages. The findings support the examination of various constituents of macrostructure when evaluating its development as well as the progression of narrative skills.
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Madrid, Daniel. "Motivational potential of bilingual and non-bilingual programmes in secondary and tertiary education." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 7, 2021): 193–212. http://dx.doi.org/10.30827/portalin.v0i36.16700.

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The aim of this research is to examine the overall degree of motivation among secondary school students and university students earning a bachelor’s degree in primary education in bilingual and non-bilingual programmes, and the motivational potential of ten dimensions, broken down into 60 variables, which interact in these programmes. To this end, a sample of 485 secondary school students (310 in bilingual programmes and 175 in non-bilingual programmes) and 332 bachelor’s degree students in primary education (160 in the bilingual degree programme and 172 in the non-bilingual programme) participated in the study. The findings indicate that secondary school students in non-bilingual programmes are overall more highly motivated than those in bilingual programmes, assigning a higher score than bilinguals to 21 out the 60 variables examined. While there are no significant differences in terms of overall motivation between the two groups compared in teaching degree programmes, EMI (English as a Medium of Instruction) students assigned a higher motivational value than non-EMI students to 32 variables. Finally, the study presents the resulting motivational potential of the 60 variables included in the ten dimensions analysed.
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Roslan, Roslinawati, Siti Munawirah Panjang, Norashikin Yusof, and Masitah Shahrill. "Teacher’s feedback in teaching science in a bilingual Bruneian primary classroom." On the Horizon 26, no. 2 (2018): 122–36. http://dx.doi.org/10.1108/oth-09-2017-0080.

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Purpose The purpose of this study is to analyze the use of feedback to students by a primary teacher teaching the science topic “Life Cycle” in a Year 5 bilingual Bruneian science classroom. Design/methodology/approach This study used a discourse analysis of one primary science teacher’s use of feedback to his students when teaching the topic “Life Cycle.” The participant was a male primary science teacher who taught a Year 5 science class in one of the government schools in the Brunei-Muara district. Direct observations and video recordings of the teacher’s three consecutive lessons on the topic “Life Cycle” were collected. The transcripts were developed from the teacher–student interactions in the three lessons. The “Questioning-based Discourse” approach (Chin, 2006) was used to analyze the different types of feedback, and the students’ cognitive processes that emerged from the lesson transcripts. The frequencies of the feedback and students’ cognitive processes were calculated using percentages. Findings The findings from the three lesson observations indicate that the teacher’s feedback showed a range of strategies which consisted mostly of accepting students’ answers and feedback to elicit, to focus, to probe, to clarify and to extend, respectively. The findings also reveal that the cognitive processes of the students ranged from recalling, predicting, hypothesizing, evaluating and explaining. The analysis shows that the teacher only practiced low-level questioning and the feedback given to the students was mostly for accepting the students’ answers rather than challenging students’ ideas. Practical implications The findings reported in this study provide useful insights into the importance of teacher–student interactions in the teaching and learning of science. The “Questioning-based Discourse” analytical framework is worthwhile to analyze the science teacher’s talk and consequently to improve teachers” skills in giving feedback that fosters productive students’ responses. Originality/value This paper highlights the need for science teachers to analyze their classroom talk and it recommends how to give useful feedback to students to promote higher cognitive processes amongst students. Brunei has been described as a country where there is a linguistic divide determined by the quality of the school that a student attends (Deterding and Salbrina, 2013). Improving the quality of interaction between teacher and students in such circumstances is essential.
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Vargas, Dalys. "Bilingual Panama: EFL Teacher Perceptions, Study Abroad in an Immersion Environment." Journal of Language Teaching and Research 8, no. 4 (2017): 669. http://dx.doi.org/10.17507/jltr.0804.05.

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In 2014, the newly inaugurated Government of Panama launched the Panamá Bilingüe initiative, considering that sustainable development demanded taking emergency measures to improve the teaching of English in public schools. The program is designed to impact at least 250,000 students in a five-year period, gradually training approximately ten thousand pre-service and experienced English teachers. Using a narrative inquiry method, twelve teachers who sojourned for eight weeks in the United States, England, and Scotland under the program were interviewed after their return, to study their perceptions of the benefits and challenges of cultural and linguistic immersion on EFL teacher development, and how it specifically affected their teaching skills. The teachers appreciated practicing English in an immersion environment, learned new teaching techniques, and reflected on their prior knowledge and practices. Nevertheless, they felt that the ESL approach prevalent at the host universities responds to needs that differ from those they deal with in Panama, where the low proficiency of primary school teachers and inadequate school facilities are major obstacles to teaching and learning English.
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Howlader, Mohammad Rasel. "Exploring Approaches to Teaching Bilingual Education in Countries where English is a First Language: A study in East London." International Journal of Literacy, Culture, and Language Education 5 (August 6, 2017): 77–98. http://dx.doi.org/10.14434/ijlcle.v5i0.26939.

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The aim of the study is to recognize literacy practices of the ethnic minorities and find suitable teaching approaches in a multilingual context in London. The main research question is: How do the ethnic minorities in London want their heritage languages to be recognized in their mainstream schools? Primary research has been carried out through questionnaires and structured interviews and secondary research has been carried out through analyzing published books and articles. In breaking the silence of the bilingual children, it has been suggested that a post communicative approach would be convenient to teach ethnic minority languages and activities like pair work, group work, role play, brainstorming, multiple choice and filling in the gaps would be suitable in bilingual learning. Results show that bilingual learning can be enhanced through parental support, social media, storytelling by grandparents and the inclusion of a bilingual syllabus in the National Curriculum in England.
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Vanderbilt, Allison, Sallie Mayer, Erika Peterfy, Steven Crossman, and Lisa Burroughs Phipps. "Patient-centeredness and empathy in a bilingual interprofessional primary care teaching clinic: a pilot study." Journal of Multidisciplinary Healthcare Volume 9 (August 2016): 395–400. http://dx.doi.org/10.2147/jmdh.s107851.

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Apriana, Aulia, Sri Rachmajanti, and Evynurul Laily Zen. "ACQUIRING ENGLISH THROUGH MATHEMATICS: A CASE STUDY ON A BILINGUAL EDUCATION." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (2018): 1. http://dx.doi.org/10.17977/um046v2i1p1-4.

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Abstract: This study aims at examining the process acquiring a second language through Mathematics subject among the students of Laboratory Primary School of Universitas Negeri Malang, which is a university-based laboratory primary school whose curriculum reflects the result of a synergy between the National Curriculum of Indonesia and International Framework. In this school, English becomes the medium of instruction in two school subjects, Science and Mathematics. The design of the study is descriptive qualitative which attempts to describe the process of acquiring English through Mathematics class. The subjects in this study were 16 third graders who belong to the International Class Program (ICP). The results of the analysis showed that the students’ language comprehension was in fact greater than their language production. Finally, it is concluded that teaching Mathematics in English facilitates the learners’ attempt in learning English.
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Morilla García, Cristina, and Víctor Pavón Vázquez. "Factores psicopedagógicos que afectan a la adquisición de la comprensión oral de la L2 en diversos contextos españoles bilingües y no bilingües: influencia de las inteligencias múltiples." Journal of English Studies 16 (December 18, 2018): 185. http://dx.doi.org/10.18172/jes.3550.

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Research on the mind, the brain and education has shed light on the process of learning a foreign language in bilingual education. The present study attempts to investigate the relationship between L2 listening skills and multiple intelligences in bilingual and non-bilingual contexts. The research was conducted on fourth year primary school students. It involved two schools in the province of Cordoba (Andalusia, Spain) and one school in the Community of Madrid, that had implemented different educative programmes for the acquisition of listening skills: Advanced Methods Corporation (AMCO) which is a bilingual education program that integrates multiple intelligence strategies into the curriculum, Content and Language integrated learning (CLIL) and the traditional method of teaching English a foreign language (TEFL). The results of this eclectic study indicate that a bilingual education program that includes multiple intelligence strategies benefits students´ listening proficiency by promoting motivation in the learning process.
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Castro, Ramos Martín Silva, Landy Aracelly Loeza Rosado, Yara Ivone Villanueva Azcorra, Jorge Alfredo Tec Jiménez, Luis Fernando Che Dzib, and Luis Enrique Ramos Domínguez. "Bilingual experiences with intercultural approach, in the higher normal school of Valladolid, Yucatán; Mexico.” Study plan 2012." South Florida Journal of Development 2, no. 2 (2021): 2052–62. http://dx.doi.org/10.46932/sfjdv2n2-072.

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According to the National Institute of Statistics, Geography and Informatics in Mexico (INEGI, 2010) about 800,000 people over 5 years of age are Mayan speakers in Yucatán, where 538,355 are reported.
 According to Pineda, cited by Krotz (2008), Valladolid is one of the municipalities in the state with the largest number of Mayan speakers.
 Since the 2004 curriculum, the Intercultural Bilingual Primary Education Bachelor's Degree (LEPIB in Spanish), serves this population since our students carry out their teaching practices and provide their professional services with children from the municipality, approximately 50% of whom are Mayan speakers in their entirety.
 Since 2005, the "Juan de Dios Rodríguez Heredia" Higher Normal School has been responsible for teaching the LEPIB, being this school the only one in the state with this degree.
 Due to the characteristics of the incoming students, most of whom do not speak the Mayan language, several actions have been implemented for the teaching of this language in correspondence with the graduate profile of the 2012 curriculum.
 The reform of the 2012 curriculum includes bilingual intercultural teaching competencies, which emphasizes the acquisition of linguistic skills of the native language, in this case, the Mayan language.
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Alcaraz-Mármol, Gema. "Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain." Latin American Journal of Content & Language Integrated Learning 11, no. 1 (2018): 39–64. http://dx.doi.org/10.5294/laclil.2018.11.1.3.

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Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The participants of this study were surveyed about several aspects of their teaching practice. We compared the answers of those who have received specific methodological CLIL training and those who have not. Results show that methodological training beyond just foreign language teaching makes significant differences in terms of the teachers’ opinions on CLIL and practice of using bilingual practices in their classrooms, making use of a wider variety of activities and resources. Differences were found in the way they see their own teaching, their use of their L1, materials in the classroom, and the variety and type of activities they develop with their students.
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Dissertations / Theses on the topic "Bilingual Study and teaching (Primary)"

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Blum, Miriam Perez. "Using research based teaching strategies with bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2460.

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This project examines instructional approaches that have been used to teach literacy to the English language learner. It also examines elements of the Foundation for California Early Literacy Learning (2003) and how they become integrated into daily classroom instruction.
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Su, Tzu-Chen. "Socially situated English-as-a-foreign-language instruction to achieve emergent biliteracy in Taiwan." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2822.

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Integrates several learning approaches for teaching English to Taiwanese children at the elementary level (grades K-6). Develops children's biliteracy in the English-as-a-foreign-language (EFL) context through various learning approaches that include, child-centered learning, mediated learning, socially situated learning, and task-based learning.
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Mendoza, Cabral Raquel. "A comprehensive curriculum on how to teach the alphabet to bilingual kindergarteners." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2687.

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There are numerous methods teachers use to teach the alphabet to children. This thesis is a curriculum on how to teach the alphabet to English learners and English speakers. The author teaches kindergarten to students who are English speakers and to students who are Spanish speakers learning English as a second language. The school's instructional Reading Based Program (the Houghton Mifflin Lectura of California) offers many ideas and strategies but is missing some components necessary to meet distinct standards for kindergarten. The author developed this curriculum to meet the standards of teaching English speakers and English learners the alphabet to meet district standards.
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McCully, Joy M. "Daily journal writing by bilingual Hmong children in a first grade class." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2287.

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Daily journal entries completed by ten first grade bilingual Hmong children were collected and studied. The Hmong children were of interest because their cultural back ound involves the use of oral traditions, and a newly developed written language system. This study investigated the ability of the Hmong children to use the English written language to document their thoughts and feelings through daily journal writing. One hundred journal entries for each of the ten students were considered in this study. Children completed their daily journal independently, and freely selected the topic of their journal. Writing samples were categorized in various stages of writing as described by many child development experts. The stages include: 1) pre-communicative, 2) semiphonetic, 3) phonetic, 4) transitional, and 5) correct stage of writing. Three other stages were added to account for all journal entries. They include: 1) non-writing, 2) copying, and 3) application. The degree to which invented spelling occurred in the journal entries was investigated. Results indicated that the Hmong children were able to document their ideas through writing in English. The Hmong children experienced all of the stages of writing except the correct stage. Although invented spelling was evident in the journal entries, no more than twenty-six percent of the words were invented. Thus, a conclusion of this study is that this sample of Hmong children had the ability and interest in spelling words correctly, either through copying or memorization. Daily journal writing was an activity in which the Hmong children had the opportunity to express themselves freely through written language, and it provided the teacher insights into the English writing development of the first grade Hmong children.
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Al-Maadheed, Fatma G. "Models of bilingual education in majority language contexts : an exploratory study of bilingual programmes in Qatari primary schools." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:7f6a4391-449c-4f6f-b5da-ee05c64064f6.

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The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes. The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools. In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling.
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Williams, Shirley Ann. "Understanding and using multicultural literature in the primary grades: A guide for teachers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2087.

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Many studies have shown that an overwhelming number of classroom teachers are encountering increasing diversity issues in both the content of what they teach and among the students they are teaching The purpose of this project is to provide elementary teachers with a resource of multicultural literature that can be integrated into any curriculum, whether it is Language Arts, Social Studies, or story time.
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Menendez, Maria Rosa. "Learning theories and holistic philosophies: Putting theory into practice to achieve early literacy." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/953.

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Shaw, Jennifer Feng. "Patterns of language use in a bilingual classroom at an international primary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177059.

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The main objective of this study was to investigate patterns of language use in a bilingual dual-taught classroom, and the impact of bilingual dual teaching on language development and language choice in young children (ages 7-8). The study was conducted in an immersion English/Putonghua classroom at an international primary school that adopts the International Baccalaureate Primary Years Program. English and Putonghua are the mediums of instruction although most students in the school come from Cantonese speaking Hong Kong-native families. The school is unique in this way because most students are learning two second languages simultaneously, in a classroom where there are two language (English and Putonghua) teachers, and both languages can be used at the same time. The study takes a qualitative approach with methods of data collection including a filmed observation of a bilingual lesson, a discourse analysis of the lesson transcription, and semi-structured post-lesson interviews with four members of the class. Results from the study found that English emerged as the dominating language. Transcript analysis also revealed that code-mixing and code-switching emerged as consistent patterns with purposeful functions. Furthermore, it was found that students tended to respond to speakers in the language that was used to initiate the talk, and that even during bilingual lessons, students tended to speak in English when nominated by their English teacher, and in Putonghua when nominated by their Chinese teacher. All students agreed that their language proficiency in English had improved due to more practice at school and regular use in the home.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Estupiñan, Margie Zamora. "The role of primary language in kindergarten interactive journals." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/643.

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Davalos, Lupe. "The effectiveness of support sources for beginning bilingual teachers in Southern California." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1435.

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Books on the topic "Bilingual Study and teaching (Primary)"

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Karen, Carpenter, ed. Full bilingual education in a Creole language situation: Jamaican Bilingual Primary Education Project. Society for Caribbean Linguistics, 2007.

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Bezemer, Jeff. Dealing with multilingualism in education: A case study of a Dutch primary school classroom. Aksant, 2003.

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Krajnović, Marta Medved, and Jelena Mihaljević Djigunović. Early learning and teaching of English: New dynamics of primary English. Multilingual Matters, 2015.

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Gleich, Utta von. Latin American approaches to bilingual/bicultural primary education: Theory and practice. Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ), 1987.

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Catter, Teresa Valiente. Las ciencias histórico sociales en la educación bilingüe: El caso de Puno. Proyecto Experimental de Educación Bilingüe-Puno, 1988.

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Lindholm, Kathryn J. The Edison elementary school bilingual immersion program: Student progress after one year of implementation. Center for Language Education and Research, University of California, Los Angeles, 1988.

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Jasmin, Pascal. Review of reading programs in primary French immersion classes: Executive summary. Program Dept., Research Centre, Scarborough Board of Education, 1992.

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Ki͡uchukov, Khristo. Sŭvremenni idei i podkhodi za obuchenie po bŭlgarski ezik na det͡sa bilingvi v dvuezichna sreda: Vŭrkhu material ot bŭlgaro-vlashki, bŭlgaro-romski, bŭlgaro-turski i bŭlgaro-ungarski bilingvizŭm. IPKU "Dr. Petŭr Beron", 1999.

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Crisóstomo, Luis Javier. Técnicas para el desarrollo de las artes de la lengua materna maya: Para la escuela primaria bilingüe intercultural. Proyecto de Educación Maya Bilingüe Intercultural, 2001.

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Houghton Mifflin Company. Houghton Mufflin matemáticas: Grade 2. Houghton Mifflin, 2007.

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Book chapters on the topic "Bilingual Study and teaching (Primary)"

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Kwon, Eun-Young, and ZhaoHong Han. "Language transfer in child SLA: A longitudinal case study of a sequential bilingual." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/lllt.23.18kwo.

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Hong, Zhang. "A Study of the Effects of “Management” Bilingual Teaching on English Proficiency and Subject Knowledge." In Advanced Technology in Teaching. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_18.

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Gua, MeiHua, and JinYan Haob. "Study of Bilingual Teaching Reform and Practice Based on Web Resources." In Advances in Computer Science, Environment, Ecoinformatics, and Education. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_65.

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Hubber, Peter, and Jörg Ramseger. "Physical Learning Environments for Science Education: An Ethnographic Field Study of Primary Classrooms in Australia, Germany and Taiwan." In Quality Teaching in Primary Science Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44383-6_3.

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Su, Shunyu, Chuanhui Zhou, and Xiongbing Ruan. "Study on Bilingual Teaching of Heat Transfer Curriculum Assisted by Distance Education." In Lecture Notes in Electrical Engineering. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7618-0_159.

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Li, Yiqun, Quan Jin, and Xuezheng Zhang. "Study on E-commerce Course Practice and Evaluation System under Bilingual Teaching." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25989-0_34.

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Feng, Xitao. "Study about Integration of Information Technology and Primary Mathematics Teaching." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_64.

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Reséndiz, Laura, and David Block Sevilla. "“Necklaces”: A Didactic Sequence for Missing-Value Proportionality Problems." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_9.

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AbstractThis research presents a sequence of didactic situations involving a proportionality relationship in which every value in a set (a number of necklaces) is mapped to a pair, a triad, or a quartet of values (numbers of blue beads, red beads, green beads, etc., required to make that number of necklaces) from another set. The sequence includes relatively simple multiplication and division problems, as well as more complex “missing-value” problems. This paper also presents the results of applying the sequence with a group of 4th grade students in a Mexican primary school (9 and 10 years old).
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Mendes, Fátima, Joana Brocardo, and Hélia Oliveira. "Building Opportunities for Learning Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_10.

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AbstractThis chapter seeks to illustrate a comprehension-based learning approach focused on multiplication. We use episodes to show the potential of a teaching design of multiplication focused on the development of mental calculation based on tasks with appropriate contexts and calculations anchored in the use of benchmark numbers and operation properties, with examples to explain the ideas that are introduced. They are based on a collaborative work experience between a third-grade primary teacher and a researcher (the first author of this chapter). Using these specific examples, we discuss mathematical ideas and didactic options that can guide the actions of teachers when teaching multiplication. Finally, we discuss some points of convergence between the approach introduced here and the lesson study approach.
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He, Ke Kang, and Mark Shiu Kee Shum. "The Study of Psychological Model and Teaching Approaches: Primary School Composition." In Studies in Writing. Springer US, 2005. http://dx.doi.org/10.1007/0-387-26915-0_7.

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Conference papers on the topic "Bilingual Study and teaching (Primary)"

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Lebedeva, M. Y., T. S. Veselovskaya, L. Y. Zhiltsova, O. F. Kupreshchenko, and A. N. Laposhina. "LEXICAL PROFILES OF RUSSIAN TEXTBOOKS FOR L1 AND L2 LEARNERS: COMPARATIVE CORPUS STUDY." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-1036-1048.

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This corpus-based study investigates the vocabulary of modern Russian textbooks for primary school children with different language proficiency in Russian (L1, L2 and bilingual children). As there are very limited requirements for this kind of educational materials and no official frameworks of language proficiency for very young learners of Russian, we suppose that the objective analysis of current coursebooks can show the present state of the field and reveal the areas of improvement. In this paper we focus on a detailed frequency analysis of vocabulary items and collocations within different sections of textbooks. For the research purposes a special textbook corpus TIRTEC has been created and annotated. By comparing the lexical content of textbooks, we endeavour to reveal the methodological approach to language teaching of children with different educational needs. Also the data from textbooks is compared to the words frequency range according to Russian National Corpus, so it permits to evaluate modern Russian textbooks in terms of their affinity to the “real” language.
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Jing, Jia, Ying Zhu, Hong Ren, and Zhong-yi Mei. "Study of bilingual teaching for physics experiment." In 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496416.

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Weiwei, Wang, and Wu Lan. "The Bridging Problem Study of College English Teaching and Bilingual Teaching." In 7th International Conference on Education, Management, Information and Computer Science (ICEMC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icemc-17.2017.147.

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Xiao, Xiaowen, and Yu Zhao. "Study on Bilingual Teaching of Franchising Law in China." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.19.

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Qian Xiong, Jun Peng, and Zhiming Yang. "Study on bilingual teaching of computer science in Chinese universities." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607559.

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Padmadewi, Ni Nyoman, Luh Putu Artini, and I. Nyoman Laba Jayanta. "Teachers’ Readiness in Promoting 21st Century Skills in Teaching Students at a Bilingual Primary School." In 5th Asian Education Symposium 2020 (AES 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.034.

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Liu, Huan. "Study on the Bilingual Teaching Situation of High Vocational Nursing Education." In International Conference on Education, Management, Computer and Society. Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.325.

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Kong, Lizhi, and Suolan Liu. "A Study on Current Situation and Development Strategies on Bilingual Teaching." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.38.

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Liu, XiuLing. "Study of English Intervening Bilingual Teaching Model in Early Childhood Education." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.78.

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Wang, Yong. "Strategy Study on Primary School English Game Teaching." In Proceedings of the 2018 International Symposium on Humanities and Social Sciences, Management and Education Engineering (HSSMEE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/hssmee-18.2018.2.

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Reports on the topic "Bilingual Study and teaching (Primary)"

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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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Peters, Vanessa. Meeting Learners Where They Are: Using Microsoft Forms to Drive Improvement in Learning Outcomes. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/52.

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This qualitative study was designed to explore how teachers are using Microsoft Forms to improve student learning outcomes in primary and secondary school classrooms. Twenty-two teachers —both experienced and new Forms users— participated in an interview about how they used Forms in their teaching. This report provides concrete examples of teachers’ use of Forms and describes their support needs for starting to use this tool in the classroom. School leaders and instructional technology coaches can use the report to inform implementation plans and training on Microsoft Forms.
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Bano, Masooda, and Zeena Oberoi. Embedding Innovation in State Systems: Lessons from Pratham in India. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/058.

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The learning crisis in many developing countries has led to searches for innovative teaching models. Adoption of innovation, however, disrupts routine and breaks institutional inertia, requiring government employees to change their way of working. Introducing and embedding innovative methods for improving learning outcomes within state institutions is thus a major challenge. For NGO-led innovation to have largescale impact, we need to understand: (1) what factors facilitate its adoption by senior bureaucracy and political elites; and (2) how to incentivise district-level field staff and school principals and teachers, who have to change their ways of working, to implement the innovation? This paper presents an ethnographic study of Pratham, one of the most influential NGOs in the domain of education in India today, which has attracted growing attention for introducing an innovative teaching methodology— Teaching at the Right Level (TaRL) – with evidence of improved learning outcomes among primary-school students and adoption by a number of states in India. The case study suggests that while a combination of factors, including evidence of success, ease of method, the presence of a committed bureaucrat, and political opportunity are key to state adoption of an innovation, exposure to ground realities, hand holding and confidence building, informal interactions, provision of new teaching resources, and using existing lines of communication are core to ensuring the co-operation of those responsible for actual implementation. The Pratham case, however, also confirms existing concerns that even when NGO-led innovations are successfully implemented at a large scale, their replication across the state and their sustainability remain a challenge. Embedding good practice takes time; the political commitment leading to adoption of an innovation is often, however, tied to an immediate political opportunity being exploited by the political elites. Thus, when political opportunity rather than a genuine political will creates space for adoption of an innovation, state support for that innovation fades away before the new ways of working can replace the old habits. In contexts where states lack political will to improve learning outcomes, NGOs can only hope to make systematic change in state systems if, as in the case of Pratham, they operate as semi-social movements with large cadres of volunteers. The network of volunteers enables them to slow down and pick up again in response to changing political contexts, instead of quitting when state actors withdraw. Involving the community itself does not automatically lead to greater political accountability. Time-bound donor-funded NGO projects aiming to introduce innovation, however large in scale, simply cannot succeed in bringing about systematic change, because embedding change in state institutions lacking political will requires years of sustained engagement.
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