Academic literature on the topic 'Curriculum Teaching of mother tongue'
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Journal articles on the topic "Curriculum Teaching of mother tongue"
Erokhina, E. L., and O. Yu Knyazeva. "On the Сontinuity between the School Subjects «School Rhetoric» and «Russian Language as a Mother Tongue»." Russian language at school 81, no. 2 (March 20, 2020): 7–12. http://dx.doi.org/10.30515/0131-6141-2020-81-2-7-12.
Full textDudics Lakatos, Kateryna, and Natalia Libak. "TRANSCARPATHIAN EDUCATION THROUGH THE PRISM OF DIALECT ATTITUDE." Philological Review, no. 1 (May 31, 2021): 34–44. http://dx.doi.org/10.31499/2415-8828.1.2021.232641.
Full textPieniążek, Marek. "Przełamywanie systemowej izolacji...: środkowosłowiańskie dydaktyki literatury i języków ojczystych." Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 11, no. 315 (December 28, 2020): 10–26. http://dx.doi.org/10.24917/20820909.11.1.
Full textNocoń, Jolanta. "Linguistic and communication education at Polish lessons during the period of cultural change. Musings on the curriculum." Acta Universitatis Lodziensis. Folia Litteraria Polonica 56, no. 1 (March 31, 2020): 19–30. http://dx.doi.org/10.18778/1505-9057.56.02.
Full textKerndl, Milena, and Metka Kordigel Aberšek. "THE EFFECTIVENESS OF DISTANCED E-LEARNING IN TEACHERS’ EDUCATION: A CASE STUDY IN SLOVENIA." Problems of Education in the 21st Century 72, no. 1 (August 25, 2016): 16–30. http://dx.doi.org/10.33225/pec/16.72.16.
Full textBAUTISTA, JUDY, Ilynne Samonte, Cecille Marie Improgo, and Merry Ruth Gutierrez. "Mother Tongue versus English as a Second Language in Mathematical Word Problems: Implications to Language Policy Development in the Philippines." International Journal of Language and Literary Studies 2, no. 2 (June 8, 2020): 18–29. http://dx.doi.org/10.36892/ijlls.v2i2.283.
Full textHansén, Sven‐Erik. "Word and world in mother tongue teaching in Finland: Curriculum policy in a bilingual society." Language, Culture and Curriculum 4, no. 2 (January 1991): 107–17. http://dx.doi.org/10.1080/07908319109525097.
Full textKhadijah Abdul Razak, Hafizhah Zulkifli, Firdaus Abdul Fatah,. "Exploring Methodology for Sharia Subject in Accordance with Dini Integrated Curriculum." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2456–63. http://dx.doi.org/10.17762/pae.v58i1.1122.
Full textGuerra, Joaquim. "Will education in the mother tongue contribute to the increase of digital literacies?" World Journal on Educational Technology: Current Issues 6, no. 3 (August 5, 2017): 139. http://dx.doi.org/10.18844/wjet.v6i3.1975.
Full textDEMÉNY, Piroska. "Digital life stories in year four of primary school." Acta Didactica Napocensia 13, no. 2 (December 31, 2020): 43–49. http://dx.doi.org/10.24193/adn.13.2.3.
Full textDissertations / Theses on the topic "Curriculum Teaching of mother tongue"
Sithole, Kateko Lucy. "The use of african language as media of teaching and learning in public schools in Mopani district (Limpopo Province):A critical analysis." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3160.
Full textThis thesis investigated the use of African languages as media of teaching and learning in public schools in Mopani District of Limpopo Province. The study was guided by a qualitative approach. A total of 30 educators from five primary schools participated in the study. Purposive sampling was used to select the participants. Interviews were used as a tool for data collection. Data from the interviews was analysed by means of thematic method of data analysis, and was presented in the form of themes. The results revealed that African languages are admired by most educators. The findings of this study revealed that it is possible to introduce African languages as media of teaching and learning in South Africa, but it will require an extensive preparation, which involves effective training of teachers and the acquisition of teaching and learning materials in African languages. The study also revealed that the current use of English and Afrikaans as media of teaching and learning contributes to poor academic performance of learners. The findings of the study have important implications for both learners and educators. The study will provide the National Department of Education with information it might need to review its language policy with regard to instructional languages. The study will also contribute towards knowledge of African languages as media of instruction, and will help school administrators and policy makers to understand challenges associated with the current medium of instruction and learner performance in schools in South Africa. All education stakeholders might be able to identify the causal factors of language failure rate in grade 12
LIMA, Hérica Karina Cavalcanti de Lima. "A formação do professor de português e o livro didático: reflexões sobre documentos, discursos e práticas." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/19871.
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No Brasil, o livro didático representa, para muitos, o principal meio de acesso à cultura letrada por parte de professores e alunos. O uso desse material é comum na maioria das escolas brasileiras e pode estar estritamente relacionado com a formação do professor. Considerando, então, a importância atribuída a esse recurso e o lugar de destaque que ele tem alcançado nas pesquisas e estudos educacionais, realizamos esta investigação, de caráter qualitativo, com o objetivo de refletir sobre a formação inicial de professores, observando a relação entre essa formação e o uso do livro didático de português na sala de aula da educação básica. Nosso referencial teórico foi composto a partir de grandes temáticas: formação de professores, ensino de língua portuguesa, livro didático e currículo. De posse das leituras, investigamos dois cursos de licenciatura em Letras de instituições públicas de ensino superior da cidade de Recife (PE) e, conforme nossos propósitos, os dados foram recolhidos a partir de diferentes instrumentos: pesquisa documental, entrevista semiestruturada e observação. No primeiro caso, analisamos as matrizes curriculares dos cursos e os programas das disciplinas de formação para a docência (didáticas específicas, metodologias, práticas e estágios), buscando observar como se dava a organização dos cursos e qual o lugar reservado à discussão sobre o livro didático de português; no caso do segundo instrumento, realizamos entrevistas com docentes das disciplinas formadoras, de modo a identificar a concepção dos mesmos sobre a formação do professor de português, o papel das disciplinas de formação para a docência e o livro didático; quanto ao terceiro instrumento, observamos aulas desses docentes, com o objetivo de perceber como se davam as discussões sobre o livro didático de português e o seu uso. A análise dos dados, apoiada no caráter inferencial e interpretativo da Análise de Conteúdo, permitiu-nos perceber, em relação aos documentos, que os dois cursos atendem às determinações das Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica em Nível Superior no que diz respeito à duração, carga horária, oferta de componentes curriculares globais, específicos e integradores, indicação de Atividades Complementares e oferta de disciplinas que garantem espaço para a Prática como Componente Curricular (PCC). No que se refere às disciplinas ofertadas nos currículos das duas instituições, observamos que a maior parte delas remete aos conteúdos que serão ensinados na educação básica e que aquelas que se voltam à formação para a docência, em sua maioria, apresentam a discussão sobre o livro didático. No que se refere aos discursos dos docentes, observamos que eles esperam que ocorra na universidade, lócus privilegiado da formação do professor, a formação do profissional crítico e reflexivo, que não somente domine os conhecimentos teóricos, mas também saiba didatizá-los. Os docentes reconhecem ainda a importância das disciplinas de formação para a docência e da discussão sobre o livro didático na formação de um professor autônomo e autor das suas próprias práticas. No que concerne, por fim, às práticas, vimos que a discussão sobre livro didático ocorre nas disciplinas de formação para a docência na tentativa a abarcar os vários aspectos desse objeto multifacetado, mesmo que alguns pontos importantes dessa temática não tenham sido contemplados. Os achados deste estudo não esgotam o tema. Há ainda muito o que investigar no que se refere ao livro didático de português, sobretudo no que diz respeito ao seu uso.
Textbook, in Brazil, represents the main way of access to literate culture for many teachers and students. The use of this material is common in most of Brazilian schools and it can be strictly related to teacher’s formation. Considering, thus, the importance attributed to this resource and the emphasized place it takes on educational studies, we realize this investigation, in a qualitative perspective, with the aim of reflecting about teachers’ initial formation, observing the relation between this formation and the use of Portuguese textbooks in basic education classrooms. Our theoretic background was composed by wise themes: teacher formation, teaching of Portuguese, textbooks and curriculum. After readings, we investigated two Letters teaching courses which are public institutions of higher education system from Recife (PE) and, according to our purposes, data was collected through different instruments: documental research, semi-structured interview and observation. In the first case, we analyzed curricular matrices and the programs of subjects focused on teacher’s formation (specific didactics, methodologies, practices and trainings), aiming to observe how the courses are organized and what place is reserved for discussion about Portuguese textbook; on the case of second instrument, we interviewed professors who teach those subjects in order to identify their conception about Portuguese teachers’ formation , the role of those subjects to teaching and textbook; in relation to the third instrument, we observed classes taught by these professors aiming to understand how discussions about Portuguese textbook and its use happen. Data analyzes, based on inferential and interpretative features of Content Analyze, pointed out, in relation to documents, which both courses are according to what is determined by Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica em Nível Superior (National Curricular Matrices for Basic Education Teachers’ Formation in Higher Education) in terms of length of time, hourly load, offering of global curricular components, specific and integrated ones, indication of Complementary Activities and subjects that secure space for Practice as Curricular Component (PCC). In relation to subjects presented in both curricula of the two intuitions, we observed that most of them contemplate contents which will be taught in basic education and most of them which focus on teaching formation present the discussion about textbook. In relation to professors’ discourse, we observed they hope to occur in university, privileged locus of teacher’s formation, the formation of critic and reflexive professionals that do not know only theoretic knowledge, but also the didactic process of its teaching. Professors recognized the importance of subjects for teachers’ formation and the discussion about textbooks in order to form a teacher who is autonomous and author of his own practices. In relation to professors’ practices, we notice that the discussion about textbook takes place on subjects for teachers’ formation in attempt to contemplate several aspects of this multifaceted object, even considering that some important points of this thematic were not contemplated. Findings of this study do not exhaust the theme. There is still much more to investigate in relation to Portuguese textbook, especially about its use.
Lundström, Stefan. "Textens väg : om förutsättningar för texturval i gymnasieskolans svenskundervisning." Doctoral thesis, Umeå University, Comparative Literature and Scandinavian Languages, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1380.
Full textThis thesis looks at conditions for selections of fictional texts in the Swedish subject in the upper secondary school. Three different empirical materials have contributed to the understanding of what conditions there are for the texts to enter the classroom. The first material consists of national policy documents from 1970 to 2005. Here there is a tendency that the student goes from being an object for knowledge to becoming a subject that creates his/her own knowledge. With this development the contents and the given aims with the subject become more abstract, which leads to the framework of the curriculum becoming wider and more difficult to interpret. Simultaneously the focus is moved from mediation of given knowledge, to the development of an identity for the individual.
The second material consists of debate and method articles from Svenskläraren, a magazine for members, published by an organisation of Swedish teachers. The study comprise articles from the same period of time as the national curricula. In the articles there are three tendencies reflecting the changes in the discourse of the Swedish subject. The first tendency shows how the overall ideological debate on the subject disappears during this period. The second tendency shows how discussions about the conceptions of the subject is replaced by more and more concrete examples of methods. The third tendency depicts that the concrete text selections have moved from being partly predetermined during the seventies to become debated during the eighties, to finally during the nineties end up in a situation where some texts has a sufficient cultural capital not to need justifications, whereas others need it.
The third material consists of interviews with, and observations of, four active teachers, in order to find what conditions there are for text selections in their rhetoric and practice. The results show a clear impression of informal institutional factors and of the school culture. However, this seems to decrease with experience. There are big differences in how the teachers speak about text selections and text use and what the result becomes in practice. Here professionalism in form of knowledge in subject didactics could have a vast impact.
Redhaa, Azal, and Jathal Asmael. "Use of digital tools in mother tongue language teaching From the mother tongue teacher's perspective." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30486.
Full textBeukes, Johannes Daniel. "Language shift within two generations : Afrikaans mother tongue parents raising English mother tongue children." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97150.
Full textENGLISH ABSTRACT: The community of Paarl, in the Western Cape, is traditionally Afrikaans-speaking. This research investigated whether a language shift has occurred in some middle-class communities in Paarl. Certain Coloured neighbourhoods were identified. The emphasis was also on whether Afrikaans-speaking parents chose to raise their children in English. It was found that a language shift, predominantly towards English, has indeed occurred where Afrikaans first language (L1) parents were raising their children in English. This finding differs from earlier studies by Anthonissen and George (2003) and by Fortuin (2009), in which only two or three families were studied, whereas this study engaged with 50 households. This study focused mainly on the parents and their views about their decisions. Not only was the occurrence of a language shift confirmed, but the complexity of the matter was also highlighted. An attempt to preserve Afrikaans as heritage language was also noted.
AFRIKAANSE OPSOMMING: Die gemeenskap van Paarl, in die Wes-Kaap, is tradisioneel Afrikaanssprekend. Hierdie navorsing ondersoek of daar ’n taalverskuiwing in die middelklasgemeenskap in Paarl plaasgevind het. Die klem is ook laat val op die vraag of dit Afrikaanssprekende ouers is wat kies om hulle kinders in Engels groot te maak. Die bevinding was dat ’n taalverskuiwing wel plaasgevind het waar ouers met Afrikaans as moedertaal verkies om hulle kinders in Engels groot te maak. Die verskuiwing is derhalwe hoofsaaklik na Engels. Hierdie bevindings verskil van vroeëre studies deur Anthonissen en George (2003), asook Fortuin (2009), wat twee of drie spesifieke families ondersoek het; daarteenoor het hierdie studie 50 huisgesinne betrek. Die studie fokus hoofsaaklik op die ouers en hulle siening oor die rede vir hulle besluit. Die studie het nie net bevestig dat ’n taalverskuiwing plaasgevind het nie, die kompleksiteit van die kwessie is ook uitgelig. Daar is ook waargeneem dat ’n poging aangewend word om Afrikaans as moedertaal te behou.
Chan, Sik-chee Eva, and 陳惜姿. "Mother-tongue teaching in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972354.
Full textChan, Sik-chee Eva. "Mother-tongue teaching in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24533701.
Full textMelo, Sandra Marisa Santos de. "Relatório no âmbito da unidade curricular prática de ensino supervisionada." Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21796.
Full textHalonen, Daniel. "Taipuuko suomalainen oppikirja ruotsinsuomalaiseen äidinkielenopetukseen? : Sisällönanalyysi oppikirjasta ruotsalaisen peruskoulun äidinkielen kurssisuunnitelmaa vasten tarkasteltuna." Thesis, Stockholms universitet, Finska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-189386.
Full textMålet med denna studie var att undersöka om det går att använda en finsk lärobok i modersmålsundervisning i finska i Sverige i enlighet med den svenska kursplanen. Boken är publicerad i Finland och riktad mot undervisning i finlandssvenska skolor i ämnet finska som det andra inhemska språket, den modersmålsinriktade lärokursen (mofi). Det saknas lämpliga läroböcker och -material som är utformade för modersmålsundervisning i Sverige med de elever som studerar finska enligt kursplanen ”finska som modersmål”. På grund av bristen har modersmålslärare i Sverige använt sig av läromedel från Finland i undervisningen. Den teoretiska utgångspunkten i studien är den sociokulturella teorin om lärande, som utvecklas vidare i systemisk-funktionell grammatik, eller genrepedagogik. Enligt denna syn på lärande ska läroböcker, -medel och uppgifter vara anpassade så att eleven befinner sig i sin proximala utvecklingszon. Undersökningen grundar sig vidare på innehållsanalysens metoder och betraktar boken som pedagogisk artefakt, inte ideologisk. Boken har inte det sverigefinska perspektivet och nämner inte finskan man talar i Sverige, och därför har jag valt att lämna ut kursplanens delar som berör sverigefinsk kultur. Med den gällande svenska kursplan i modersmål - finska och dess centralt innehåll, visar studien att man kan använda boken i modersmålsundervisningen även i Sverige, men på vissa villkor: På grund av de tyngdpunkter som den finska läroplanen i Finland har, uppvisar läroboken vissa brister, till exempel beträffande genrer: skönlitteratur saknas i stort sett helt i boken.
The goal of this study was to analyse whether it is arguable to use a textbook in Finnish mother tongue instruction in Sweden when the book itself is originally published in Finland and aimed to be used by Swedish speakers in language instruction within a subject called “Finnish as a second national language” in Finland. There is a lack of suitable textbooks and material that are designed for the Sweden Finnish mother tongue instruction with learners that are studying Finnish in Sweden following the course plan of “Finnish as a first language”. Due to the lack of suitable Swedish-made material, mother tongue teachers in Sweden have used material published in Finland. The theoretical basis of this study is found in the sociocultural perspective of learning and the systemic-functional language theory or genre-based pedagogy. According to these theories, the used material, textbooks and exercises should be on the learners’ zone of proximal development. The analysis in this study follows the methods of content analysis, and the study focuses on the book as a pedagogical rather than ideological artefact. The textbook analysed in this study does not contain the Sweden Finnish perspective, and does not mention the Finnish spoken in Sweden, and therefore the parts of the Swedish course plan that are related to the perspective are left out of this study. With the current Swedish course plan for Finnish, and its core contents, the textbook in question may be used in mother tongue instruction, with some reservations. The book lacks few genres that are present in the Swedish course plan’s core contents, such as fictional literary genres other than short stories. The lack of specific genres is due to the different emphasises that the curricula of the two countries’ school systems have.
Roth, Dawn. "The European Language Portfolio : An assessment in Mother Tongue Teaching." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17352.
Full textBooks on the topic "Curriculum Teaching of mother tongue"
Central Institute of Indian Languages., ed. Mother tongue education: Theory and practice. Mysore: Central Institute of Indian Languages, 2000.
Find full textGriffin, Gail B. Calling: Essays on teaching in the mother tongue. Pasadena, Calif: Trilogy Books, 1992.
Find full textKapfo, Kedutso. A neurocognitive approach to mother tongue education. Mysore: Central Institute of Indian Languages, 2009.
Find full textKapfo, Kedutso. A neurocognitive approach to mother tongue education. Mysore: Central Institute of Indian Languages, 2009.
Find full textShoja, Ayem. A new approach to mother tongue education in Nigeria. [Nigeria]: Sogar Printers & Publishers, 2005.
Find full textOpoola, B. T. Linguistics and mother tongue teaching and learning in Nigerian primary schools. Oyo, Nigeria: Immaculate-City, 2002.
Find full textPrah, K. K. Mother tongue for scientific and technological development in Africa. 3rd ed. Cape Town: Centre for Advanced Studies of African Society, 2000.
Find full textPrah, K. K. Mother tongue for scientific and technological development in Africa. Bonn: Deutsche Stiftung für Internationale Entwicklung, Zentralstelle für Erziehung, Wissenschaft und Dokumentation, 1993.
Find full textSimona, Argentieri, and Canestri Jorge, eds. The Babel of the unconscious: Mother tongue and foreign tongues in the analytic dimension. Madison, Conn: International Universities Press, 1993.
Find full textBubanja, Pavle B. MAJKE MIRA: Kruševačka škola mišljenja mira na maternjem jeziku = QVADRIIVIUM PACIS = Krusevac school of thinking peace in the mother tongue. Kruševac: Odeljenje za kultura mira, 2008.
Find full textBook chapters on the topic "Curriculum Teaching of mother tongue"
Han, Yu Ping. "Teaching Writing in Chinese as Mother Tongue: Mainland China." In Studies in Writing, 47–63. Boston, MA: Springer US, 2005. http://dx.doi.org/10.1007/0-387-26915-0_4.
Full textKroon, Sjaak, and Jan Sturm. "Understanding Teaching the Mother Tongue: Explorations in Historical and International Comparison." In Selected Papers in Mother Tongue Education / Etudes en Pédagogie de la Langue Maternelle, edited by Gilles Gagné, Frans Daems, Sjaak Kroon, Jan Sturm, and Erica Tarrab, 111–24. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110857627-012.
Full textMitchell, Rosamond, and Christopher Brumfit. "20. The place of knowledge about language in the mother tongue and foreign language curriculum." In Reflections on Language and Language Learning, 279–92. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/z.109.27mit.
Full textZuanelli Sonino, Elisabetta. "Cross-Cultural Differences and Language Affectivity: Implications for Mother Tongue and Second Language Teaching." In Selected Papers in Mother Tongue Education / Etudes en Pédagogie de la Langue Maternelle, edited by Gilles Gagné, Frans Daems, Sjaak Kroon, Jan Sturm, and Erica Tarrab, 187–98. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110857627-019.
Full textKroon, Sjaak, and Jan Sturm. "Implications of Defining Literacy as a Major Goal of Teaching the Mother Tongue in a Multicultural Society." In Literacy in School and Society, 91–113. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0909-1_8.
Full textHashimoto, Kayoko. "“Mother Tongue Speakers” or “Native Speakers”?: Assumptions Surrounding the Teaching of Japanese as a Foreign Language in Japan." In Towards Post-Native-Speakerism, 61–77. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7162-1_4.
Full textKrajišnik, Vesna, Nikica Strižak, and Dušanka Zvekić Dušanović. "Improving the Teaching of Serbian as a Non-Mother Tongue in Primary Education of Albanian National Minority in Southern Serbia." In Рано и почетно учење страних језика у формалном образовању, 115–32. Београд: Универзитет у Београду, Филолошки факултет, 2019. http://dx.doi.org/10.18485/fid.2019.9.ch6.
Full textWickström, Mats. "7. Making the Case for the Mother Tongue: Ethnic Activism and the Emergence of a New Policy Discourse on the Teaching of Non-Swedish Mother Tongues in Sweden in the 1960s and 1970s." In Language Policies in Finland and Sweden, edited by Mia Halonen, Pasi Ihalainen, and Taina Saarinen, 171–95. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092710-009.
Full textMdzanga, Nokhanyo. "Locating indigenous knowledge in a teacher education curriculum: A case of teaching isiXhosa to non-mother-tongue speakers." In Knowledge beyond colour lines: Towards repurposing knowledge generation in South African higher education, 269–87. African Sun Media, 2021. http://dx.doi.org/10.52779/9781990995057/15.
Full text"Mother tongue teaching." In Routledge International Companion to Education, 782–809. Routledge, 2004. http://dx.doi.org/10.4324/9780203639061-56.
Full textConference papers on the topic "Curriculum Teaching of mother tongue"
Pacovska, Jasna. "COGNITIVE ORIENTED TEACHING OF THE MOTHER TONGUE." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.020.
Full textMaresova, Hana. "Teaching Of Mother Tongue In 3d Virtual Environment." In 7th icCSBs 2018 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.02.02.30.
Full textXu, Haining. "The Use of Mother Tongue in Foreign Language Teaching." In Proceedings of the 2018 3rd International Conference on Modern Management, Education Technology, and Social Science (MMETSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mmetss-18.2018.59.
Full textMukhametzyanova, Rezida, L. Choumarova, Tatiana Zaglyadkina, and Alfiya Zaripova. "USING BILL BRYSON’S (MOTHER TONGUE) IDEAS FOR ENHANCING TEACHING ENGLISH AT UNIVERSITY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2513.
Full textTian, PinJing. "Teaching mode of College English General Education in the mother tongue culture." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.28.
Full text"Negative Transfer of Mother Tongue in Second Language Acquisition and Related Teaching Strategies." In 2017 International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2017. http://dx.doi.org/10.25236/ssah.2017.55.
Full textCamarinha, Ana, Antonio Vieira de Castro, and Paula Morais. "TECHNOLOGIES TO MEDIATE THE TEACHING OF MOTHER TONGUE. A CASE STUDY OF PORTUGUESE LANGUAGE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0935.
Full textZhang, Lili. "A Study on the Phenomena and Countermeasures of Mother Tongue Cultural Aphasia in English Teaching." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.230.
Full textČervenková, Iva, and Tereza Danielová. "WAYS OF USING TEACHING AND LEARNING RESOURCES BY LOWER SECONDARY SCHOOL TEACHERS IN MOTHER TONGUE LESSONS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0990.
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