Academic literature on the topic 'EDUCATION / Language Experience Approach'
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Journal articles on the topic "EDUCATION / Language Experience Approach"
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Faizi, Ahmad, Djoko Saryono, Muakibatul Hasanah, and Nurcha sanah. "Culturally Responsive Madurese Language Learning." International Journal of Early Childhood Special Education 13, no. 2 (2021): 1314–21. http://dx.doi.org/10.9756/int-jecse/v13i2.211179.
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Learning efficiency highly relies on the implemented learning approach. The Madurese language (BM) learning is a social situation that stores cultural diversity reflected from students’ background. Meanwhile, culturally responsive learning facilitates effective learning that accommodates students’ cultural differences. This study investigates students’ knowledge and cultural experiences in a classroom, primarily those related to Probolinggo society’s local culture, using descriptive qualitative approach. The data were obtained through observation and interview with some Madurese language teachers. The data, in the form of excerpts, were analyzed using direct interpretation technique. The findings are associated with social, moral, and art cultural knowledge and experience related to local culture during the Madurese language learning. Various differences have been observed between students who are speaking Madurese and other languages. Their distinctive knowledge and experiences induce different opinion, behavior, and attitude, along with perspective toward art, in the class. Integrating students’ local culture related experiences present learning independence.
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Bergen, Nicole. "Narrative Depictions of Working With Language Interpreters in Cross-Language Qualitative Research." International Journal of Qualitative Methods 17, no. 1 (2018): 160940691881230. http://dx.doi.org/10.1177/1609406918812301.
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The role of the interpreter in cross-language qualitative research warrants methodological consideration at the onset and throughout the research. This study used a narrative approach to portray how two researchers’ epistemological positionings about the interpreter role were negotiated within the practical realities of conducting research. Data were obtained from a semistructured interview with an experienced cross-language researcher and field notes of my subsequent experiences working with interpreters. Findings suggest that the researcher–interpreter relationship is shaped by the epistemological views of the researcher, researcher experience and seniority, study design and resources, and the context in which the research occurs. Understanding how researchers’ views and approaches to working with interpreters evolve across different career stages and adapt to different circumstances can provide new insights to prepare researchers for cross-language research and to promote rigorous qualitative research.
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Vyushkina, Elena Grigorievna. "CLIL Approach to Legal English Courses: Analysis of Practice and Experience." Sustainable Multilingualism 10, no. 1 (2017): 136–49. http://dx.doi.org/10.1515/sm-2017-0007.
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Summary The EU consistent policy on languages promotes new language teaching methods and encourages pedagogical experiments at all levels of education, Content and Language Integrated Learning (CLIL) being one of language education innovations. Over the past twenty years CLIL proved to be an effective method in foreign language acquisition and there is considerable evidence of successful CLIL implementation in secondary schools in many European countries. Speaking about foreign languages in higher education, it is necessary to note that abbreviation EMI – English as a Medium of Instruction – is mentioned much more often than CLIL. One of the reasons for lower CLIL implementation at a tertiary level is the complexity of subject contents taught at universities. Furthermore, if a student’s major is law, the issue becomes more challenging because of the differences in common law and civil law systems. However, one of lawyer’s professional competences directly connected with language learning is a communicative competence. Such spheres of lawyer’s activity as client counseling, negotiation, and mediation rely heavily on listening, paraphrasing, reframing, summarising, and skills of question formation regardless of what legal system a lawyer belongs to. These so-called soft skills can be developed within a foreign language course but it seems more rational to master them through a professional medium. Therefore, law teachers should be engaged in designing a substantive part of course materials, while language teachers are to be in charge of communicative competence development. The present study aims at analyzing the practice and experience in designing and implementing an original optional course “Client Consultation in English”. This course can serve as an illustration of a CLIL Legal English course and its structure can be used as an example to follow while designing similar courses.
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Usher, Robin. "Locating Experience in Language: Towards a Poststructuralist Theory of Experience." Adult Education Quarterly 40, no. 1 (1989): 23–32. http://dx.doi.org/10.1177/074171368904000103.
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Experience, although a key concept in adult learning, tends to be conceptualized within the framework of humanistic psychology and thus to be seen as asocial and subjective. This article argues that the relationship between meaning and experience should not be grounded in subjectivity. The insoluble problems of such a grounding are illustrated by the deconstructive analysis of a text (Jarvis, 1987) centered on a humanistic approach to meaning and experience. An alternative theorization is presented that stresses the constitutive role of language in experience. This shows how the meaning of experience is located in the play of language and the power of discourse. Experience, therefore, potentially has no single, fixed, and invariant meaning. Seeing experience in this way allows for a reconceptualization of adult learning which more readily takes account of the neglected social dimension.
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Koivistoinen, Hilkka, Leena Kuure, and Elina Tapio. "Appropriating a new language learning approach." Apples - Journal of Applied Language Studies 10, no. 2 (2016): 105–17. http://dx.doi.org/10.17011/apples/urn.201612145091.
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The study focused on university students of English and their teachers appropriating an ecological perspective into language learning and teaching during a university course. The course involved designing and putting into practice an online language project for school children in Finland and Spain. The task was expected to pose challenges as the university students had no experience of the pedagogic approach applied. Two video-recorded wrap-up discussions and the students’ final reports were selected from the data resource for closer analysis. The qualitative analysis showed how the new/ecological approach was resemiotised through multimodal (inter)actions between the participants. Experiences of complexity were collaboratively negotiated through the metaphor of ‘chaos’, first as problematic, then normalised and even a desired part of language teaching. The study bears implications for language teacher education shedding light on changing understandings for pedagogical thinking.
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Bairy, Shailaja. "Multilingual Approach to Mathematics Education." Issues and Ideas in Education 7, no. 2 (2019): 71–86. http://dx.doi.org/10.15415/iie.2019.72008.
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Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and cultural integration but also helps greatly to focus on deeper conceptual understanding in Mathematics. CLIL’s basic principle of integration of the content and languages if accepted in a broader sense as ‘Content connected to regional language and a new language, culture, nature, real-life’ might solve various problems associated with the teaching-learning of mathematics, and thus ensures to support ‘learning for real life’. This paper establishes the need for ‘Multilingualism’ through a comprehensive literature research. It highlights multilingualism as a trigger for active approach to the quality of Mathematics education, mainly in Indian scenario. The importance of teaching mathematics as a language and specific strategies for teaching mathematics vocabulary are discussed. The illustrations provided for such approaches are entirely based on author’s teaching experiences.
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Issabekova, G., and N. Duisenova. "Austrian experience of content and language integrated learning (CLIL)." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 189–97. http://dx.doi.org/10.31489/2020ped4/189-197.
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The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and ex-change of experience with Austrian scientists, experts and practitioners, the authors make a historical and lin-guistic overview of the implementation of subject and language integrated learning in Austrian school prac-tice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bi-lingual schools and bilingual lessons are individual and aotonomous initiative of schools schools and the main prerequisite is the subject-linguistic competence of the CLIL teachers and the availability of subject materials in a foreign language. The reasons for the diversity of the subject-linguistic combination in the school, the ad-aptation of the CLIL models to the school type, the subject-language curriculum, the study group and the school situation are analysed. The concept of continuous education of teachers' colleges under the CLIL pro-gramme for teachers involved in the implementation of the cross-curricular approach is presented. Ensuring language/linguistic diversification through forms of correct application of a foreign language as the object of classical language education and as a language of instruction is seen as an advantage.
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Арцишевська, Анетта, Наталія Гриня, and Лілія Кузнецова. "CLIL APPROACH IN BILINGUAL EDUCATION." Молодий вчений, no. 10.1 (98.1) (October 29, 2021): 4–7. http://dx.doi.org/10.32839/2304-5809/2021-98.1-1.
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The article deals with a newly implemented method of teaching a foreign language – Content and Language Integrated Learning (CLIL) which has become the trendy approach of bilingual education. CLIL is gaining more importance across Europe and Ukraine in terms of both: the number of educational establishments implementing it and related studies done in this field. The term scaffolding has been overviewed and analysed. An important fact about CLIL is that it combines both language and subject teaching. Students do not just study a foreign language, but use it to study subject related authentic content. The article also deals with such important task as lesson planning process which is of vital importance for the successful development of the class. CLIL has profound methodological implications in terms of planning, teaching strategies and the role of the teacher. CLIL lesson is supposed to require a precise and extensive preparation. Six stages of the effective CLIL planning has been analyzed and researched. Moreover, CLIL planning requires a change of the traditional concepts of lesson planning. The results prove that looking at the issue from a broader perspective brings us to the conclusion that, if there is a proper development of legal and regulatory framework for CLIL implementation in Ukrainian higher educational establishments, there will not be any problems for teachers interested in applying CLIL theoretical basis to the existing experience and realising enormous perspectives this approach yields to the educational system.
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Byers-Heinlein, Krista, Esther Schott, Ana Maria Gonzalez-Barrero, et al. "MAPLE: A Multilingual Approach to Parent Language Estimates." Bilingualism: Language and Cognition 23, no. 5 (2019): 951–57. http://dx.doi.org/10.1017/s1366728919000282.
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Bilingual infants vary in when, how, and how often they hear each of their languages. Variables such as the particular languages of exposure, the community context, the onset of exposure, the amount of exposure, and socioeconomic status are crucial for describing any bilingual infant sample. Parent report is an effective approach for gathering data about infants’ language experience. However, its quality is highly dependent on how information is elicited. This paper introduces a Multilingual Approach to Parent Language Estimates (MAPLE). MAPLE promotes best practices for using structured interviews to reliably elicit information from parents on bilingual infants’ language background, with an emphasis on the challenging task of quantifying infants’ relative exposure to each language. We discuss sensitive issues that must be navigated in this process, including diversity in family characteristics and cultural values. Finally, we identify six systematic effects that can impact parent report, and strategies for minimizing their influence.
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Johnson, Mary A., and Glenda F. Roberson. "The Language Experience Approach: Its Use with Young Hearing-Impaired Students." American Annals of the Deaf 133, no. 3 (1988): 223–25. http://dx.doi.org/10.1353/aad.2012.0782.
Full textDissertations / Theses on the topic "EDUCATION / Language Experience Approach"
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Wright, Marilyn Joyce. "Word processing and the language experience approach in the first-grade classroom." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3088.
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The purpose of this study was to determine the efficacy of the use of microcomputers together with the Language Experience Approach in first-grade classrooms for the teaching of writing.
Sample and procedure. The research program involved 111 children from four first-grade classrooms which were chosen on the basis of equivalent socio-economic levels and academic achievement. Three methods of teaching writing were studied: a computer program for word processing, the Language Experience Recorder (LER), concurrent with the Language Experience Approach; the Language Experience Approach (LEA) without computers; and the Basal approach generally used by teachers of the basal reader. Two classrooms were taught with LER, one with LEA and one with Basal. Ten compositions were collected from each child over a period of time from March, 1987 to June, 1987. The first two were evaluated as pretest stories, the last two were evaluated as post-test stories. Four evaluative measures were used to analyze the children's progress: the standardized measure Comprehensive Tests of Basic Skills (CTBS); two computer programs, LER and PC-Style; and a checklist designed by the research. An initial statistical measure, analysis of variance (ANOVA), was used to determine comparability of the groups. An analysis of covariance (ANCOVA) was used to determine significance between scores obtained by the three groups, and independent t tests were used to determine gains within the groups. Ten hypotheses dealt with such components of writing as story length, specific vocabulary use, work length, meaning units, use of compound and complex sentences, unification, and percent of personal words, and with growth in reading and language ability. Results. While all groups gained in writing proficiency, the LEA group made the most gains, scoring high in number of words, meaning units, use of compound and complex sentences, unification, and on the language section of the CTBS. The Basal group scored high on specific vocabulary, average word length and reading on the CTBS. The LER group scored high in use of personal words. The rank order of each group for each measure was relatively stable for the duration of the project. Because length of time spent in writing in individual classrooms and consistency of editing assistance were not controlled, the results of scores between groups were not comparable. However, gains within groups provided significant data and revealed growth in all groups on a majority of the components tested. One-to-one editing sessions with the classroom teacher may have had the greatest influence on first-grade writers. The consistency of one editor with expertise in positive criticism appeared to result in longer, richer and more cohesive compositions. The computer was found to be a valid instrument for teaching writing in first grade, as well as for increasing interest in writing and enhancing children's self-esteem.
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Meyers, Robert H. "Moving into whole language practices." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/714.
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Pietsch, Susan. "Reaction and action: A study of progress into whole language." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/964.
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Fiorindo, Marcia Ann Musket. "How to transition from a traditional classroom to a whole language classroom by implementing a fourth grade social studies-language arts unit that meets the needs of all students." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/896.
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Arvin, Rosanne. "Application of the Language Experience Approach for Secondary Level Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/297.
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This study was conducted to determine the effectiveness of the language experience approach (LEA) for teaching reading and writing skills to functionally illiterate high school students who were identified as learning disabled. Twenty-one 9th-grade students ages fifteen to sixteen participated.
The students were divided into a control group and an experimental group. The control group was instructed through the use of a commercial reading kit, Reader's Workshop I (1974). The experimental group received instruction using the LEA which uses student written material to generate reading skill activities.
To verify effectiveness of the LEA, pre- and posttests of the Stanford Diagnostic Reading Test (1976), or SDRT, brown level, forms A and B and the Sentence Writing Strategy Pretest (1985), or SWSP, were administered to both the control and experimental groups.
The results on the subtests of the SDRT indicated no significant gains or losses of reading skill ability for either group. The SWSP though, indicated a significant gain in sentence writing ability of 29 percentage points for the experimental group while the control group lost 11 percentage points.
It is therefore evident that the language experience approach can be successful for teaching reading and writing skills to functionally illiterate high school students because it integrates reading and writing rather than providing detached skill instruction.
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Samuels, Maxine F. "A qualitative study of planning practices in a whole language elementary classroom /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9946294.
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Dodd, Kathleen Muriel. "Writing workshop in a whole language classroom: Effects on reading comprehension, written language, and writing skills." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1005.
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Miller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.
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This qualitative research study examined the usage of whole-language instruction in the classrooms of four self-professed whole-language teachers. Data were collected from the following sources: classroom observations; interviews with the teachers and their principals; and a study of lesson plans, student work, textbooks, and curriculum guides. The following conclusions were drawn from the study. The teachers' pre-existing philosophical views regarding language instruction influenced the effectiveness with which they implemented whole-language instruction more than any other single factor. These philosophical bases also determined, to a large extent, the kinds of whole-language practices and strategies the teachers used in their instruction. The skills-oriented teachers most often stated that they used whole-language instruction in order to review or reinforce skills. The more holistic teachers most often stressed language development, language appreciation, and self expression. The data collected in this study led to the conclusion that teachers must become knowledgeable of whole-language principles and make a personal commitment to the whole-language philosophy in order to develop integrated, coherent whole-language instructional programs. The data also led the researcher to conclude that assessment of whole-language instruction was an area of ambiguity and uncertainty for the teachers involved in the study. The following recommendations were made from the study. Teachers should make conscious efforts to become cognizant of their basic philosophies and beliefs regarding how children learn and develop. Teachers should then ensure that their practices are consistent with their beliefs. Increased emphasis should be placed on developing appropriate means for assessing the effectiveness of whole-language instruction. School districts should provide adequate in-service opportunities and support services and receive the commitment of the teachers before initiating district-wide whole-language programs. Further research should be conducted on how teachers are affected when they are required to teach in ways which are inconsistent with their basic philosophies and/or teaching styles.
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Lo, Anne Ma. "The language experience approach in second language learning, with particular reference to early secondary schooling in Hong Kong." Thesis, Durham University, 1995. http://etheses.dur.ac.uk/1107/.
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Schwinn, Sandra Jean. "Early reading success: Parents make a difference." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1035.
Full textBooks on the topic "EDUCATION / Language Experience Approach"
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Brenda, McInnis, ed. The Whole language approach to reading, writing, and language arts. Educational Research Service, 1989.
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Yeager, David Clark. The whole language companion. Scott Foresman and Company, 1991.
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1931-, Goodman Yetta M., Hood Wendy J, and Goodman Kenneth S, eds. Organizing for whole language. Heinemann, 1991.
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Polette, Nancy. Whole language in action: Teaching with children's literature. Book Lures, 1990.
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K, Brady Sandra, and Sills Toni M, eds. Whole language: History, philosophy, practice. Kendall/Hunt, 1993.
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Brown, Hazel. Inside whole language: A classroom view. Primary English Teaching Association, 1991.
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Samalone, Everett Rebecca, ed. Activities for teaching using the whole language approach. C.C. Thomas Publisher, 1990.
Find full textBook chapters on the topic "EDUCATION / Language Experience Approach"
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Björnsson, Julius K. "Teaching Culturally Diverse Student Groups in the Nordic Countries—What Can the TALIS 2018 Data Tell Us?" In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_4.
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AbstractAlmost all Nordic classrooms have some or a considerable number of students with a native language different from the language of instruction. Therefore, most Nordic teachers have to address the issues this setting imposes on them. The chapter is concerned with teachers’ attitudes and experiences of teaching in a multicultural setting—that is, variations in their perceived self-efficacy in multicultural classrooms. The TALIS study is used to explore these effects and relate teacher experiences with the issues of equity and diversity. Our analysis includes all five Nordic countries. A linear regression approach was used, taking into account the multi-stage sampling in TALIS. The results indicate that general self-efficacy in teaching and not specific multicultural knowledge or experience has the most significant influence on the experienced ability to handle a multicultural setting. This is a somewhat surprising, albeit reassuring, result, as it indicates that a good and trustworthy teacher education and functional general teacher competencies are the most essential ingredients in adequately handling a multicultural classroom.
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Girfanova, Ksenia A., Elena V. Mihaleva, Liudmila V. Anufryienka, Alena V. Kavaliova, and Victoria V. Vorobeva. "Adopting the Thesaurus Approach to Develop Textual Competence among International Students while Teaching a Language for Special Purposes: Experience from Russian and Belarusian Higher Institutions." In Integration of Engineering Education and the Humanities: Global Intercultural Perspectives. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11435-9_2.
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Nutti, Ylva Jannok. "Sámi Teacher Education or Teacher Education for Sámi Students? Central Cornerstones in Sámi Teacher Education." In Springer Polar Sciences. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_4.
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AbstractSámi teacher education programs are core programs at the Sámi University of Applied Sciences, and have been since the establishment of the institution. Sámi teacher education programmes involve flexible teaching methods including online teaching, teaching at gatherings and through practicum periods at early childhood centres and primary schools. The aim of this chapter is to discuss Sámi teacher education as Indigenous higher education, in order to explore the cornerstones of Sámi teacher education. The method used in the present study combines content analyses and a narrative approach. Content analysis is a research tool used to analyse the official documents for teacher education programmes and programme syllabi at Sámi University of Applied Sciences. The narrative approach was selected in order to use personal experiences from Sámi teacher education. As an analytical tool the model of Madden’s (2015) pedagogical pathways in Indigenous teacher education were used. The pathways are learning from traditional Indigenous modes of teaching, pedagogy for decolonizing, Indigenous and antiracist education, and Indigenous and placed-based education. Traditions, traditional knowledge and traditional models of teaching, together with language, are central in Sámi teacher education. Sámi teacher education could also be viewed in connection to placed-based education. Decolonizing is part of the educators’ work to transform and implement traditional knowledge and culture-based teaching perspectives, and in educators’ work to deconstruct culture, history and Indigenous identity. The term “colonial” is not used explicitly. However even if the term is not present, colonialism is indirectly visible. The antiracist education is less visible. All the pathways are visible in Sámi teacher education, but to visualise in Sámi teacher education the cornerstones, the metaphor of the lávvu and three caggi, or poles, is used and the caggit are, in the Sámi language, árbediehtu, and girjás searvelatnja.
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Galkienė, Alvyra, and Ona Monkevičienė. "Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_1.
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AbstractThe experience of the development of inclusive education strategies in various countries has been the source of various conceptions and practices, which have gradually evolved into the axis of the education policy of the late twentieth and early twenty-first century. This chapter presents an overlook of insights that are significant for the practical implementation of inclusive education and substantiated by scientific research. As the perception of inclusive education developed from meeting special educational needs in general schools (Florian. Int J Incl Educ 23(7–8): 691–704. 10.1080/13603116.2019.1622801, 2019) to recognising the variety of needs of all students (Meyer et al. Universal design for learning: theory and practice. CAST, 2014), the Universal Design for Learning (UDL) approach was presented to the pedagogical circles. This chapter of the book examines the fundamental aspects of the UDL approach in the context of the development of the inclusive education construct, from emphasising the Zone of Proximal Development (Vygotsky. Thought and language. MIT Press, 1962) to highlighting the processes taking place in the inclusive education ecosystem (European Agency for Special Needs and Inclusive Education. Inclusive school leadership: exploring policies across Europe. (E. Óskarsdóttir, V. Donnelly & M. Turner-Cmuchal, Eds.). Odense, Denmark. https://www.european-agency.org/sites/default/files/sisl_synthesis_report.pdf. Retrieved 16 April 2021, 2019), revealing the variety of perceptions of student uniqueness and education differentiation concepts in implementing inclusive education, and discussing the differences between the specificities of education goals and their implementation in the UDL and traditional approaches. The analysis of scientific research allowed us to distinguish the basic aspects of the UDL approach that are significant for the transformation of the traditional education system into a high-quality one based on the presumptions of success for every student and formed on the grounds of inclusive education.
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Sánchez, Rebecca M., Karla V. Kingsley, Amy Sweet, et al. "Towards Social Justice Through Arts and Language-Based Learning." In Integrating Social Justice Education in Teacher Preparation Programs. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5098-4.ch005.
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The Teacher Education Collaborative in Language Diversity and Arts Integration (TECLA) initiative prepares elementary teachers at a Southwest majority-minority university. TECLA emerged from a social justice commitment to prepare teachers to work in linguistically and culturally diverse schools. The program integrates interdisciplinary arts-based approaches and culturally sustaining language acquisition strategies throughout the teacher education experience. TECLA conceptualizes social justice through a sociohistorical lens. Social justice is experienced when all people have equitable access to meaningful opportunities to participate in and (re)shape the social structures in which they live and work. TECLA relies on an expanded definition of social justice that includes building on students' home cultures, languages, and experiences to design rigorous educational experiences.
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Otcu-Grillman, Bahar, and JungKang K. Miller. "Linguistic Diversity in Language Teacher Education." In Global and Transformative Approaches Toward Linguistic Diversity. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8985-4.ch010.
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This chapter examines the process of increased awareness and identity transformation of teachers who were enrolled in a graduate Teaching English to Speakers of Other Languages (TESOL) program as they worked with English language learners (ELLs) in the field. The authors analyze two different fieldwork-based projects, an ELL's language analysis and a case study, that teacher candidates completed as a requirement of two graduate courses. Drawing on culturally relevant pedagogy conceptual framework, the authors examine participant teacher candidates' identity transformation as they engage in reflective practice. Through focusing on candidates' narratives and analyzing data qualitatively, the authors discovered that most teacher candidates experienced identity transformation as a result of connecting with their students' learning experience. They developed an awareness of linguistic diversity, came to view it as a valuable resource, and defined the teachers' roles as advocates for their students and families.
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Herrera-Rocha, Lidia. "Hybrid Language Practices for English Language Learners." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3955-1.ch004.
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English Language Learners (ELLs) form a growing segment of the U.S. population. Macro-level policies have been established to accommodate the needs of minority groups of language learners. Educational institutions have implemented these policies at the micro-level through diverse bilingual education programs. This chapter examines educational approaches that promote social and academic achievement for ELLs and those initiatives that may further marginalize learners. The reasoning behind the practices in each approach is examined through a theoretical and empirical lens to find effective pedagogical practices. As a student and a former educator in a transitional bilingual program in a border city, I will begin with my perspective on a program that focuses on assimilation into the mainstream culture through the dominant language. Best practices for ELLs, as perceived through personal experiences, empirical and theoretical evidence, embrace an educational space where primary and secondary discourses can coexist in a hybrid environment of multivoicedness.
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Chung, Mi-Hyun. "Digital Storytelling Project for Language Teachers." In Interdisciplinary Approaches Toward Enhancing Teacher Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4697-0.ch004.
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This chapter will present a model of a digital storytelling project that is designed to help language teachers experience what their students would go through in the digital storytelling process. The model will give teachers an opportunity to reflect on the experience and plan for the implementation of the digital storytelling in their teachings. The chapter discusses concepts of new literacy, semiotics, and technology for language learning, and importance of teacher perspectives in relation to the presented model. The discussion also reminds readers that the ultimate goal of the teacher digital storytelling project is to support authentic and meaningful learning of their students, including English language learners (ELLs) and bilingual students. The digital storytelling approach is used to acknowledge diversity and promote culturally responsive teaching in a language class. Reading, writing, and sharing personal narratives in the digital storytelling offer opportunities to ELLs or bilingual students to understand the context, make voices, and contribute to a learning community.
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Rivera, Angelica. "Mexican American Women’s Stories in 1950s Chicago Schools." In Latina/o/x Education in Chicago. University of Illinois Press, 2022. http://dx.doi.org/10.5622/illinois/9780252044502.003.0003.
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This chapter describes the educational experience of Mexican/Mexican American girls in mid-twentieth-century Chicago Public Schools and sheds light on the feeling of exclusion and marginalization that some Mexicans experienced due to lack of bilingual education programs. Oral histories with twenty Mexican American women were conducted as a methodological tool to explore issues of race, class, gender, identity, community formation, language experiences, generational differences, educational attainment, and activism. For my theoretical approach, I borrowed from one of the tenets of critical race theory and LatCrit.
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Attia, Mariam. "The Role of Early Learning Experience in Shaping Teacher Cognition and Technology Use." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch054.
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This chapter explores the role of teachers' early learning experiences in shaping their pedagogical beliefs and practice specifically in relation to technology use. Following a case study approach, the accounts of three in-service Arabic language teachers from a private institution of higher education in Cairo, Egypt, were examined. Practitioners with years of professional experience are not expected to have encountered elements of technology as we know today in their schooling. Nevertheless, findings suggest that conceptions formed early in life of what constitutes “good” or “bad” teaching act as filters through which new experiences, including the use of digital media, are internalized. As imprints of early learning experiences are manifested in teaching, it is the responsibility of teachers to look back on them for possible influences on their pedagogical theories. In complementary fashion, the study foregrounds the role of teacher education in mediating initial conceptualizations of teaching and learning and accentuates the value of reflective practice for continuing teacher development.
Conference papers on the topic "EDUCATION / Language Experience Approach"
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Sonina, Snejina, and Sylvia Mittler. "Business French and Translation in the Era of Google Translate: Variations on the Action-based Approach in Language Courses." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8009.
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In this article we outline our practices for the inclusion of electronic translation devices in specialized French language courses and reflect upon the changing landscape of language teaching. We describe how the use of Google Translate can increase students' awareness of linguistic, stylistic, and cultural differences in our culturally and linguistically diverse clasrooms. Although we characterize our didactic approach as action based, we differenciate our use of this approach from its common use in general language courses and point out the usefulness of intellectualizing it based on our use of Google Translate in work-place-oriented courses. Furthermore, we use our experience with action based approaches and translation devices to answer the following questions: why are students still learning languages; what are the language skills that they are interested in; and what is the role of a teacher in this new world of quasi-magic linguistic tools.
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Militaru, Marina luminita, Viorelavalentina Dima, and Mariaantoaneta Lorentz. "ROMANIAN AS A FOREIGN LANGUAGE IN A BLENDED LEARNING APPROACH." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-138.
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The aim of the current paper is to present the experience of the academic staff of the Department of Modern Languages and Business Communication from The Bucharest University of Economic Studies (ASE) in teaching Romanian as a Foreign Language as part of the Preparatory Year of Romanian Language for Foreign Citizens. The latter program was initiated in 2014 and is the first such program accredited by the Romanian Agency for Quality Assurance in Higher Education (ARACIS) in 2017. Since the launch of the program, it has been attended by more than 250 students from all over the world, who have benefited from a blended learning instructional approach. Teaching and learning activities have been based on a combination of classroom techniques and digital media resources that will be described in the article. A one-of-a kind digital support is provided through the Oportunidance platform, developed through an international project that was awarded the European Language Label 2016 for innovation and creativity in foreign language teaching and learning. The efficiency of the blended learning approach to teaching Romanian as a Foreign Language will be discussed by reference to the successful integration of graduates on the educational market in Romania, which will be briefly referred to in the article.
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Lukina, Oksana, Anheliena Dubskikh, Yulia Savinova, and Ann Butova. "ORIENTED FOREIGN LANGUAGE E-COURSES: ELABORATION AND ASSESSMENT (BASED ON EXTEND PROJECT EXPERIENCE)." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-136.
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In the modern world the role and the quality of the international communication has changed greatly. In the past decades globalization of economy, science and development of communicative technologies resulted in expansion of international connections and engaging a great number of scientists, teachers, students and staff of national and international companies into international communication. The professional activity of all these people is impossible without foreign language proficiency. Thus, communication in foreign languages is becoming a key component of future professional activity. In this regard, the role of the discipline "Foreign Language" in non-linguistic higher educational institutions has been significantly increased. A professionally-oriented approach to teaching a foreign language in technical universities is becoming especially relevant nowadays. This approach includes building students' foreign language capacity in specific professional, business and scientific situations, taking into account the peculiarities of professional thinking. The professionally-oriented education involves mastering professionally-oriented foreign language as well as developing personal traits of learners, their knowledge of the culture of the English speaking countries, and acquiring special skills, based on professional and linguistic knowledge. The use of new information technologies in teaching is one of the most important aspects of improvement and optimization of the educational process, upgrading of teaching tools and methods, which will allow to vary methods of work and make the learning process more interesting and exciting for students. The goal of the research is to examine new ways of using ICT in the process of elaboration of a new course "Professionally-Oriented Foreign Language" by the lecturers of NMSTU. The authors emphasize that ICT serve not only as a means to deliver materials, but as a means of control as well. They provide a high quality of the material presentation and use various communicative channels (textual, sensory, graphic, sound, etc). New technologies enable us to individualize and intensify the learning process, overcome the psychological barrier of a learner, who is not able to use the language as a means of communication. One more positive aspect of using ICT in the educational process is its ability to make the process of learner's assessment more objective (tasks with pre-set criteria of assessment help to avoid subjectivity of assessment).
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Rakhimbirdieva, Ilmira, Gouzel Khaimova, and Irina Kurmaeva. "COMPETENCE APPROACH IN TEACHING OF A FOREIGN LANGUAGE IN RUSSIAN UNIVERSITIES IN COMPARISON WITH THE EUROPEAN EXPERIENCE." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0824.
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Islamov, R. S. "THE EXPERIENCE OF TEACHING ENGLISH SPECIAL LEXIS FOR THE MULTILINGUAL GROUPS OF CHEMICAL DEPARTMENTS (BASED ON THE ONOMASTICS OF D.I. MENDELEYEV'S PERIODIC TABLE)." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.130-138.
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The paper observes the matter of proper names of chemical elements of the periodic table by D.I. Mendeleev, the history of their origin, and transformation while the morphemic and semantic loaning from Greek and Latin languages. Moreover, the name for this lexis is proposed as stoichonyms. The topic under discussion is actual for chemistry students in classes of English. The paper provides an example of multilingual group of the speakers of Russian, Tajik, and Kyrgyz languages. The special interest is the comparative lexemic analysis of the names of chemical elements in these three languages. By means of it, one can conclude on the students' perception of the scientific lexis in the light of its etymology, on the one hand. On the other hand, one can make an approach to teaching the special lexis not only by language teacher but chemistry as well.
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Shirokikh, Anna Yurievna. "An experimental tailor-made ESP course: experience of teaching English to students of Economics." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.
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The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics. Students' responsibility, the use of online resources and students' freedom in selection of teaching materials are viewed as key elements of the approach. the methodology of the course is worked out on the basis of close teacher-student interactin in and out of class. The results indicate that despite the fact that the course was time-consuming for both teachers and students, there are some positive results in respect of increased proffessional vocabulary range, levels of motivation and cognition.
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Dragoescu Urlica, Alina Andreea, Lulzime Kamberi, and Marta Boguslawska-Tafelska. "Communication and Language Learning in Virtual Environments through an Eco-semiotic Lens." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/19.
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The paper explores the interface between the new theoretical approach of ecolinguistics and language educational practices in the new digital environments that we have plunged into during 2020-2021. From the standpoint of ecological communication and eco-semiotics, the exploration highlights its impact on language learning and education in general, as re-contextualized in the new digital spaces we have all been experiencing as educators and learners. The theoretical input from semiotics and conceptual linguistics on the one hand, and educational ecology on the other hand, is paired with a direct empirical analysis of the students’ language learning experience at the USAMVBT University of Timisoara, Romania, the University of Tetova, North Macedonia, and Lomza State University from Poland. Our aim is to better understand how to sustain students’ communicational skills and their overall adaptation to the emerging digitalised educational environment across fields of study.
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Taikumanova, Mahabbat, and Elmirа Uteubayeva. "ACMEORIENTED DEVELOPMENT OF TEACHERS IN THE INTEGRATED EDUCATIONAL SPACE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(31).
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In this article, the problems of the teacher's professional development, as well as the pedagogical conditions of the acmeoriented mentoring within educational institutions are being examined. The characteristics of mentoring, the features of the integrated educational space of pedagogical education in the training of teachers also had been presented here. Nowadays, the need for mentoring is quite urgent to an extent that a modern teacher must be able to instantly 'react' to the ongoing changes within the educational system. A proper 'response' to such metamorphoses in the institutional environment is required such that it's encompassing alterations of the educational program's content, the introduction of brand-new teaching methods and technologies. Mentoring is organically combining acmeorinted professional development, its personalization, and guarantees a holistic approach to each teacher. It's believed by us that mentoring allows us to expand applied professional skills and competencies. The following paper represents a general experience of the educational mentoring process, in particular, considering the use of mentoring in the advancement of acting teachers' qualifications. An important role plays an innovative project of advanced training courses, "Pro-teaching", established collectively with Karaganda Buketov University and aimed at developing new training programs.
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Petrovic, Dina. "MOODLE AS A SUPPORT FOR ACADEMIC DEVELOPMENT - EXPERIENCE OF DOCTORAL STUDENTS." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-027.
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During the last decades, as a result of the intensive development of digital technologies, significant changes have occurred in the field of higher education. The implementation of digital tools in the education process of future academics conditioned the development of a new learning culture based on the the theory of connectivism. The wave of changes in university education is increasingly present at the Faculty of Philology, University of Belgrade, a renowned institution for the education of young people in the field of language, literature and culture. One of the leading changes is the introduction of the Moodle platform, which, as an online open source platform, offers a variety of content for communication, learning, organization and thus provides significant support to the educational process for future members of the academic community. Moodle is a very popular e-learning software that can be used to create online dynamic applications that develop an active and creative approach to educational activities, which is particularly significant for the doctoral academic studies. Accordingly, the main objective of this paper is to examine the opinions of PhD students on the use of the Moodle Platform for educational activities. The research tasks include questions related to the level of studies when Moodle is used, the length of time, the purpose of use, and the type of downloaded materials. For the purpose of the research, a questionnaire was used, with open and closed type questions. The sample of the research was deliberately chosen, comprized of doctoral students at the Faculty of Philology in Belgrade, who were using Moodle during their academic studies. The research data were processed using a qualitative and quantitative method, using standard statistical procedures. The results of the research indicate that students recognize the role of this platform in their own academic development.
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Sila Ahmad, Kham, Jocelyn Armarego, and Fay Sudweeks. "The Impact of Utilising Mobile Assisted Language Learning (MALL) on Vocabulary Acquisition among Migrant Women English Learners." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3774.
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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose : To develop a framework for utilizing Mobile Assisted Language Learning (MALL) to assist non-native English migrant women to acquire English vocabulary in a non-formal learning setting. Background: The women in this study migrated to Australia with varied backgrounds including voluntary or forced migration, very low to high levels of their first language (L1), low proficiency in English, and isolated fulltime stay-at-home mothers. Methodology : A case study method using semi-structured interviews and observations was used. Six migrant women learners attended a minimum of five non-MALL sessions and three participants continued on and attended a minimum of five MALL sessions. Participants were interviewed pre- and post-sessions. Data were analysed thematically. Contribution: The MALL framework is capable of enriching migrant women’s learning experience and vocabulary acquisition. Findings: Vocabulary acquisition occurred in women from both non-MALL and MALL environment; however, the MALL environment provided significantly enriched vocabulary learning experience. Impact on Society: MALL offers an enriched and interactive medium of learning, and positive, enriched learning experience Future Research: A standardised approach to measure the effectiveness of MALL for vocabulary acquisition among migrant women in non-formal setting.
Reports on the topic "EDUCATION / Language Experience Approach"
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ZATONA, D. S., and I. V. SHATOKHINA. METHODICAL APPROACHES AND EXPERIENCE OF THE FORMATION OF THE COMMUNICATIVE UNIVERSAL LEARNING SKILLS OF YOUNGER SCHOOLCHILDREN USING DIGITAL TECHNOLOGIES (LITERATURE REVIEW). Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-71-79.
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The article is devoted to the problem of formation of communicative universal learning skills of junior schoolchildren in the process of primary lingual education. The authors consider the organization of communicative interaction of the agents of the educational process at the lessons using digital technologies to be one of the important conditions for solving this problem. The article contains a theoretical review of researches on the role and capabilities of those technologies in both lingual education and the development of primary school students. The components of digital technologies, the use of which at the lessons of native language contributes to the development of students’ communicative skills are described in the article. The authors also analyze and summarize the experience of using digital technologies at native language lessons by primary school teachers. The researchers conclude that the use of various opportunities of the modern digital educational environment allows individual teaching methods and differentiated approach to students, creating opportunities for the development of their communicative skills and abilities.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.
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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Davies, Will. Improving the engagement of UK armed forces overseas. Royal Institute of International Affairs, 2022. http://dx.doi.org/10.55317/9781784135010.
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The UK government’s Integrated Review of security, defence, development and foreign policy, published in March 2021 alongside a supporting defence command paper, set a new course for UK national security and highlighted opportunities for an innovative approach to international engagement activity. The Integrated Review focused principally on the state threats posed by China’s increasing power and by competitors – including Russia – armed with nuclear, conventional and hybrid capabilities. It also stressed the continuing risks to global security and resilience due to conflict and instability in weakened and failed states. These threats have the potential to increase poverty and inequality, violent extremism, climate degradation and the forced displacement of people, while presenting authoritarian competitors with opportunities to enhance their geopolitical influence. There are moral, security and economic motives to foster durable peace in conflict-prone and weakened regions through a peacebuilding approach that promotes good governance, addresses the root causes of conflict and prevents violence, while denying opportunities to state competitors. The recent withdrawal from Afghanistan serves to emphasize the complexities and potential pitfalls associated with intervention operations in complex, unstable regions. Success in the future will require the full, sustained and coordinated integration of national, allied and regional levers of power underpinned by a sophisticated understanding of the operating environment. The UK armed forces, with their considerable resources and global network, will contribute to this effort through ‘persistent engagement’. This is a new approach to overseas operations below the threshold of conflict, designed as a pre-emptive complement to warfighting. To achieve this, the UK Ministry of Defence (MOD) must develop a capability that can operate effectively in weak, unstable and complex regions prone to violent conflict and crises, not least in the regions on the eastern and southern flanks of the Euro-Atlantic area. The first step must be the development of a cohort of military personnel with enhanced, tailored levels of knowledge, skills and experience. Engagement roles must be filled by operators with specialist knowledge, skills and experience forged beyond the mainstream discipline of combat and warfighting. Only then will individuals develop a genuinely sophisticated understanding of complex, politically driven and sensitive operating environments and be able to infuse the design and delivery of international activities with practical wisdom and insight. Engagement personnel need to be equipped with: An inherent understanding of the human and political dimensions of conflict, the underlying drivers such as inequality and scarcity, and the exacerbating factors such as climate change and migration; - A grounding in social sciences and conflict modelling in order to understand complex human terrain; - Regional expertise enabled by language skills, cultural intelligence and human networks; - Familiarity with a diverse range of partners, allies and local actors and their approaches; - Expertise in building partner capacity and applying defence capabilities to deliver stability and peace; - A grasp of emerging artificial intelligence technology as a tool to understand human terrain; - Reach and insight developed through ‘knowledge networks’ of external experts in academia, think-tanks and NGOs. Successful change will be dependent on strong and overt advocacy by the MOD’s senior leadership and a revised set of personnel policies and procedures for this cohort’s selection, education, training, career management, incentivization, sustainability and support.
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PARSHUTKINA, T., O. BERKU, and T. KALENTSOVA. FORMATION OF THE FOUNDATIONS OF THE CONTEXTUAL APPROACH IN HIGHER DOMESTIC FOREIGN LANGUAGE EDUCATION IN THE 1970-1980S OF THE XX CENTURY. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-59-66.
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The article is devoted to the problem of the formation of the foundations of the contextual approach in foreign language education as the most important scientific foundation of modern pedagogy. In the historical path of development of this approach, the authors distinguish the 1970-1980s of the XX century, since its main structural characteristics were formed during this period. The article concludes that the structuring of the contextual approach in teaching foreign languages in higher education was caused by the need to create a professional context in the conditions of educational activity. To this end, researchers and methodologists used the pedagogical and methodological tools of the contextual approach.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.
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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3759.
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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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BAGIYAN, A., and A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.
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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.
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Rogers, Katherine, Karina Lovell, Peter Bower, and Christopher Armitage. “What are Deaf sign language users’ experiences as patients in healthcare services?”: A scoping review protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.1.0102.
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Review question / Objective: A scoping review with specific reference to the context of Deaf populations, in relation to Deaf people’s experience of health and mental health services, including the use of a questionnaire regarding their experience as a patient, is needed in order to assess and synthesise the current knowledge. As this is an exploratory type of review drawing on qualitative as well as quantitative work, the PICo approach Population, (Phenomena of) Interest and Context, will guide the question formulation. Following the identification of the gap in the existing systematic reviews and scoping searches concerning patient experience and Deaf people’s experience of using healthcare services, the research question is as follows: “What are Deaf sign language users’ experiences as patients in healthcare services?”. Information sources: The bibliographic databases that will be searched for this review will includes PsycINFO, PubMed, Web of Science, CINAHL, and Medline. Grey literature sources (e.g., policy, practice, and guideline documents), including contacting the relevant investigators working in the field of Deaf populations, will be searched for this review study. Forward citation sources, from the relevant reference lists, will also be searched to ensure the process is thorough.
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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4466.
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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.
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MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp161.
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This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.