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Relevant bibliographies by topics / Language and languages, Study and teaching (Elementary). Uganda

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Journal articles

Academic literature on the topic 'Language and languages, Study and teaching (Elementary). Uganda'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Language and languages, Study and teaching (Elementary). Uganda"

1

Kisa, Sarah, Godfrey Ejuu, and Joyce Ayikoru Asiimwe. "Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda." American Journal of Education and Practice 4, no. 1 (2020): 44–59. http://dx.doi.org/10.47672/ajep.558.

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Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence.Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposi

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Gumilar, Teija. "Regional Languages in Indonesian Educational System: a comparison study of Javanese, Sundanese and Dayak languages teaching programs." Investigationes Linguisticae, no. 33 (July 1, 2016): 29–42. http://dx.doi.org/10.14746/il.2016.33.4.

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Indonesian language has been a lingua franca between 1.128 ethnical groups speaking 746 regional languages and dialects, living in the Republic of Indonesia. The domination of Indonesian language in daily practice, the emerging popularity of foreign languages and the change in socio-economic condition have adverse impacts to the existence of regional languages. By 2007 about 35% of those languages are believed to be disappearing. Some ethnical groups with large population succeeded developing their languages through elaborate standardization, better teaching programs and rich literary works. S

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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.

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Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from t

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Miftakh, Fauzi, and Kelik Wachyudi. "Teaching tolerance through intercultural English language learning to elementary students." ELT in Focus 2, no. 2 (2020): 41–50. http://dx.doi.org/10.35706/eltinfc.v2i2.3053.

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This study aims to find out how the intercultural English language learning can foster values of tolerance in elementary school students, as well as how it is implemented by teacher in the classroom. This research used a case study research design and the subjects in this study were a teacher and 20 6th grade students at an elementary school in Karawang. Data collection techniques were carried out by observation in 4 class meetings to observe the learning activities and interview with a teacher and 6 students. From the observations, this study showed that intercultural English language learnin

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Namukwaya, Harriett. "Beyond Translating French into English: Experiences of a Non-Native Translator." TranscUlturAl: A Journal of Translation and Cultural Studies 5, no. 1-2 (2014): 61. http://dx.doi.org/10.21992/t9r906.

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This paper documents a non-native translator’s experience in an academic setting, focusing on the challenges of translating different kinds of texts from French into English at the Institute of Languages, Makerere University. Makerere Institute of Languages (MIL) is composed of four clusters: Foreign Languages, African Languages, Communication Skills and Secretarial Studies, Service Courses and Soft Skills (Wagaba 97). The services offered include teaching language skills and culture to university students and the general public; communication skills to people who want to improve in English, F

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Montejo Rodriguez, Andres Mateo, Karen Daniela Fino Ortiz, and Astrid Ramírez Valencia. "Language classroom practices applied by native speaker teachers in a plurilingual elementary classroom." Revista Boletín Redipe 10, no. 2 (2021): 131–43. http://dx.doi.org/10.36260/rbr.v10i2.1200.

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The need for learning a foreign language in this globalized world has become an essential skill, to the point English is not sufficient, but other foreign languages are required. Colombia has been reshaping its educational curriculum to achieve these foreign language skills. Though there are suggested curriculums for English, the lack of concrete methodologies for Chinese teaching leads to unsuccessful teaching practices. This exploratory case study will observe the first grade Mandarin class in a Colombian private institution whose teachers are native and non-native. There are obstacles in th

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Portes, Pedro R., Manuel González Canché, Diego Boada, and Melissa E. Whatley. "Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School." American Educational Research Journal 55, no. 3 (2017): 488–531. http://dx.doi.org/10.3102/0002831217741089.

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This study explores preliminary results from a pedagogical intervention designed to improve instruction for all students, particularly emergent bilinguals in the United States (or English language learners). The study is part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for improving the school achievement of upper elementary grade students. Standardized achievement student data were gathered from ( N = 74) randomized teachers’ classrooms. Preliminary ordinary least squares analyses of the intervention appear promising for English langu

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Moore, Danièle, Mayo Oyama, Daniel Roy Pearce, and Yuki Kitano. "Plurilingual education and pedagogical plurilanguaging in an elementary school in Japan." Journal of Multilingual Theories and Practices 1, no. 2 (2020): 243–65. http://dx.doi.org/10.1558/jmtp.17783.

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In this article, we examine a plurilingual practice in Japan – a country traditionally described as being extremely monolingual. The contribution explores innovative teaching that disrupts monolingual ideologies and how we view TESOL practice. The context of the study is a public elementary school situated in western Japan. We follow the classes of one teacher to discuss her use of pedagogical plurilanguaging as intentional instructional strategies that integrate several languages and cultural viewpoints to support the development of language and content learning, plurilingual awareness and mu

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Hanafi, Hanafi. "Contrastive Analysis: A Case for Noun Affixes of Indonesia Language and Banten Javanese Language." Journal of English Language Teaching and Cultural Studies 3, no. 2 (2020): 64–72. http://dx.doi.org/10.48181/jelts.v3i2.9628.

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This study is aiming to discuss the contrastive analysis of noun affixes of Banten Javanese Language and Indonesian Language. The research method used in this research was qualitative. The technique used in data collection is document study from Indonesian Language and Banten Javanese textbooks used in elementary schools. The data analysis technique used was contrastive analysis by comparing these two languages. This result shows that both Banten Javanese and Indonesian Language have their similarities and differences in terms of noun. The similarities are reflected on prefixes, suffixes, and

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Xega, Edlira. "The Application of English Syllabuses by Teachers of Elementary Education in the Teaching- Learning Process, in Korça Region." European Journal of Social Sciences Education and Research 2, no. 1 (2014): 105. http://dx.doi.org/10.26417/ejser.v2i1.p105-122.

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Growing needs for appropriate English learning in Albanian context, the importance of English syllabuses, objectives reflected in the English textbooks, the conformity of syllabuses and the assessment teachers make, conform Common European Framework of References for languages in Elementary education , in urban and rural area, public and non public schools in elementary schools of Korca region, are some elements that lead toward the question: To what extent do Albanian teachers apply the syllabuses in the Albanian context, and how the syllabuses are a point of reference for them and for Albani

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