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

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 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively.Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”.Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.

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. Since 2004 government and linguists have been working on ef-fective regional languages teaching and promotion pro-grams. As the educational policy lies in the hand of pro-vincial government, new strategies have been implemented to incorporate regional language teaching into local content subjects within elementary, secondary and high schools respectively. In this paper the author will show a comparison study between teaching programs of Javanese, Sundanese and Dayak languages.

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 two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.

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 learning was moderately relevant to apply to elementary students. The teacher used simple, fun and stimulating activities and material such as songs, short stories and games in English, both from native culture (Indonesian) and target culture (English). Students could learn the use of English while recognizing cultural differences between native and target culture and languages. On the other hand, from the interview, students stated that they were very pleased with the method applied. They expressed their pleasure because they could get to know other cultures and most importantly they accept cultural differences as an amazement. Therefore, it can be concluded that students at a young age are fair enough to be introduced intercultural learning so they can think critically and have a tolerant attitude from an early age. However, the teaching method and material should be adapted to their age and thinking capacity.

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, French, German, Arabic, Swahili and local languages; and translation and interpretation in the languages mentioned above. These services are offered at this institute because there is no other well-recognised institution in Uganda that engages in translation or interpretation, yet there is always a big demand for them. The emphasis in this study is on teachers of French who also render translation services to a wide range of clients at the Institute of Languages. The main focus is on the experiences and opinions of non-native translators. The aim is to highlight the challenges a non-native translator encounters in the process of translating different categories of documents from French into English for purposes of validation of francophone students’ academic documents and their placement in Uganda universities, verification of academic qualification of teachers from francophone countries who come to Uganda in search of teaching jobs, and mutual understanding at international conferences held in Uganda whose delegates come from francophone countries. Selected texts will be critically examined to illustrate the specific challenges a non-native speaker encounters while translating from and into a language or languages which are not his/her first language or mother tongue. The paper deals with the following questions: What does the process of translating involve? What are the challenges encountered? Does every fluent French language teacher qualify to be a competent translator? What factors determine ‘competence’ in translation? What are the limitations faced in an academic setting? The discussion is based on the premise that competence in translation requires linguistic and intercultural competence, among other competencies. The outcome contributes to the understanding that translation in any setting is ultimately a human activity, which enables human beings to exchange information and enhance knowledge transfer regardless of cultural and linguistic differences.

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 the native teacher's performance since she lacks knowledge of Colombian culture and strategies to implement; she teaches Mandarin through English and lacks a communicative bridge because she does not speak Spanish. This research focuses on those practices to analyze the strengths and weaknesses of the class development performed by Mandarin native speaker teachers and the implications and effect those practices have in first graders' learning processes.

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 language arts in general. Limitations in baseline equivalency for students after teacher randomization are discussed along with strategies to overcome them and implications concerned with the education of all students, notably those whose parents speak languages other than English at home.

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 multiperspectivity. We explain how we think it echoes with, and differs from, the concept of translanguaging. Data sources include audio and video recordings of classroom interactions, visual documentation, researchers’ field-notes, teachers’ and learners’ reflective journaling, as well as learners’ productions. The study has implications for teacher training and curriculum design and resituates the teaching of English as a world language in a more complex and multifaceted way.

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 simulfixes; the differences are reflected on infixes. The result also concludes that the differences may hinder the process of teaching and learning Indonesian Language as L2; the similarities, on the contrary, may serve the facilities to learn Indonesian Language as L2.

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 Albanian learners, for a better language acquisition? The purpose of this research is to conduct an empirical study on the way how Albanian Elementary school teachers aimed at developing their opinions and their practice in the teaching- learning process. A questionnaire survey was adopted as the methodological approach employed in this research. In total, 60 teachers from different public and nonpublic elementary schools, belonging to urban and rural areas in Korca region, participated in this research. It also explored how Albanian teachers of different Elementary schools in Korca region implement the syllabus in their actual classroom language teaching practices and what effect syllabus has on learning outcomes. The questionnaire was conducted in the continuation of a learners' survey, in order to see and observe the teachers' opinions on the English syllabus, the way of organizing classes, how the syllabus is followed, how they adjust it to the textbooks they use, how satisfied they are with them, how they apply them in the educational process. The expected contribution of this research is to observe how the English syllabuses are implemented from the Albanian teachers in elementary education and if they are conform Common European Framework of References for languages (CEFR). The findings of this study provided valuable implications in developing teachers' new ideas for the actual situation of the teaching and learning process.

This article describes a two-year study of the French and English reading development of seven elementary French immersion (FI) students who spoke a home language that is neither English nor French. Given the critical role of literacy in school success and the growing number of third language (L3) learners entering FI, this study focused on L3 learners’ reading experiences. Standardized reading measures were administered in English and in French and think-aloud protocols and interviews were conducted with students. Results suggest that L3 students are similar to, if not stronger than, their bilingual peers with respect to English and French reading ability. They also relied on their knowledge of other languages to support French reading development and evidence of metalinguistic and metacognitive insights is presented. A number of classroom implications for teaching reading in diverse FI classrooms are included.

This research is about formation of bilingual auditory skills of junior schoolchildren in the context of the simultaneous study of Russian and Crimeantatar languages. The process of developing language skills is especially effective when students are immersed in the language environment and during the realization of interdisciplinary connections between the lessons of the language cycle. Textual work allows methodically expediently carrying out a close interdisciplinary connection between the lessons of the Crimeantatar and Russian reading. For the effective formation of the auditory skills of younger students, the use of such methods as teaching translation, comparison, and educational cooperation has been proposed.

The present study aims to determine the efficacy and relevancy of the two foreign language courses required for preparing elementary prospective teachers to teach Science and Mathematics in English or French. The study is a mixed one relying on quantitative data collected from the rating scales and the 5-point Likert-type Scale Questionnaires while the qualitative data is collected from the open-ended questions. Data was collected from: a) a questionnaire addressed to professors and instructors who teach the two language courses: “Language of Teaching” (FCE) and “Techniques of Expression” (TE), b) a questionnaire administered to science and mathematics trainers, c) a questionnaire addressed to students in the 2nd and 3rd semesters majoring in science and mathematics Education, d) a questionnaire addressed to a purposeful sample—3rd year students majoring in science and math education, and e) a questionnaire addressed to the science and mathematics coordinators. The objective of the questionnaires is to determine the participants’ conceptions of the efficacy of the foreign language courses, and whether those courses meet the needs of the science and mathematics students. Results indicate that students were not satisfied with the language courses. Recommendations for teaching foreign languages to Science and Mathematics students are also highlighted.

ABSTRACTThe Indonesian government has recognized the importance of English by including it in the education system for five decades. English has been integrated into secondary school for a long time. English exerts a stronger influence in the modern world and has become an international language. There are also advantages to introducing foreign languages to young students. Therefore, the Indonesian government made a policy to introduce English starting, elementary, middle and high school. At Katapang 1 Junior High School, this policy is optional. That depends on the demands of the school and the community. Schools and communities are responsible for providing teachers, curriculum and facilities. The teacher is one of the most important parts of the educational discourse and teaching and learning process in school. The two research questions formulated are: 1) what problems are faced by teachers in teaching? 2) how they find out the solutions? These questions urged the study to conduct a research at Katapang 1 junior high school. Three English teachers were chosen as respondents. In qualitative descriptive method, the interview was implemented to collect the data. As a result the teachers believe that providing good teaching materials can increase positive outcomes for student, the implementation program for teaching English at Katapang 1 Junior High School was very good as a stage of introducing foreign languages before they continued to higher education. Keywords: English teaching, problems, solutions

Studies show that teaching materials can be integrated with critical thinking skills for enhancing successful learning. However, the integration is not always clear as the communicativeness aspect of the materials also contributes to the goal of effective learning. This study focuses on critical thinking devices and the aspect of communicativeness fulfilled or violated in Indonesian primary school supplementary materials for language courses. It employs content or document analysis on the supplementary materials of the first graders on courses of English, Indonesian and Javanese languages. The analysis is based on the assumption that critical thinking tools and communicative aspects are the two main pillars that characterize the quality of language teaching materials in elementary schools. In addition, critical thinking tools are linked with communicative aspects of language teaching materials to target targeted competency standards. The results show that the communicativeness aspect is supported by the use of real context and authenticity of the materials. In terms of critical thinking device, the supplementary materials are supported by clear purpose in presenting key information. The evaluation on the supplementary materials concerns with the effort to improve the quality of primary school student’s cognitive attainment and critical thinking through communicative supplementary materials.

The onslaught of Covid-19 pandemic has made the current year the least effective as far as academic activities are concerned. Concerns and doubts are looming large on proper impartation of class room teaching, right from elementary to higher education. Inquisitiveness in us is exploring virtual mode of education and there is no better time to ponder upon the method and the medium than now and access it’s potential. Numerous websites have started providing virtual classes and courses in varied subjects and are turning more and more creative and interactive to the users. The present paper tries to explore the language teaching and learning as being presently provided by various on-line resources across the globe including India. This article aims at evaluating the online language learning websites and looks into the availabilities of linguistic contents and materials. It also looks into the techniques and activities used as a part of language instruction practice by the websites. This study has used the secondary sources to do the qualitative analysis with quantitative expressions. For the current study, multiple websites have been assessed on the basis of certain parameters such as, number of languages available for learning, conduction of placement test, accessibility, learning purpose, learning level, language activities, linguistic contents, language assessment and user friendliness. Following are the elaborations of the mentioned features.

Abstract This study analyzes a professional development intervention for preservice teachers that integrates language-acquisition strategies and academic content. The intervention is based on the Guided Language Acquisition Design (Project GLAD) and an elementary school’s science curriculum (FOSS), which included elements of effective professional development: active learning, models of effective practice, a focus on content, job-embeddedness, and reflection. The Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education-certified preservice teachers found that scaffolding context-reduced and cognitively-demanding lessons were foundational for content and language learning. Helping to plan lessons, creating lesson materials, and implementing them with third-grade dual-language students were key to the preservice teachers’ pedagogical content knowledge of integrating language and content. This study illustrates how situated learning experiences are beneficial for preservice teachers to orchestrate effective integration of language and content instruction for students in dual-language classrooms.

Statement of the problem. The article is devoted to a comparative analysis of educational programs in the Russian language at universities in China and Russia on the example of the Chinese “Curriculum for the Russian language for higher educational institutions” (2012) and the Russian “Linguodidactic program in Russian as a foreign language. Elementary level (A1). Basic level (A2). The first certification level (B1)” (2017). The main sections of the curriculum, related to the description of the goals and content of training, act as a guideline for both teachers and authors of textbooks. At the same time, Russian language curricula aimed at Chinese students at universities in Russia and China differ in their content. The purpose of the article is to compare the goals and content of teaching Russian to Chinese students in China and Russia. Methodology (material and methods). The material of the research was the Chinese “Curriculum for the Russian language for higher educational institutions” published by the Publishing House for Research and Teaching Foreign Languages ​​of China and the “Linguodidactic Program in Russian as a Foreign Language. Elementary level (A1). Basic level (A2). First certification level (B1)”. In the course of the study, the method of comparative analysis was used. Research results. The study revealed the similarities and differences in the goals and content of teaching aspects of the language and types of speech activity for Chinese students in two countries, an attempt was made to explain these similarities and differences. The research results can be used in teaching Russian to Chinese students. Conclusion. It has been established that the difficulties experienced by Chinese students in the study of the Russian language in Russian universities are not only subjective, but also objective. They are conditioned by the conditions of education (in the linguistic environment or outside it) and different linguodidactic traditions. This is revealed in the course of the analysis of the curriculum aimed at Chinese students studying Russian language: the authors of the Chinese program focus on teaching grammar and writing, while the authors of the Russian program emphasize on teaching oral speech.

Abstract The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

ABSTRACT Mandarin language has been one of the subjects in 2013 Curriculum as one of the foreign languages taught in schools starting from elementary to universities. Due to high interest in Chinese language in opening career opportunities to people who can master the language, there is also an increase of interest on not only the language but also on how to teach the language. Teachers in this context the teachers of Mandarin language at least master the basic of teaching Mandarin language in the five elements. On this matter, there are errors in the writing of Han Characters that occurs during the learning process on learners and teachers. The errors cover the strokes misalignment on written texts of describing oneself. This study analyzes the common mistakes of Chinese stroke writing on Teachers of Chinese language teachers in Indonesia on training programmes. Key Words: Han Characters; Error Analysis in writing; writing misalignment; Chinese stroke writing and Mandarin Language Teachers.

The bilingual program is a language intelligence improvement program having a focus to use two languages in the teaching and learning activities at school. This article aims to describe the listening, speaking, reading, and writing skills of students in the application of two languages in elementary schools learning. This study was carried out at the Nahdlatul Ulama Elementary School in Kraton, Kencong Jember. The approach used in this study is qualitative with the type of case study research. Purposive method was used in subject selection. The data were collected through observation, interviews, and documentation. The data was analyzed by using the interactive analysis of the Miles and Huberman models which consisted of data condensation, data presentation, and drawing conclusion. The validity of the data was checked through triangulation of sources and techniques. The results of this study indicate that: (1) The students’ listening ability was done interactively in grades one and two which can be categorized as excellence: (2) The ability to speak interactively of students in grade one is carried out by role playing activities and in grade two is carried out by discussing activities about attitudes towards friends and presenting the results of the discussion in front of the class. (3) The reading ability of students is implemented in learning through reading aloud. (4) Students' writing skills are carried out through reviewing activities or summarizing using imaginative strategies.

The role of motivation in foreign language teaching has been a debated issue for long years. One of the problematic issues is the motivation problem encountered in foreign language courses. Because, the most important factor affecting academic success is motivation. Most researchers argued that as the motivation level increases, the level of foreign language learning will increase and students will learn foreign languages more easily. In this research, motivation attitudes of state and private elementary school students in foreign language courses in Turkey were examined. At the same time, the relationship between foreign language and motivation attitude of state and private elementary school students was tried to be determined. The sample of the research is 747 students in 5th, 6th, 7th and 8th grades selected by random sampling from a Private Elementary School and a State Elementary School in Adana Province, Turkey, in 2018-2019 academic year. In the research, the participants were applied the Academic Motivation Scale-AMS and there was a significant effect on the motivation of different school type (state and private), gender, school and primary school was not examined. The difference between motivation levels of the students in state and private schools was tried to be determined. In the study, Pearson Product Moment Correlation Coefficiency and Independent Sample t-test Analysis were performed by using Statistical Package for Social Sciences—SPSS 22 Programme. According to the results, it was found that the motivation level differed according to the gender and school type.

ABSTRAKBanyak bahasa di Dunia sudah mengalami kepunahan, kepunahan dalam bahasa khususnya bahasa ibu menjadi aspek fokus dalam pengajaran bahasa sebagai muatan lokal di sekolah. Upaya pemertahanan ini diwujudkan dalam pengembangan kurikulum dan buku ajar. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan kurikulum dan buku ajar muatan lokal Bahasa Kutai di Sekolah dasar di Kec. Tenggarong Penelitian ini termasuk dalam jenis penelitian, penelitian dan pengembangan (research and development). Pengumpulan data dilakukan dengan menggunakan metode angket, observasi, interview.adapun langkah penelitian sebagai berikut penelitian dan pengumpulan data kuisioner pada sekolah dasar di Kecamatan Tenggarong, perencanaan pembuatan buku, pengembangan draf produk buku ajar, uji coba lapangan awal pada sekolah dasar, revisi hasil, uji coba lapangan, penyempurnaan produk hasil, uji pelaksanaan lapangan, penyempurnaan produk akhir, diseminasi dan impelementasi, hasil penelitian menunjukkan bahwa Buku ajar sudah layak digunakan dengan prosentasi validasi 80% dan 79%, tampilan fisik buku 78%( baik), Materi 79% (baik) dan Penggunaan Bahasa 79% (baik), secara keseluruhan rata-rata keterbacaan peserta didik adalah 78.67% (baik).Kata Kunci: Pengembangan kurikulum, buku ajar, Bahasa Kutai ABSTRACTThere are many languages in the world have experienced extinction, extinction in languages, especially mother tongue, has become a focus aspect in language teaching as a local content in schools. This defense effort is manifested in the development of curricula and textbooks. Therefore, this study aims to develop curricula and textbooks for local content in the Kutai language in elementary schools in the district. Tenggarong This research is included in the type of research, research and development (research and development). Data collection was carried out using the questionnaire method, observation, interview. The research steps were as follows: research and data collection of questionnaires in elementary schools in Tenggarong District, planning for making books, developing draft textbook products, initial field trials in elementary schools, revising results, field trials, product improvement results, field implementation tests, final product improvement, dissemination and implementation, research results show that textbooks are suitable for use with validation percentages of 80% and 79%, physical appearance of books is 78% (good), material 79% (good) and Language Usage 79% (good), the overall average readability of students was 78.67% (good).Keywords : Curriculum development, teaching textbook, Kutai language

Cloze testing is a widely-used procedure to test learners reading comprehension in learning a language, but little is known if it can really improve learners reading comprehension skills. This paper attempts to seek answers to this question by comparing the cloze test scores of two groups of students (Experimental versus Control) undertaking Chinese Second Language (CSL) and measuring their Z-score differences. The paper intends to find out if the Experimental Group which received one cloze test per week for a whole school term of 10-week duration could achieve better reading comprehension test results than the Control Group which received no extra cloze tests in between the first and last week of the term. The subjects were 26, Year 10 students aged between 14-15 years old from an independent K-12 boys school in Melbourne, Australia. They were randomly divided into two separate groups with identical proficiency level in CSL. The cloze tests selected for this study were from the textbook series entitled Boya Chinese-Elementary Start Vol.2 (Li, et al., 2005), which were appropriate to the proficiency level of the subjects. Data were collected in class after each cloze test. Analysis of the data was conducted at the inter-group level examining the standard deviation and Z-scores of each group. The study found that there was not much difference between the two groups. Implications for teaching reading in CSL were discussed, which could also apply to the teaching of reading in other Languages Other Than English (LOTE).

Abstract: The ultimate goal of Indonesian teaching is to help learners able to integrate themselves into the society successfully. This aim is in line with the development of science and technology in the globalization era, in which the role of the Indonesian language as a mean of personal development is inevitably challenged by the rapid changes and the need of international languages. For this reason, it is worried that learners face any negative wash back of the existence of International language, in instance, the lost of their own identity. To this end, the role of Indonesian teaching is getting more and more obviously important. In reality, however, the Indonesian teaching is generally assumed as the easiest subject if it is compared with other subjects. As a result of this case, learners pretend not to learn Indonesian seriously. Ironically, many students get low grade although the Indonesian lesson is seen easily to learn. In fact, elementary school (SD/MI) is regarded as basis for the formation of the noble values of the nation. The study had identified several sources of problems in learning Indonesian both from the educators or learners. Besides, it was revealed that the result of learning was affected by some aspects, such as the goals, materials, methods, school facilities and infrastructure.

Abstract The study reported in this article aimed at exploring the impact of pluralistic pedagogy practices on L3/Ln learners’ reading and writing abilities in a multilingual classroom. Students attended an Intensive Elementary Italian course. The prerequisite to register for this course was knowledge of at least one other Romance Language or previous exposure to the Italian language. Specifically, the investigation examined whether and how the plurilingual system of these learners could affect the development of the language abilities mentioned above. Quantitative and qualitative data were collected using questionnaires and more traditional tests: a writing test and a reading test with a gradual increase in complexity. The results showed that a plurilingual pedagogy facilitated positive interlingual transfers, and consequently the development of both language abilities, particularly writing. It also appeared that connections between reading and writing were established, that is, the improvement of students’ writing skills affected reading comprehension and not vice versa. The development of these language abilities also seemed to be affected by other variables such as the proficiency level of languages present in learners’ plurilingual repertoire. To conclude, possible implications for language teaching/learning are discussed.

O presente artigo aborda uma experiência de integração das linguagens de programação no 1.º Ciclo do Ensino Básico, um projeto-piloto criado pelo Ministério da Educação português e que decorreu no ano letivo 2015/2016. Os objetivos são partilhar a experiência desenvolvida e apresentar a perspetiva dos alunos participantes relativamente à introdução das linguagens de programação no 1.º Ciclo do Ensino Básico, particularmente da linguagem de programação Scratch. O estudo permitiu concluir que a Introdução da Programação no 1.º Ciclo constitui uma mais-valia no processo de ensino e de aprendizagem, destacando-se que todos os participantes gostaram das aulas de programação. O contacto precoce com as linguagens de programação é particularmente relevante para os alunos do 1º Ciclo pois permite a participação ativa na construção dos conhecimentos, desenvolvendo competências digitais e fomentando o trabalho colaborativo, essenciais numa Sociedade em Rede, como a atual. PALAVRAS-CHAVE: Linguagens de Programação; Scratch; Projeto-Piloto; 1.º Ciclo do Ensino Básico. ABSTRACT The presente article makes an approach to an experience of integration of more active and common languages of the students to the programming languages in the elementary school, this is related to a pilot project created by the portuguese Ministry of Public Instruction during the school year of 2015 and 2016. The main goals of the article are to share the experience developped and present the perpective of the students in which concerns to the introduction of programming languages in the elementary school, particularly the programming language Scratch. This study allows us to conclude that the Introduction to the Programming in the elementary school is valious in the teaching and learning process, putting in relief that all the participants liked the programming classes. The early contact to programming languages is especially considerable to the first grades of the elementary school because it allows the active participation in the knowledge construction, developping digital skills and the collaborative work, essentials in a Net Society as it is our nowadays society. KEYWORDS: Programming language; Scratch; pilot project; Elementary School. RESUMEN En este artículo se presenta la experiencia de la integración de un lenguaje más activa y participada a un lenguaje de programación en la enseñanza primaria, un proyecto piloto creado por el Ministerio de Educación portugués y que tuvo lugar en el año académico 2015/2016. Los objetivos son compartir la experiencia desarrollada y presentar la perspectiva de los estudiantes que participaron respecto a la introducción de los lenguajes de programación en la enseñanza primaria, especialmente el lenguaje de programación Scratch. Com el estudio se concluyó que la introducción de la programación en la enseñanza primaria es muy valoroso en el proceso de enseñanza y aprendizaje, hay que señalar que a todos los participantes les gustó las clases de programación. El contacto temprano con los lenguajes de programación es particularmente relevante para los alumnos de la enseñanza primaria, ya que permite la participación activa en la construcción del conocimiento, el desarrollo de habilidades digitales y promover el trabajo colaborativo, essencial a una sociedad en red como la actual. PALABRAS CLAVE: lenguajes de programación;, Scratch; proyecto piloto; enseñanza primaria.

The current study aimed at the comparative effect of inter-sentential vs intra-sentential code-switching on learning past tense. Initially, through non-random convenient sampling, the researcher chose 90 female EFL learners at the elementary level. Next, Key English Test (KET) was administered to the 90 learners and the results were used to select 60 participants for the purpose of this study. The participants were then divided into two groups each consisting of 30 learners. Afterwards, a grammar pretest having 30 items focusing on past simple tense was given to both groups. Following that, the grammatical explanations were provided for the two groups for ten sessions using code-switching. The first experimental group received inter-sentential code switching in line with Reyes’s (2004) as a switch between two languages, where a sentence in one of the languages is completed and the next sentence starts with the other language (Reyes, 2004). In the second experimental group, in line with Reyes’s (2004), the switching occurred within a sentence. The results of statistical analysis indicated that inter-sentential code-switching proved more effective compared to intra-sentential code-switching on the learning of past tense by EFL learners. Based on the findings of the present study, EFL teachers are encouraged to use inter-sentential code-switching more compared to intra-sentential code-switching when it comes to teaching grammar.

Tendo em vista a importância da Língua Inglesa nos mais diversos âmbitos da sociedade contemporânea, podemos observar uma grande expansão do ensino dessa língua estrangeira nas escolas de Educação Infantil e Anos Iniciais do Ensino Fundamental, tanto públicas quanto privadas. A falta de diretrizes oficiais nacionais que orientem a formação e o trabalho do professor, oriunda do caráter facultativo da inclusão de línguas estrangeiras na matriz curricular desses níveis de ensino, traz implicações para a qualidade do ensino de Inglês para crianças. Assim, considerando a importância de se regulamentar esse ensino, este trabalho teve por objetivos identificar e analisar, na primeira e última versões da Base Nacional Comum Curricular (BNCC), as referências ao ensino de Língua Inglesa para crianças e os encaminhamentos para o trabalho docente na Educação Infantil e no Ensino Fundamental I. Opta-se pela pesquisa qualitativa, estudo documental, considerando-se a análise documental da BNCC. A análise mostrou que os documentos não abrangem o ensino de Inglês para crianças, de forma que a lacuna na legislação vigente permanece perpetuando a forma, muitas vezes inadequada, como o ensino vem sendo incluído e conduzido nas escolas regulares brasileiras.COMMON CORE NATIONAL CURRICULUM AND THE LACK IN THE TEACHING OF ENGLISH TO YOUNG LEARNERS IN BRAZILAbstract: We can observe a great expansion of the teaching of English in Early Childhood Education and in the first years of Elementary School in Brazil, once this language is very important in a wide range of fields of contemporary society. The teaching of foreign languages in these levels of education is optional in our context, so there are no official guidelines to the teacher's education and the teaching work, which can influence the quality of the teaching of English to young learners. Since it is important to regulate the teaching of English to young learners in Brazil, this article aims to identify and analyze references to this process in the first and the last versions of the Common Core National Curriculum reference to this process, guiding the teaching work with foreign languages in Early Childhood Education and in the first years of Elementary School. A qualitative research, characterized as a documentary study of the Common Core National Curriculum has been developed. The document analysis has shown that the Common Core National Curriculum does not mention the teaching of English to young learners. This way, the lack in the current legislation remains, perpetuating the inappropriate way the foreign language has been included and teaching to children in Brazil.Keywords: English Language Teaching. Early Childhood Education. First Years of Elementary School. Common Core National Curriculum.BASE NACIONAL COMÚN CURRICULAR Y LA AUSENCIA DE LA ENSEÑANZA DE INGLÉS PARA NIÑOS EN BRASILResumen: Teniendo en cuenta la importancia de la Lengua Inglesa en los más distintos ámbitos de la sociedad contemporánea, podemos observar una gran expansión de la enseñanza de esa lengua extranjera en las escuelas de Educación Infantil y Años Iniciales de la Enseñanza Fundamental, tanto públicas cuanto. La falta de directrices oficiales que orienten la formación y el trabajo del profesor, originada del carácter facultativo de la inclusión de lenguas extranjeras en la matriz curricular de esos niveles de enseñanza, trae implicaciones para la calidad de la enseñanza de inglés para niños. Considerando la importancia de la reglamentación de ese nivel de enseñanza, este trabajo, mediante un análisis documental, pretende verificar si la primera y última versiones de la Base Nacional Común Curricular hacen referencia a la enseñanza de Lengua inglesa para niños, apuntando encaminamientos para el trabajo docente en la Educación Infantil y en la Enseñanza Fundamental I. Desarrollamos una pesquisa cualitativa, caracterizada como un estudio documental de la Base Nacional Común Curricular. El análisis mostró que los documentos no abarcan la enseñanza de Inglés para niños, de modo que la ausencia en la legislación vigente continúa, perpetuando la manera, muchas veces inadecuada, de cómo la enseñanza está siendo incluida y conducida en las escuelas regulares brasileñas.Palabra-clave: Enseñanza de Lengua Inglesa. Educación Infantil. Enseñanza Fundamental I. Base Nacional Común Curricular.

Mastery of foreign languages is one of the important demands at all levels of education today. This has been demonstrated by government regulations that make English subjects a compulsory subject for students to learn from elementary school to higher education, especially after the application of the KKNI curriculum, English courses have become national subjects for all study programs despite scientific disciplines taken is not related to English. The Early Childhood Islamic Education (PIAUD) study program at State Islamic University of Mataram also makes English Language Courses a compulsory subject that must be taken by students in the first semester. Based on the results of observations and pre-test results conducted by researchers, the English language skills of PIAUD study program students are very low. Almost all PIAUD students are still at the beginner level. Therefore, this study aims to: first, to produce an intensive course model that can improve English language skills of PIAUD Study Program students, second, to produce teaching materials used in intensive courses that can improve the English language skills of PIAUD Study Program Students. This study uses a descriptive approach with the aim of describing the object of research or the results of research. The data is collected through tests, questionnaires, and interviews. the results of the study were then analyzed by normalized gain measurements and getting the Pretest value for this trial was 66.3 while the post test results were 84.6 so that the gain obtained was 0.28. this value has met the requirements. and it can be concluded that the instructional materials made have a positive impact on improving students' English skills.

ABSTRACTThe goal of this study was to trace the dual language development of the narrative macrostructure in three age groups of Russian–German bilingual children and to compare the performance of simultaneous and sequential bilinguals. Fine-grained analyses of macrostructure included three components: story structure, story complexity, and internal state terms. Oral narratives were elicited via the Multilingual Assessment Instrument for Narratives. Fifty-eight Russian–German speaking bilingual children from three age groups participated: preschoolers (mean age = 45 months) and elementary school pupils (mean age first grade = 84 months, mean age third grade = 111 months); and there were 34 simultaneous and 24 sequential bilinguals. The results showed significant improvement for all three components of macrostructure between the preschool and first-grade period. Additional significant development from first to third graders was found only for story complexity in Russian. This is explained by the Russian curriculum explicitly teaching narrative skills during early literacy training. In the two older groups, simultaneous bilinguals showed advantages over sequential bilinguals, for story complexity only. This finding suggests considering bilingual type when evaluating narrative skills of bilinguals. The results indicate cross-language association of only some components of narrative score across languages. The findings support the examination of various constituents of macrostructure when evaluating its development as well as the progression of narrative skills.

Recent studies indicate that language teaching can utilize humorous mass culture texts (e.g. TV shows, advertisements, comics, magazine articles, songs, websites), so as to enable students to detect subtle social meanings and implicit cultural values (see, among others, Archakis et al., 2014; Μοrrell, 2002; Μοrrell, & Duncan-Andrade, 2005; Stamou, 2012; Tsami et al., 2014). This study aims to propose teaching activities involving critical interpretation of humorous TV advertisements in class. The activities are designed for pupils attending the 5th and 6th grade of Greek primary school (11-12 years old). The aim of these activities is to raise the pupils’ critical language awareness by revealing hidden and normalized language ideologies inherent in the representation of geographical varieties in such texts. Thus, our teaching proposal is intended to help students realize the linguistic inequalities reproduced in such texts, thus denaturalizing linguistic homogeneity (see, among others, Blackledge, 2005: 65-67). Enhancing the students’ critical language awareness is among the main goals of the multiliteracies model (Cope & Kalantzis, 2000; Κalantzis & Cope, 1999; Kalantzis et al., 2005; New London Group, 1999). This model aims to nurture the students’ communicative competence through the analysis of diverse genres in four stages: 1. Situated practice, utilizing texts provided by students, reflecting their sociocultural experiences; 2. Overt instruction, which helps students realize the linguistic and textual mechanisms used for the production and interpretation of texts; 3. Critical framing, referring to the critical interpretation of a text, based on the sociocultural context of its production; 4. Transformed practice that is reframing discourse and transferring meaning from one context to another, while producing a text. Following the multiliteracies model, this paper presents specific teaching activities to enable pupils achieve a critical interpretation of TV advertisements. Our proposal aims at helping students: 1. Identify geographical variation and dialectophones; 2. Become aware of dominant ideologies regarding geographical varieties, their mixing, and their speakers; 3. Stop associating dialectophones with specific social characteristics (e.g. profession, age, education, place of origin, ability to use language variations/ languages considered as “overt prestige” etc.); 4. Identify how non-standard varieties are denigrated and stigmatized in mass culture texts (e.g. through humor); 5. Become aware of hidden and naturalized ideologies expressed through the humorous representations of geographical variation on TV advertisements; 6. Realize the reasons for which geographical varieties are represented as humorous in mass culture texts. The above activities constitute part of a teaching material implemented in two public elementary schools in the prefecture of Achaia, Greece. According to the initial results, the pupils’ performance is enhanced both in terms of identifying geographical variation and humorous phrases and of interpreting the reasons for which geographical varieties are represented as humorous in mass culture texts.

The development of information technology affects all spheres of life, including education. Distance learning is becoming increasingly popular as it allows young people to receive higher education even being away from the university. This form has already gained wide popularity and is used by many educational institutions from different countries. In Ukraine, distance learning is at the stage of formation and active implementation. Higher Educational Institutions (HEIs) develop effective methods and create their own courses. For the most part, such work is carried out on the basis of the Moodle system.In the view of this, the problems associated with the development of theoretical and practical issues in this direction appear to be the most relevant. At the same time, the system of distance education based on the Moodle platform is created on the basis of social constructive pedagogy, which today attracts the attention of many researchers, teachers of HEIs.The purpose of the article is to explore the benefits of using the Moodle system for learning foreign languages.The execution of this goal requires solving the following tasks:– get acquainted with researches of domestic and foreign scientists regarding distance learning;– define the concept of “distance learning”;– define the concept of “Moodle”;– introduce the development of a distance course of a foreign language for the elementary level.Distance learning is interpreted as an organization of an educational process, in which there is a purposeful direct or indirect interaction between a student (a listener) and a teacher, separated in space or in time, carried out on the basis of modern information technologies, primarily through the use of telecommunications and the Internet. The implementation of distance learning forms the basis for a system of continuous education, in which technical means and informational educational technologies enable not only to change the methodology of developing an ever-increasing amount of knowledge, but also to carry out a detailed control of the assessment and self-assessment of the learning process, to enhance the self-education of a person.The involvement of information technology in the educational process is actively considered by the teachers I. Robert, I. Bulakh, Yu. Bykov, L. Petukhov. The works of E. Polat, A. Khutorsky, R. Sharan are devoted to the problems and peculiarities of the introduction of the distance learning form. T. Koval, E. Smirnova-Trybulsk, M. Izdyliany, G. Yatsenko consider using the elements of students’ distance learning. Methodical principles of teaching a foreign language and translation disciplines using information and communication technologies (ICT), means of distance learning are examined by O. Matsyuk, A. Yankovets, L. Morskaya and others.Moodle is a Modular Object-Oriented Dynamic Learning Environment, distributed free of charge as an Open Source project (GNU GPL license) that allows you to copy, use, and modify the code. The Moodle system is designed to organize and manage learning in a networked environment using ICT. It is reliable in operation, easy to use and administrate, provides information security and its transfer from a teacher to a student, makes assessment of students’ achievements, is compatible with standard software.This academic year one distance course of a foreign language for the elementary level has been developed by the department of foreign languages number 704 of the National Aerospace University «Kharkiv Aviation Institute». Each teacher of the department has studied the principles of work in the system of Moodle and created their own element of the distance course for teaching a foreign language for elementary level students of both full-time and part-time study. Further work is aimed at developing distance courses for higher levels of foreign language learning.

Este estudo descreveu duas atividades do livro didático de inglês para negócios, nível elementar Business Result, Student’s Book (GRANT; HUGHES; REBECCA, 2012). Inicialmente, apresentou-se o perfil profissional do Secretariado Executivo (SE) no contexto atual e as habilidades necessárias para a sua formação profissional, destacando-se o uso da linguagem. Na sequência, tomaram-se como referência teórica as perspectivas sobre gêneros da linguagem e gramática do design visual (GDV). Teve-se como objetivo principal analisar duas atividades do referido livro, descrevendo-se ações e representações sociais, instituídas por meio de gêneros da linguagem, e seu vínculo com o cotidiano dos profissionais de SE. A metodologia foi de base interpretativista e descritiva, seguindo os padrões da pesquisa qualitativa. A análise mostrou que as atividades se reportam à área da comunicação, ações ecologicamente corretas, tecnologias avançadas e o uso de documentos administrativos e pessoais. A partir do estudo sobre a formação profissional dos assistentes administrativos, ou SE, gêneros da linguagem e GDV constatou-se que os temas e as imagens analisadas nas duas atividades fazem parte das rotinas administrativas das organizações em geral. Da mesma forma, o ensino de línguas para negócios procura reproduzir ações pedagógicas voltadas para esse contexto, podendo ser empregado para a formação profissional do SE. ABSTRACTThis study described two activities in the Business English textbook, elementary level, Business Result, Student's Book (GRANT; HUGHES;REBECCA, 2012). Initially, the Executive Secretariat (ES) professional profile was presented, as well as the skills for its professional training, highlighting the use of language. Then, the perspectives about language genres and visual design grammar (VDG) were approached. The main objective was to analyze two activities, describing social actions, and representations, instituted by means of language genres, and their connection to ES professionals. The methodology was interpretive and descriptive, following the qualitative patterns. The analysis showed that the activities refer to communication studies, ecolocally correct actions, advanced technologies and the use of administrative and personal documents. Based on the studies of future challenges for the executive and administrative assistants, or ES, language genders, and GDV, it was possible to conclude that the themes and images in the two activities are part of the administrative routines of organizations in general. Finally, the teaching of languages for business seeks to reproduce specific pedagogical actions for that context and can be applied for the ES professional training.

В статье рассматривается развитие русскоязычного школьного образования в независимой Латвии с 1992 по 2020 год, а также процесс реформирования данной системы официальными властями. На момент провозглашения независимости и выхода из состава СССР в Латвии сложилась билингвальная система образования, позволявшая пройти обучение всех уровней (от детского сада до техникума и университета) как на латышском, так и на русском языках. Приход к власти в 1990-е годы националистических кругов и восприятие советского периода как периода «оккупации», сделал невозможным сохранение русскоязычной школы в неизменном виде. Преобразования не заставили себя долго ждать: уже в 1995 году были приняты поправки к закону об основной школе и гимназии, провозглашавшие необходимость введения в школах для национальных меньшинств нескольких предметов с преподаванием на латышском языке. Наиболее крупные реформы были осуществлены в 2004 году, когда старшее звено русскоязычных школ (10–12 классы) было обязано обучаться в пропорции 60/40, то есть не менее 60 % предметов на латышском языке, не более 40 % — на русском. Второй комплекс реформ начал реализовываться в 2017году, когда старшая школа (национальных меньшинств) целиком перешла на латышский язык обучения, а средняя школа лишь частично. Латвийские власти объясняют необходимость данных реформ стремлением повысить уровень знания государственного языка среди национальных меньшинств, в первую очередь русскоязычных. Реформа продолжается и будет завершена лишь в 2021 году. Данное исследование направлено на осмысление реформы русской школы Латвии с учетом последних преобразований. В работе используются статистические данные общественных организаций и Министерства образования Латвии, а также источники на латышском языке. The article treats the development of Russian minority schools in independent Latvia from 1992 to 2020. It also focuses on education reforms promoted by the Latvian government. When Latvia gained independence from the Soviet Union, the country had the system of bilingual education which enabled people to acquire primary, secondary and tertiary education in both the Latvian and Russian languages. When in the 1990s nationalists rose to power and the Soviet occupation was denounced, Russian minority schools underwent some changes. First amendments to the Elementary and Secondary Education Act were introduced in 1995. It was stipulated that Russian minority schools should teach some of the subjects in Latvian. More profound reforms were introduced in 2004. The new law stipulated that in secondary schools a minimum of 60 percent of teaching hours should be in Latvian. 2017 saw another wave of reforms. Senior schoolchildren were expected to get their education in Latvian, while middle-school students were expected to study only some of the subjects in Latvian. The Latvian authorities claim that the reforms, which will be completed in 2021, are expected to motivate ethnic minority groups to learn the state language. The present research is aimed at the examination of the reform of minority education. The article analyzes statistical data provided by public organizations and the Latvian Ministry of Education and some other sources in the Latvian language.

RESUMOEste artigo é uma síntese do trabalho de conclusão de curso, atrelado à iniciação científica, prevista no curso de Pedagogia. A sua intenção é demonstrar a aproximação dos estudantes com a Arte Sequencial / Histórias em Quadrinhos, no sentido de produzir aprendizagem significativa dos conteúdos do curso de Língua Portuguesa. A experiência teve como objetivo analisar a linguagem da Arte Sequencial / Histórias em Quadrinhos nas aulas de Língua Portuguesa, impulsando a formação de professores no emprego dessa ferramenta de ensino no âmbito escolar. Metodologicamente, fizemos uma pesquisa qualitativa, com estudo de caso e observação participante. Desta forma, foi possível inferir aspectos da linguagem da Arte Sequencial / Histórias em Quadrinhos utilizados nos anos iniciais do ensino fundamental, com o intuito de promover o seu uso em sala de aula. Propusemos estratégias de trabalho com as múltiplas linguagens encontradas na Arte Sequencial. Como resultados, pudemos observar que há deficiências na concepção e uso de diferentes recursos para despertar o interesse dos estudantes; também constatamos que estes podem ser estimulados por meio de materiais que não requerem altos investimentos pois estão ao alcance de todos. Concluímos que o estímulo à aprendizagem da língua e suas diferentes funções ― como a interpretação, o hábito de leitura e a compreensão textual ―, são fatores que precisam ser melhor tratados pelos professores, desde a sua formação profissional até a prática docente. Palavras-chave: Histórias em quadrinhos; Arte sequencial; Língua Portuguesa; Formação de professores; Educação. ABSTRACT This article is a synthesis a final paper, linked to the scientific initiation, carried out in the pedagogy course. The intention of this article is to demonstrate the students' approach with the Sequential Art / Comics, in the sense to produce a significant learning of the Portuguese language content. The experience aimed to analyze the language of Sequential Art / Comics in Portuguese classes, providing the training of teachers to use this teaching tool in the school environment. Methodologically, we made use of a qualitative research, using the case study and participant observation. Thus, it was possible to infer about the language aspects of Sequential Art / Comics used in elementary school by teachers, in order to promote its use in the classroom. We proposed strategies for using the multiple languages ​​found in Sequential Art. As a result, we could observe that there are flaws in the design and use of different resources in the classroom that arouse the interest of students; we observed, as well, that they can be stimulated through materials that do not require high investments, since they are available to everyone. We conclude that the encouragement to learn the language and its different functions — such as interpretation, reading habits and textual understanding —, are factors that need to be addressed more by teachers, from their professional training to their teaching practice. Keywords: Comic books; Sequential art; Portuguese language; Teacher training; Education. RESUMENEste artículo es una síntesis del trabajo de conclusión de curso, realizado en las actividades de iniciación científica, previstas en el curso de Pedagogía. Su propósito es demostrar el acercamiento de los estudiantes al Arte Secuencial / Historietas, en el sentido de producir aprendizaje significativo de los contenidos del curso de Lengua Portuguesa. La experiencia tuvo el objetivo de analizar el lenguaje del Arte Secuencial / Historieta en las clases de Lengua Portuguesa y estimular la formación de docentes en el empleo de esa herramienta de enseñanza en el ámbito escolar. Metodológicamente, hicimos una investigación de tipo cualitativo, con estudio de caso y observación participante. Así, fue posible inferir aspectos del lenguaje del Arte Secuencial / Historieta, utilizados en los grados iniciales de la educación básica, con la intención de promover su uso en el aula. Propusimos estrategias de trabajo con los múltiples lenguajes encontrados en el Arte Secuencial. Como resultados, pudimos observar que hay deficiencias en la concepción y uso de diferentes recursos para despertar el interés de los estudiantes; también constatamos que ellos pueden ser estimulados por medio de materiales que no representan altos costos, pues están a la disposición de todos. Concluimos que el estímulo al aprendizaje de la lengua y sus diferentes funciones ― como la interpretación, el hábito de la lectura y la comprensión textual ―, son factores que necesitan ser mejor tratados por los docentes, desde su formación profesional hasta la práctica docente. Palabras-clave: Historietas; Arte secuencial; Lengua Portuguesa; Formación docente; Educación.

Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). 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Curriculum material is generally considered the subject matter of information, talents, dispositions, understandings, and principles that make up research programs in the field. At a more complex level, the curricula need to contain historical and socio-political strengths, traditions, cultural views, and goals with wide differences in sovereignty, adaptation, and local understanding that encompass a diversity of cultures, laws, metaphysics, and political discourse This study aims to develop a curriculum with local content as a new approach in early childhood science learning. The Local Content Curriculum (LCC) is compiled and developed to preserve the uniqueness of local culture, natural environment, and community crafts for early childhood teachers so that they can introduce local content to early childhood. Research and model development combines the design of the Dick-Carey and Dabbagh models with qualitative and quantitative descriptive analysis. The results showed that local content curriculum products can be supplemented into early childhood curricula in institutions according to local conditions. Curricula with local content can be used as a reinforcement for the introduction of science in early childhood. The research implication demands the concern of all stakeholders to see that the introduction of local content is very important to be given from an early age, so that children know, get used to, like, maintain, and love local wealth from an early age. Keywords: Early Childhood, Scientific Learning, Local Content Curriculum Model References: Agustin, R. S., & Puro, S. (2015). Strategy Of Curriculum Development Based On Project Based Learning (Case Study: SMAN 1 Tanta Tanjung Tabalong South Of Kalimantan ) Halaman : Prosiding Ictte Fkip Uns, 1, 202–206. Agustina, N. Q., & Mukhtaruddin, F. (2019). The Cipp Model-Based Evaluation on Integrated English Learning (IEL) Program at Language Center. 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Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management. Keywords: Early Childhood Education, Management Disaster, Storybooks Reference: Abulnour, A. H. (2013). Towards efficient disaster management in Egypt. Housing and Building National Research Center. https://doi.org/10.1016/j.hbrcj.2013.07.004 Adiyoyoso, W. (2018). Manajemen Bencana. Jakarta: Bumi Aksara. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Batič, J. (2019). Reading Picture Books in Preschool and Lower Grades of Primary School. Center for Educational Policy Studies Journal, (November), 1–18. https://doi.org/10.26529/cepsj.554 Bosschaart, A., van der Schee, J., Kuiper, W., & Schoonenboom, J. (2016). Evaluating a flood- risk education program in the Netherlands. 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STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and portfolios. The study found several ideal categories through the use of narrative data analysis techniques. The findings show that educators gain an understanding of the change in learning orientation from competency indicators to play-based learning. Developing thematic play activities into continuum playing scenarios. STEAM learning content modification (Science, Technology, Engineering, Art and Math) to R-SLAMETS content (Religion, Science, Literacy, Art, Math, Engineering, Technology and Social study) in daily class activity. Children activities with R-SLAMETS content can be developed based on an integrative learning flow that empowers loose part media with local materials learning resources. Keyword: STEAM to R-SLAMETS, Early Childhood Education, Integrative Thematic Learning References Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ata Aktürk, A., & Demircan, O. (2017). A Review of Studies on STEM and STEAM Education in Early Childhood. Journal of Kırşehir Education Faculty, 18(2), 757–776. Azizah, W. A., Sarwi, S., & Ellianawati, E. (2020). 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AbstractFor over a decade, the authors have worked collaboratively to better understand and address the challenges and possibilities of promoting multilingual literacy in Uganda, a country of over 44 million people where over 40 African languages are spoken and English is the official language. This article focuses on the diverse ways that teachers promote early literacy in large multilingual classrooms, and how the innovative African Storybook digital initiative might support primary school teachers in both rural and urban areas. We begin the article with a description of our collaborative work on the African Storybook (http://www.africanstorybook.org/) and one of its derivatives, Storybooks Uganda (https://global-asp.github.io/storybooks-uganda/). Then, drawing on a collaborative study of primary school classrooms in eastern Uganda, we analyze four common strategies that Ugandan teachers use to promote multilingual literacy in their classrooms: the use of the mother tongue as a resource; songs and multimodality; translanguaging; and linguistic strategies for classroom management. We follow this with a discussion of a 2015 teacher education workshop in eastern Uganda, which illustrates how the African Storybook can help support Ugandan teachers as they navigate the challenges of large classrooms. We conclude that the African Storybook has much promise for addressing the United Nations’ 2030 Sustainable Development Goals.

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A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

This case study investigated how one teacher, Lidia (a pseudonym), used her own cross-cultural experiences to socially and academically assist elementary school students who were crossing cultural boundaries of their own. This study used ethnographic interviews and classroom observations to explore Lidia’s experiences and struggles as she crossed cultural boundaries and built intercultural competence and how those experiences related to her teaching methods. Lidia used stories, multicultural images, and the students’ home languages so that her students could become confident in their multicultural and multilingual identities instead of solely assimilating. Teaching interculturally for Lidia meant empowering students to balance their home cultures while creating meaningful opportunities for them to practice English and school cultural norms. This study adds to literature on intercultural competence and communities of practice by exploring how interculturality may be advantageous in helping teachers work with diverse and international students by allowing them to act as brokers within the school’s community.

05–01Ainsworth, Judith (Wilfrid Laurier U, Canada). Hôtel Renaissance:using a project case study to teach business French. Journal of Language for International Business (Glendale, AZ, USA) 16.1 (2005), 43–59.05–02Bärenfänger, Olaf (U of Leipzig, Germany). Fremdsprachenlemen durch Lernmanagement: Grundzüge eines projektbasierten Didaktikkonzepts [Foreign language learning through learning management: main features of a didactic project-based concept]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 251–267.05–03Benati, Alessandro (U of Greenwich, UK; a.benati@gre.ac.uk). The effects of processing instruction, traditional instruction and meaning-output instruction on the acquisition of the English past simple tense. Language Teaching Research (London, UK) 9.1 (2005), 67–93.05–04Carless D. (Hong Kong Institute of Education, Hong Kong). Issues in teachers' reinterpretation of a task-based innovation in primary schools. TESOL Quarterly (Alexandria, VA, USA) 38.4 (2004), 639–662.05–05Curry, M. J. & Lillis, T. (U of Rochester, New York, USA). Multilingual scholars and the imperative to publish in English: negotiating interests, demands, and rewards. TESOL Quarterly (Alexandria, VA, USA) 38.4 (2004), 663–688.05–06Dufficy, Paul (U of Sydney, Australia; p.dufficy@edfac.usyd.edu.au). Predisposition to choose: the language of an information gap task in a multilingual primary classroom. Language Teaching Research (London, UK) 8.3 (2004), 241–261.05–07Evans, Michael & Fisher, Linda (U of Cambridge, UK; mje1000@hermes.cam.ac.uk). Measuring gains in pupils' foreign language competence as a result of participating in a school exchange visit: the case of Y9 pupils at three comprehensive schools in the UK. Language Teaching Research (London, UK) 9.2 (2005), 173–192.05–08Gunn, Cindy (The American U of Sharjah, UAE; cgunn@ausharjah.edu). Prioritizing practitioner research: an example from the field. Language Teaching Research (London, UK) 9.1 (2005), 97–112.05–09Hansen, J. G. & Liu, J. (U of Arizona, USA). Guiding principles for effective peer response. ELT Journal (Oxford, UK) 59.1 (2005), 31–38.05–10Hatoss, Anikó (U of Southern Queensland, Australia; hatoss@usq.edu.au). A model for evaluating textbooks. Babel – Journal of the AFMLTA (Queensland, Australia) 39.2 (2004), 25–32.05–11Kabat, Kaori, Weibe, Grace & Chao, Tracy (U of Alberta, Canada). Challenge of developing and implementing multimedia courseware for a Japanese language program. CALICO Journal (TX, USA), 22.2 (2005), 237–250.05–12Kuo, Wan-wen (U of Pennsylvania, USA). Survival skills in foreign languages for business practitioners: the development of an online Chinese project. Journal of Language for International Business (Glendale, AZ, USA) 16.1 (2005), 1–17.05–13Liu, D., Ahn, G., Baek, K. & Han, N. (Oklahoma City U, USA). South Korean high school English teachers' code switching: questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly (Alexandria, VA, USA) 38.4 (2004), 605–638.05–14Lotherington, Heather (York U, Canada). What four skills? Redefining language and literacy standards for ELT in the digital era. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 64–78.05–15Lutjeharms, Madeline (Vrije U, Belgium). Der Zugriff auf das mentale Lexikon und der Wortschatzerwerb in der Fremdsprache [Access to the mental lexicon and vocabulary acquisition in a foreign language]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 10–24.05–16Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca). Research on form-focused instruction in immersion classrooms: implications for theory and practice. French Language Studies (Cambridge, UK) 14.3 (2004), 321–341.05–17Mackey, Alison (Georgetown U, USA; mackeya@georgetown.edu), Polio, Charlene & McDonough, Kim The relationship between experience, education and teachers' use of incidental focus-on-form techniques. Language Teaching Research (London, UK) 8.3 (2004), 301–327.05–18MacLennan, Janet (U of Puerto Rico). How can I hear your voice when someone else is speaking for you? An investigation of the phenomenon of the classroom spokesperson in the ESL classroom. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 91–97.05–19Mangubhai, Francis (U of Southern Queensland, Australia; mangubha@usq.edu.au), Marland, Perc, Dashwood, Ann & Son, Jeong-Bae. Similarities and differences in teachers' and researchers' conceptions of communicative language teaching: does the use of an educational model cast a better light?Language Teaching Research (London, UK) 9.1 (2005), 31–66.05–20Meskill, Carla & Anthony, Natasha (Albany State U of New York, USA; cmeskill@uamail.albany.edu). Foreign language learning with CMC: forms of online instructional discourse in a hybrid Russian class. System (Oxford, UK) 33.1 (2005), 89–105.05–21Paribakht, T. S. (U of Ottawa, Canada; parbakh@uottowa.ca). The role of grammar in second language lexical processing. RELC Journal (Singapore) 35.2 (2004), 149–160.05–22Ramachandran, Sharimllah Devi (Kolej U Teknikal Kebangsaan, Malaysia; sharimllah@kutkm.edu.my) & Rahim, Hajar Abdul. Meaning recall and retention: the impact of the translation method on elementary level learners' vocabulary learning. RELC Journal (Singapore) 35.2 (2004), 161–178.05–23Roessingh, Hetty & Johnson, Carla (U of Calgary, Canada). Teacher-prepared materials: a principled approach. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 44–63.05–24Rogers, Sandra H. (Otago Polytechnic English Language Institute, New Zealand; sandrar@tekotago.ac.nz). Evaluating textual coherence: a case study of university business writing by EFL and native English speaking students in New Zealand. RELC Journal (Singapore) 35.2 (2004), 135–147.05–25Sheen, Young Hee (Teachers College, Columbia U, USA; ys335@columbia.edu). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research (London, UK) 8.3 (2004), 263–300.05–26Sparks, Richard L. (College of Mt. St. Joseph, USA) Ganschow, Leonore, Artzer, Marjorie E., Siebenhar, David & Plageman, Mark. Foreign language teachers' perceptions of students' academic skills, affective characteristics, and proficiency: replication and follow-up studies. Foreign Language Annals (New York, USA) 37.2 (2004), 263–278.05–27Taguchi, Naoko (Carnegie Mellon U, USA). The communicative approach in Japanese secondary schools: teachers perceptions and practice. The Language Teacher (Japan) 29.3 (2005), 3–12.05–28Tsang, Wai King (City U of Hong Kong, Hong Kong; entsanwk@cityu.edu.hk). Feedback and uptake in teacher-student interaction: an analysis of 18 English lessons in Hong Kong secondary classrooms. RELC Journal (Singapore) 35.2(2004), 187–209.05–29Weinberg, Alice (U of Ottowa, Canada). Les chansons de la francophonie website and its two web-usage-tracking systems in an advanced listening comprehension course. CALICO Journal (TX, USA) 22.2 (2005), 251–268.05–30West, D. Vanisa (Messiah College, PA, USA). Literature in lower-level courses: making progress in both language and reading skills. Foreign Language Annals (New York, USA) 37.2 (2004), 209–223.05–31Williams, Cheri (U of Cincinnati, USA) & Hufnagel, Krissy. The impact of word study instruction on kindergarten children's journal writing. Research in the Teaching of English (Urbana, IL, USA) 39.3 (2005), 233–270.

Teaching at the university makes me realize that something needs to be done in the teaching of language for learning. Observation shows that students arrive at university without the requisite language skills (Tekeste, 2006; Aspen, et al., 2009), to benefit fully from the kind of independent work that is expected of them, and that should, by and large, be buttressed by ingrained language and study skills which they should have acquired and honed at secondary school. In addition, more than half of the students I teach at university cannot succinctly express themselves in English and are unable to write effectively in English, the language of instruction. The studies cited in the paper are not confined to Kenya; there is the SAQMEC II Study which covered 15 African countries at primary level. The UWEZO study of 2012 covered Kenya, Uganda and Tanzania, while the report on Ethiopia covers the Ethiopian situation. The study covered undergraduate writing errors from 201 students, while the Ethiopian data covers PhD theses from 7 candidates. What the data shows is that mastery of the language of instruction across the board is not what it should be and candidates struggle to express themselves both in writing and speech. In attending PhD vivas, I have come across candidates who are unable to express themselves orally using English, even when they are English language majors. The paper argues, based on existing research, that language is a big determinant of reading (Winne, 1993; Kinstch, 1991; Olshavksy 1977; Kembo, 1994, which, in turn, is a big part of independent learning, thereby determining school success. The paper further contends that in circumstances where input from the environment is limited, as is often the case in most second and foreign language contexts, the student must be aided to get it from alternative sources: extensive reading programs that are monitored until they become habitual, clubs, listening to radio and television as part of teaching and learning, production and use of self-learning materials that learners can utilize in schools and at home at affordable costs. Alternatively, we must revert to the use of African languages because of the benefits accruing: early mastery, conceptualization of the world, fluency, and the freedom to use their mental capacities and resources for grappling with content rather than with mastery of language at the same time.

03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire. [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications), Special issue Jan 2003, 121–135.03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email: arbiol@cict.fr). Multimodalité et enseignement multimédia. [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66.03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email: larisa@research.haifa.ac.il). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 267–78.03–389 Arteaga, Deborah, Herschensohn, Julia and Gess, Randall (U. of Nevada, USA; Email: darteaga@unlv.edu). Focusing on phonology to teach morphological form in French. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 58–70.03–390 Bax, Stephen (Canterbury Christ Church UC, UK; Email: s.bax@cant.ac.uk). CALL – past, present, and future. System (Oxford, UK), 31, 1 (2003), 13–28.03–391 Black, Catherine (Wilfrid Laurier University; Email: cblack@wlu.ca). Internet et travail coopératif: Impact sur l'attitude envers la langue et la culture-cible. [Internet and cooperative work: Impact on the students' attitude towards the target language and its culture.] The Canadian Journal of Applied Linguistics (Canada), 6, 1 (2003), 5–23.03–392 Breen, Michael P. (U. of Stirling, Scotland; Email: m.p.breen@stir.ac.uk). From a Language Policy to Classroom Practice: The intervention of identity and relationships. Language and Education (Clevedon, UK), 16, 4 (2002), 260–282.03–393 Brown, David (ESSTIN, Université Henri Poincaré, Nancy). Mediated learning and foreign language acquisition. Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 167–182.03–394 Charnock, Ross (Université Paris 9, France). L'argumentation rhétorique et l'enseignement de la langue de spécialité: l'exemple du discours juridique. [Rhetorical argumentation and the teaching of language for special purposes: the example of legal discourse.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 121–136.03–395 Coffin, C. (The Centre for Language and Communications at the Open University, UK; Email: c.coffin@open.ac.uk). Exploring different dimensions of language use. ELT Journal (Oxford, UK), 57, 1 (2003), 11–18.03–396 Crosnier, Elizabeth (Université Paul Valéry de Montpellier, France; Email: elizabeth.crosnier@univ.montp3.fr). De la contradiction dans la formation en anglais Langue Etrangère Appliquée (LEA). [Some contradictions in the teaching of English as an Applied Foreign Language (LEA) at French universities.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 157–166.03–397 De la Fuente, María J. (Vanderbilt U., USA). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning (Lisse, NE), 16, 1 (2003), 47–81.03–398 Dhier-Henia, Nebila (Inst. Sup. des Langues, Tunisia; Email: nebila.dhieb@fsb.mu.tn). “Explication de texte” revisited in an ESP context. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 233–251.03–399 Eken, A. N. (Sabanci University, Turkey; Email: eken@sabanciuniv.edu). ‘You've got mail’: a film workshop. ELT Journal, 57, 1 (2003), 51–59.03–400 Fernández-García, Marisol (Northeastern University, Boston, USA) and Martínez-Arbelaiz, Asunción. Learners' interactions: A comparison of oral and computer-assisted written conversations. ReCALL, 15, 1 (2003), 113–136.03–401 Gánem Gutiérrez, Gabriela Adela (University of Southampton, UK; Email: Adela@robcham.freeserve.co.uk). Beyond interaction: The study of collaborative activity in computer-mediated tasks. ReCALL, 15, 1 (2003), 94–112.03–402 Gibbons, Pauline. Mediating language learning: teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 2 (2003), 213–245.03–403 Gwyn-Paquette, Caroline (U. of Sherbrooke, Canada; Email: cgwyn@interlinx.qc.ca) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 4 (2003), 503–545.03–404 Hincks, Rebecca (Centre for Speech Technology, Kungliga Tekniska Högskolan, Sweden; Email: hinks@speech.kth.se). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15, 1 (2003), 3–20.03–405 Hinkel, Eli (Seattle University, USA). Simplicity without elegance: features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37, 2 (2003), 275–302.03–406 Huang, J. (Monmouth University, USA). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching research (London, UK), 7, 1 (2003), 3–33.03–407 Kim, Kyung Suk (Kyonggi U., South Korea; Email: kskim@kuic.kyonggi.ac.kr). Direction-giving interactions in Korean high-school English textbooks. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 165–179.03–408 Klippel, Friederike (Ludwigs-Maximilians U., Germany). New prospects or imminent danger? The impact of English medium instruction on education in Germany. Prospect (NSW, Australia), 18, 1 (2003), 68–81.03–409 Knutson, Sonja. Experiential learning in second-language classrooms. TESL Canada Journal (BC, Canada), 20, 2 (2003), 52–64.03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 2 (2003), 303–336.03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers. TESOL Quarterly, 37, 2 (2003), 213–245.03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email: tuijunt@cc.jyu.fi) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application. ReCALL, 15, 1 (2003), 51–67.03–413 Lycakis, Françoise (Lycée Galilée, Cergy, France). Les TPE et l'enseignement de l'anglais. [Supervised individual projects and English teaching.] Les langues modernes, 97, 2 (2003), 20–26.03–414 Lyster, Roy and Rebuffot, Jacques (McGill University, Montreal, Canada; Email: roy.lister@mcgill.ca). Acquisition des pronoms d'allocution en classe de français immersif. [The acquisition of pronouns of address in the French immersion class.] Aile, 17 (2002), 51–71.03–415 Macdonald, Shem (La Trobe U., Australia). Pronunciation – views and practices of reluctant teachers. Prospect (NSW, Australia) 17, 3 (2002), 3–15.03–416 Miccoli, L. (The Federal University of Minas Gerais, Brazil; Email: lmiccoli@dedalus.lcc.ufmg.br). English through drama for oral skills development. ELT Journal, 57, 2 (2003), 122–129.03–417 Mitchell, R. (University of Southampton), and Lee, J.H-W. Sameness and difference in classroom learning cultures: interpretations of communicative pedagogy in the UK and Korea. Language teaching research (London, UK), 7, 1 (2003), 35–63.03–418 Moore, Daniele (Ecole Normale Supérieure Lettres et Sciences Humaines, Lyon, France; Email: yanmoore@aol.com). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 279–93.03–419 Nünning, Vera (Justus-Liebig-Universität, Gießen, Germany) and Nünning, Ansgar. Narrative Kompetenz durch neue erzählerische Kurzformen. [Acquiring narrative competence through short narrative forms.] Der Fremdsprachliche Unterricht Englisch (Seelze, Germany), 1 (2003), 4–10.03–420 O'Sullivan, Emer (Johann-Wolfgang von Goethe – Universität, Germany) and Rösler, Dietmar. Fremdsprachenlernen und Kinder- und Jugendliteratur: eine kritische Bestandsaufnahme. [Foreign language learning and children's and young people's literature: a critical stocktaking.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 63–111.03–421 Parisel, Françoise (Lycée Pablo Neruda, St Martin d'Hères, France). Traduction et TPE: quand des élèves expérimentent sur la frontière entre deux langues. [Translation and supervised individual project: when students experiment between two languages.] Les Langues Modernes, 96, 4 (2002), 52–64.03–422 Ping, Alvin Leong, Pin Pin, Vera Tay, Wee, Samuel and Hwee Nah, Heng (Nanyang U., Singapore; Email: paleong@nie.edu.sg). Teacher feedback: a Singaporean perspective. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 47–75.03–423 Platt, Elizabeth, Harper, Candace, Mendoza, Maria Beatriz (Florida State University). Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?TESOL Quarterly, 37, 1 (2003), 105–133.03–424 Polleti, Axel (Universität Passau, Germany). Sinnvoll Grammatik üben. [Meaningful grammar practice.] Der fremdsprachliche Unterricht Französisch (Seelze, Germany), 1 (2003), 4–13.03–425 Raschio, Richard and Raymond, Robert L. (U. of St Thomas, St Paul, Minnesota, USA). Where Are We With Technology?: What Teachers of Spanish and Portuguese Have to Say About the Presence of Technology in Their Teaching. Hispania (Los Angeles, USA), 86, 1 (2003), 88–96.03–426 Reza Kiany, G. and Shiramiry, Ebrahim (U. Essex, UK). The effect of frequent dictation on the listening comprehension ability of elementary EFL learners. TESL Canada Journal (BC, Canada), 20, 1 (2002), 57–63.03–427 Rifkin, Benjamin (U. Wisconsin, Madison, USA). A case study of the acquisition of narration in Russian: at the intersection of foreign language education, applied linguistics, and second language acquisition. Slavic and East European Journal (Tucson, AZ, USA), 46, 3 (2002), 465–481.03–428 Rosch, Jörg (Universität München, Germany). Plädoyer für ein theoriebasiertes Verfahren von Software-Design und Software-Evaluation. [Plea for a theoretically-based procedure for software design and evaluation.] Deutsch als Fremdsprache (Berlin, Germany), 40, 2 (2003), 94–103.03–429 Ross, Stephen J. (Kwansei Gakuin U., Japan). A diachronic coherence model for language program evaluation. Language learning (Oxford, UK), 53, 1 (2003), 1–33.03–430 Shei, Chi-Chiang (Chang Jung U., Taiwan; Email: shei@mail.cju.edu.tw) and Pain, Helen. Computer-Assisted Teaching of Translation Methods. Literary and Linguistic Computing (Oxford, UK), 17, 3 (2002), 323–343.03–431 Solfjeld, Kåre. Zum Thema authentische Übersetzungen im DaF-Unterricht: Überlegungen, ausgehend von Sachprosaübersetzungen aus dem Deutschen ins Norwegische. [The use of authentic translations in the Teaching of German as a Foreign Language: considerations arising from some Norwegian translations of German non-fiction texts.] Info DaF (Munich, Germany), 29, 6 (2002), 489–504.03–432 Slatyer, Helen (Macquarie U., Australia). Responding to change in immigrant English language assessment. Prospect (NSW, Australia), 18, 1 (2003), 42–52.03–433 Stockwell, Glenn R. (Ritsumeikan Univeristy, Japan; Email: gstock@ec.ritsumei.ac.jp). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15, 1 (2003), 37–50.03–434 Tang, E. (City University of Hong Kong), and Nesi H. Teaching vocabulary in two Chinese classrooms: schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language teaching research (London, UK), 7,1 (2003), 65–97.03–435 Thomas, Alain (U. of Guelph, Canada; Email: Thomas@uoguelph.ca). La variation phonétique en français langue seconde au niveau universitaire avancé. [Phonetic variation in French as a foreign language at advanced university level.] Aile, 17 (2002), 101–121.03–436 Tudor, Ian (U. Libre de Bruxelles, Belgium; Email: itudor@ulb.ac.be). Learning to live with complexity: towards an ecological perspective on language teaching. System (Oxford, UK), 31, 1 (2003), 1–12.03–437 Wolff, Dieter (Bergische Universität, Wuppertal, Germany). Fremdsprachenlernen als Konstruktion: einige Anmerkungen zu einem viel diskutierten neuen Ansatz in der Fremdsprachendidaktik. [Foreign-language learning as ‘construction’: some remarks on a much-discussed new approach in foreign-language teaching.] Babylonia (Comano, Switzerland), 4 (2002), 7–14.

03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 318—31.03—234 Belz, Julie A. and Müller-Hartmann, Andreas. Deutsche-amerikanische Telekollaboration im Fremdsprachenuterricht – Lernende im Kreuzfeuer der institutionellen Zwänge. [German-American tele-collaboration in foreign language teaching – learners in the crossfire of institutional constraints.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 68—78.03—235 Bosher, Susan and Smalkoski, Kari (The Coll. of St. Catherine, St. Paul, USA; Email: sdbosher@stkate.edu). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 59—79.03—236 Brandl, Klaus (U. of Washington, USA; Email: brandl@u.washington.edu). Integrating Internet-based reading materials into the foreign language curriculum: From teacher- to student-centred approaches. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 87—107.03—237 Bruce, Nigel (Hong Kong U.; Email: njbruce@hku.hk). Dovetailing language and content: Teaching balanced argument in legal problem answer writing. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 321—45.03—238 Bruton, Anthony (U. of Seville, Spain; Email: abruton@siff.us.es). From tasking purposes to purposing tasks. ELT Journal (Oxford, UK), 56, 3 (2002), 280—95.03—239 Candlin, C. N. (Email: enopera@cityu.edu.hk), Bhatia, V. K. and Jensen, C. H. (City U. of Hong Kong). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 299—320.03—240 Chen, Shumei. A contrastive study of complimentary responses in British English and Chinese, with pedagogic implications for ELT in China. Language Issues (Birmingham, UK), 13, 2 (2001), 8—11.03—241 Chudak, Sebastian (Adam-Mickiewicz-Universität, Poznán, Poland). Die Selbstevaluation im Prozess- und Lernerorientierten Fremdsprachenunterricht (Bedeutung, Ziele, Umsetzungsmöglichkeiten). [The self-evaluation of process- and learner-oriented foreign language teaching.] Glottodidactica (Poznań, Poland), 28 (2002), 49—63.03—242 Crosling, Glenda and Ward, Ian (Monash U., Clayton, Australia; Email: glenda.crosling@buseco.monash.edu.au). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 41—57.03—243 Davidheiser, James (U. of the South, USA). Classroom approaches to communication: Teaching German with TPRS (Total Physical Response Storytelling). Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 25—35.03—244 Duff, Patricia A. (U. of British Columbia, Canada; Email: patricia.duff@ubc.ca). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). Learning Japanese in America: A survey of preferred teaching methods. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 134—42.03—249 Goldstein, Tara (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). No Pain, No Gain: Student playwriting as critical ethnographic language research. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 53—76.03—250 Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 93—105.03—251 Huang, Jingzi (Monmouth U., New Jersey, USA; Email: jhuang@monmouth.edu). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research (London, UK), 7, 1 (2003), 3—33.03—252 Hyland, Ken (City U. of Hong Kong; Email: ken.hyland@cityu.edu.hk). Specificity revisited: How far should we go now? English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 385—95.03—253 Jahr, Silke. Die Vermittlung des sprachen Ausdrucks von Emotionen in DaF-Unterricht. [The conveying of the oral expression of emotion in teaching German as a foreign language.] Deutsch als Fremdsprache (Berlin, Germany), 39, 2 (2002), 88–95.03—254 Jung, Yunhee (U. of Alberta, Canada; Email: jhee6539@hanmail.net). Historical review of grammar instruction and current implications. English Teaching (Korea), 57, 3 (2002), 193—213.03—255 Kagan, Olga and Dillon, Kathleen (UCLA, USA & UC Consortium for Language Teaching and Learning, USA). A new perspective on teaching Russian: Focus on the heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 507—18.03—256 Kang, Hoo-Dong (Sungsim Coll. of Foreign Languages, Korea; Email: hdkang2k@hanmail.net). 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Bridging the gap: Discourse in text-based foreign language classrooms. Foreign Language Annals (New York, USA), 35, 4 (2002), 437—56.03—266 Martin, William M. (U. of Pennsylvania, USA) and Lomperis, Anne E.. Determining the cost benefit, the return on investment, and the intangible impacts of language programmes for development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 399—429.03—267 Master, Peter (San Jose State U., CA, USA: Email: pmaster@sjsu.edu). Information structure and English article pedagogy. System (Oxford, UK), 30, 3 (2002), 331—48.03—268 Mertens, Jürgen. Schrift im Französischunterricht in der Grundschule: Lernehemnis oder Lernhilfe? [Writing in teaching French in primary school: Learning aid or hindrance?] Neusprachliche Mitteilungen aus Wissenschaft und Praxis (Berlin, Germany), 55, 3 (2002), 141–49.03—269 Meskill, Carla (U. at Albany, USA; Email: cmeskill@uamail.albany.edu), Mossop, Jonathan, DiAngelo, Stephen and Pasquale, Rosalie K.. 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Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 106—16.03—277 Stapleton, Paul (Hokkaido U., Japan; Email: paul@ilcs.hokudai.ac.jp). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal (Oxford, UK), 56, 3 (2002), 250—57.03—278 Sullivan, Patricia (Office of English Language Progs., Dept. of State, Washington, USA, Email: psullivan@pd.state.gov) and Girginer, Handan. The use of discourse analysis to enhance ESP teacher knowledge: An example using aviation English. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 397—404.03—279 Tang, Eunice (City U. of Hong Kong) and Nesi, Hilary (U. of Warwick, UK; Email: H.J.Nesi@warwick.ac.uk). Teaching vocabulary in two Chinese classrooms: Schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language Teaching Research (London, UK), 7, 1 (2003), 65—97.03—280 Timmis, Ivor (Leeds Metropolitan U., UK; Email: i.timmis@lmu.ac.uk). Native-speaker norms and International English: A classroom view. ELT Journal (Oxford, UK), 56, 3 (2002), 240—49.03—281 Toole, Janine and Heift, Trude (Simon Fraser U., Bumaby, BC, Canada; Email: toole@sfu.ca). The Tutor Assistant: An authoring tool for an Intelligent Language Tutoring System. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 373—86.03—282 Turner, Karen and Turvey, Anne (Inst. of Ed., U. of London, UK; Email: k.turner@ioe.ac.uk). The space between shared understandings of the teaching of grammar in English and French to Year 7 learners: Student teachers working collaboratively. Language Awareness (Clevedon, UK), 11, 2 (2002), 100—13.03—283 Warschauer, Mark (U. of California, USA). A developmental perspective on technology in language education. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 453—75.03—284 Weasenforth, Donald (The George Washington U., USA; Email: weasenf@gwu.edu), Biesenbach-Lucas, Sigrun and Meloni, Christine. Realising constructivist objectives through collaborative technologies: Threaded discussions. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 58—86.

Japanese is considered one of the most difficult foreign languages. A major factor is the complex Japanese orthography consisting of thousands of logographic kanji (adapted Chinese characters) and 105 phonetic kana (subdivided into hiragana and katakana). This situation leads to hardships in learning to read Japanese, discouraging students from tackling authentic texts full of unknown kanji symbols. Online language tools might assist and encourage learners to read authentic texts, reducing reading anxiety. To evaluate the potential of this learning support, an experimental study was conducted. Twelve Italian college students with elementary Japanese proficiency participated. They completed two homework reading tasks with the use of online language tools, taking a post-task survey. Three findings emerge from the data: 1) using online tools enables students to read authentic texts; 2) using more tools makes it easier and faster to comprehend texts; 3) students strongly feel that the use of online tools helps to read Japanese texts and reduces their psychological block, willing to continue to use them. Overall, the results show the positive effects of using the tools on both reading performance and psychology, suggesting the potential effectiveness of the use of online language resources for learning to read Japanese texts.

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