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Journal articles on the topic 'Portuguese as a mother tongue curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Guerra, Joaquim. "Will education in the mother tongue contribute to the increase of digital literacies?" World Journal on Educational Technology: Current Issues 6, no. 3 (2017): 139. http://dx.doi.org/10.18844/wjet.v6i3.1975.

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We live undoubtedly in a digital era in which younger people have more technological knowledge and use technology more than older people who mostly must adapt their lives and practices, learning how, why, and when to use digital tools. In schools, this gap is visible if we compare the curricula for teaching the Portuguese mother tongue and teachers’ practices. As we demonstrate, the references in syllabi are residual, and teachers use digital tools as they used other tools before. This paper aims to summarize and to intersect the results from previous studies on information and communication t

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Moret, Márcia Cristina Florêncio Fernandes, and João Guilherme Rodrigues Mendonça. "Proposta bilíngue na educação de surdos: práticas pedagógicas no processo de alfabetização." Revista Produção e Desenvolvimento 2, no. 3 (2016): 14–20. http://dx.doi.org/10.32358/rpd.2016.v2.197.

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The teaching and use of the LIBRAS, in the deaf people education are indispensable for their development, building of their identity, autonomy, beside the communication with the world. The acquisition of the Portuguese Language is part of the regular school curriculum, and its command provides a relationship between language and society, which is mostly formed by hearing and users of this language. There is a concern related to the deaf people education, especially in literacy phase, which consequently extends through all the regular schooling, where the most part of the deaf students are fini

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3

Vučković, Dijana. "Inartistic text in Montenegrin elementary school mother-tongue curriculum." Nastava i vaspitanje 64, no. 1 (2015): 173–86. http://dx.doi.org/10.5937/nasvas1501173v.

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Moret, Márcia Cristina Florêncio Fernandes, João Guilherme Rodrigues Mendonça, and Livia Catarina Matoso dos Santos. "Pedagogical practices in the literacy process of deaf students." LAPLAGE EM REVISTA 7, no. 3B (2021): 36–42. http://dx.doi.org/10.24115/s2446-6220202173b1482p.36-42.

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There is a concern for deaf education, especially in the literacy stage, which consequently extends throughout regular education, where most deaf students have completed high school without knowing how to read and/or produce in Portuguese. This problem affects the social development of these subjects, since the Portuguese language is still expected as if it were the mother tongue of the deaf, not respecting their identity and culture, whose first language is LIBRAS. In this bias, the research aims to verify the methods and techniques in the literacy process of the deaf and seek new teaching mo

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Ozfidan, Burhan. "Right of Knowing and Using Mother Tongue: A Mixed Method Study." English Language Teaching 10, no. 12 (2017): 15. http://dx.doi.org/10.5539/elt.v10n12p15.

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Language is a crucial factor for the academic achievement of minority people. Speaking the mother tongue in school increases self-confidence and thinking skills, and conveys freedom of speech. Mother tongue is an inseparable element of his or her culture and that everyone has the right to learn his or her mother tongue. The main objective of this current study is to illustrate the need for a language curriculum and to investigate what parameters will influence the development of a mother tongue. This study used an explanatory sequential mixed method, conducted in two phases: a quantitative pha

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Marcilese, Mercedes, Cristina Name, Marina Augusto, Daniele Molina, and Raiane Armando. "Mother-tongue education, linguistic variation and language processing." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 3 (2019): 17–40. http://dx.doi.org/10.5007/2175-8026.2019v72n3p17.

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This paperexploresan intersection betweenthree main topics: (i) sociolinguistic variation, (ii) variation acquisition and processingaccording toa psycholinguistic approachand (iii) mother-tongue teaching/learning when the two previous factors are taken into account. Nonstandard linguistic varieties coexist in society with a standardized variety that could be defined as the ‘language of education’. The distance between standard forms and the variety acquired by children at home is quite variable and could have an impact on how and when the formal register becomes (or not) part of the range of l

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Jarienė, Raimonda, and Vilija Salienė. "Speaking as Prerequisite to Socialisation in the General Curriculum of the Lithuanian Language Education (as Mother Tongue)." Pedagogika 116, no. 4 (2014): 145–58. http://dx.doi.org/10.15823/p.2014.054.

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The article focuses on the analysis of expression of speaking, as a prerequisite to socialization, in the curriculum of the Lithuanian language as mother tongue. The theoretical part compares two learning theories making attempts to highlight the importance of speaking to cognitive and social achievements of learners. The theoretical analysis is based on the comparison of the approaches of two learning theories, that is, constructivism and social constructivism. The research part of the article analyses the dual purpose of speaking, i.e., as learning object and as learning tool, and its expres

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Medgyes, Péter. "The National L2 Curriculum in Hungary." Annual Review of Applied Linguistics 13 (March 1992): 24–36. http://dx.doi.org/10.1017/s0267190500002373.

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Hungary is a small landlocked country in Central Europe with a population of over ten million. The official language, and the mother tongue of the vast majority of the population, is Hungarian. Belonging to the Uralic language family, Hungarian is unrelated to any other European language except Finnish. In order to minimize the effects of their linguistic isolation, Hungarians have always attached great importance to the learning of foreign languages.

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Mathewos Alaro, Markos, and Abraham Kebede. "Relevance of Mother Tongue National Examinations to Mother Tongue Curriculum (Syllabus) and Textbooks: The Case of Wolaita Language in Wolaita Zone, Ethiopia." Advances in Sciences and Humanities 6, no. 1 (2020): 30. http://dx.doi.org/10.11648/j.ash.20200601.14.

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Erokhina, E. L., та O. Yu Knyazeva. "On the Сontinuity between the School Subjects «School Rhetoric» and «Russian Language as a Mother Tongue»". Russian language at school 81, № 2 (2020): 7–12. http://dx.doi.org/10.30515/0131-6141-2020-81-2-7-12.

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This research was aimed at justifying the continuity between the course «Russian language as a mother tongue» and the course «School rhetoric», as well as to actualize the semantical and methodological aspects of school rhetoric, which can serve as a pillar in the teaching of a new subject. The primary research method was a comparative analysis of the curricula «Russian language as a mother tongue» and «School rhetoric». It is shown that, despite differences in the curriculum, these subjects share the function of supporting the main course of the Russian language. Although both relying on the

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BAL, Mazhar. "Use of Popular Culture Texts in Mother Tongue Education." Journal of Education and Learning 7, no. 2 (2018): 293. http://dx.doi.org/10.5539/jel.v7n2p293.

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The aim of this study was to associate popular culture texts with Turkish language lessons of middle school students. For this purpose, a model was proposed and a suitable curriculum was prepared for this model. It was aimed to determine how this program, which was the result of associating popular culture texts with Turkish language lesson outcomes, operated during classroom practices. The study was designed based on action research principles. The participants of the research were 19 (12 males and 7 females) seventh grade students. These pariticipants were selected according to the criterion

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Souza, Sweder. "The Glotopolitical Perspective and the Linguistic Standardization: Perspectives about the Portuguese Language." Education and Linguistics Research 7, no. 1 (2021): 1. http://dx.doi.org/10.5296/elr.v7i1.18175.

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This paper discusses the glotopolitical perspective, understood as any and all political and social action, conscious or not, about language (Guespin & Marcellesi, 1986; Lagares, 2018) and some Portuguese Language nominations – language as Hypostasis (Bagno, 2011, 2019), Official State/National Language (Faraco, 2008, 2016) and Mother Tongue –, so that readers have a broad theoretical-methodological panel of research in the theoretical field of glotopolitics and linguistics, which here come into clashes, confluences and displacements.

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Nocoń, Jolanta. "Linguistic and communication education at Polish lessons during the period of cultural change. Musings on the curriculum." Acta Universitatis Lodziensis. Folia Litteraria Polonica 56, no. 1 (2020): 19–30. http://dx.doi.org/10.18778/1505-9057.56.02.

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The article discusses the challenges posed in the 21st century in terms of linguistic and communication education in terms of teaching Polish as the mother tongue. The author posited that socialisation cannot replace education, which is why one of the major goals of linguistic education in terms of the mother tongue is to satisfy the linguistic and communication needs of pupils resulting from the cultural transformations happening in the modern world. The new tasks which Polish teachers face include the development of the so-called new communicational competence, which enables communication in

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BAUTISTA, JUDY, Ilynne Samonte, Cecille Marie Improgo, and Merry Ruth Gutierrez. "Mother Tongue versus English as a Second Language in Mathematical Word Problems: Implications to Language Policy Development in the Philippines." International Journal of Language and Literary Studies 2, no. 2 (2020): 18–29. http://dx.doi.org/10.36892/ijlls.v2i2.283.

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This study investigated the performance of 150 Tagalog and 131 Sinugbuanong Bisaya grade three pupils with regard to solving mathematical word problems written in their mother-tongue (L1) and in English as their second language (L2). The respondents were subjected to a validated teacher-made parallel tests based on the competencies stipulated in the first and second quarter mathematics curriculum guide of the Philippines. Results of which were compared and analyzed using two-tailed t-test. Findings show that the Tagalog pupils performed better in their mother-tongue over English as their secon

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Pieniążek, Marek. "Przełamywanie systemowej izolacji...: środkowosłowiańskie dydaktyki literatury i języków ojczystych." Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 11, no. 315 (2020): 10–26. http://dx.doi.org/10.24917/20820909.11.1.

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This paper focuses on policy of mother tongue education in Slavonic countries like the Czech Republic, Serbia, Slovakia and Poland. The presented article covers mainly issues concerning language policy in the context of teaching of national languages. The comparison shows that the common history of Slavs and socio-geographical factors don’t play important role in planning of the L1 Slavonic educational systems. The analysis reveals also the lack of interdependence between the Slavonic national curriculum. That is why the author proposes new direction in comparative studies to include the mothe

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Dudics Lakatos, Kateryna, and Natalia Libak. "TRANSCARPATHIAN EDUCATION THROUGH THE PRISM OF DIALECT ATTITUDE." Philological Review, no. 1 (May 31, 2021): 34–44. http://dx.doi.org/10.31499/2415-8828.1.2021.232641.

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Most of the pupils who go to school speak the language version they have learned at home and only during the teaching process acquire the standard version of the spoken language. That is why it is extremely important that any negative, unpleasant experience should not be connected to the primary language version, as the only basis, building onwhich, mother tongue teaching can be effective. In our study, based on the data from a repeated questionnaire collection, we would like to illustrate what do the teachers of the Transcarpathian secondary schools with the Hungarian language of instru

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17

Guerra, Joaquim. "Portuguese as a foreign language textbooks: Framing the discourses on the teaching and learning of writing." Global Journal of Foreign Language Teaching 11, no. 2 (2021): 94–100. http://dx.doi.org/10.18844/gjflt.v11i2.5588.

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Textbooks are a resource that is widely used in language classes. For this reason, they are also one of the principal topics in research on the field of didactics. Several studies were conducted about Portuguese as mother tongue textbooks, but there is a lack of researches and information concerning the textbooks of Portuguese as a foreign language. In this study, the researcher analyses the discourse of the authors/editors in the ‘opening texts’ of textbooks for (European) Portuguese as a foreign language, for levels A1 and A2 of the Common European Framework of Reference. The study shows tha

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18

Tukurah, Haruna Audu. "Curriculum Implementation Challenges and Private Education in Nigeria." International Journal for Research in Applied Science and Engineering Technology 9, no. 9 (2021): 1325–30. http://dx.doi.org/10.22214/ijraset.2021.38103.

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Abstract: Nigeria’s population is over 180 million by estimation. It is not out of place to assume that she is one of the fastest growing populations in the world. In as much as she celebrates her status as the giant of Africa, her place as ‘a giant’ calls for a reflective thought at the rate with which her educational curriculum operates mainly in paper forms. On the issue of the private education, many challenges such as; shortage of qualified teachers without in-service training, structures and infrastructures, interaction with the government for gaining approval, extortion of illegal schoo

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19

Brinca, Lilia, Lara Araújo, Patrícia Nogueira, and Carolina Gil. "Voice onset time characteristics of voiceless stops produced by children with European Portuguese as mother tongue." Ampersand 3 (2016): 137–42. http://dx.doi.org/10.1016/j.amper.2016.06.006.

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20

Panda, Aditya Kumar. "Translation as a Part of School Curriculum in Learning English Language." Language Circle: Journal of Language and Literature 12, no. 2 (2018): 137–42. http://dx.doi.org/10.15294/lc.v12i2.14182.

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In India, the students, who are from mother-tongue medium schools, are well-acquainted with translation which has been a part in the language subjects. It has been an integral element of subject English and also for other language subjects like Hindi, Sanskrit at school. It has been used as an effective tool in learning English, though it has been in debate for the last decades for its use in some countries. This paper will discuss translation as a part of school curriculum in learning English, its limitation, challenges and current research on the same.

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21

Hansén, Sven‐Erik. "Word and world in mother tongue teaching in Finland: Curriculum policy in a bilingual society." Language, Culture and Curriculum 4, no. 2 (1991): 107–17. http://dx.doi.org/10.1080/07908319109525097.

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22

DEMÉNY, Piroska. "Digital life stories in year four of primary school." Acta Didactica Napocensia 13, no. 2 (2020): 43–49. http://dx.doi.org/10.24193/adn.13.2.3.

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"Abstract: In Romania, the curriculum for mother tongue education for grade three and four of primary school defines spoken and written text production in various communication situations as a general educational requirement and competence. (see the curriculum for competence-based teaching of the mother tongue approved by Ministerial Decree No. 5003 of 4 December 2014. Hungarian Language and Literature, grade three and four). This experimental study examines the impact of digital storytelling on children’s text production skills. Our aim was to design an interventionprogramme that develops pri

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Kerndl, Milena, and Metka Kordigel Aberšek. "THE EFFECTIVENESS OF DISTANCED E-LEARNING IN TEACHERS’ EDUCATION: A CASE STUDY IN SLOVENIA." Problems of Education in the 21st Century 72, no. 1 (2016): 16–30. http://dx.doi.org/10.33225/pec/16.72.16.

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In the last two decades a remarkable shift from conventional forms of teaching toward e-learning happened on all levels of education. This shift included also teachers’ permanent, lifelong education. The purpose of the study was to find and compare the effectiveness of conventional workshop and an e-learning module in teachers’ lifelong/permanent professional training. A study included 30 mother tongue teachers. The aim of the teachers training course curriculum was focused in their competence for developing students’/reader’s reception metacognition (RRM), a competence which is a prerequisite

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Stroud, Christopher, and Manuel Guissemo. "Linguistic Messianism." Multilingual Margins: A journal of multilingualism from the periphery 2, no. 2 (2018): 7. http://dx.doi.org/10.14426/mm.v2i2.69.

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Mozambique, like many nations in the geopolitical South, is a country grappling with issues of equity and justice. One of the more pressing issues pertains to the role of language in ensuring citizenship agency and voice. Much of this debate has been concerned with how to envisage the interrelationships and divisions of labor between local languages and Portuguese, that is, the form and organization of multilingualism. Mozambique since independence in 1975, has given increasing recognition to its many languages and to the diversity of its population, rolling out mother-tongue programs across t

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Khadijah Abdul Razak, Hafizhah Zulkifli, Firdaus Abdul Fatah,. "Exploring Methodology for Sharia Subject in Accordance with Dini Integrated Curriculum." Psychology and Education Journal 58, no. 1 (2021): 2456–63. http://dx.doi.org/10.17762/pae.v58i1.1122.

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Ensuring teaching objectives to be achieved among pupils is not an easy task, especially if the subject is newly introduced to them. Sharia subject in this research, is using Dini Integrated Curriculum (DIC) which was introduced not long ago in 2015. It is unique that this subject is taught in the Arabic Language and not the mother tongue of Malaysians. This research applied quantitative method. Data was collected through interviews with 8 research respondents and then triangulated by observations and document analysis. Research findings showed that teachers used methods connected to games and

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Berta, Tibor. "Lusismos o arcaísmos castellanos sobre la lengua de los dramas castellanos de Gil Vicente." Acta Hispanica 13 (January 1, 2008): 57–74. http://dx.doi.org/10.14232/actahisp.2008.13.57-74.

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Gil Vicente (1465-1536), Portuguese poet, composer and playwright is a significant figure of both Portuguese and Spanish literary history, as, in accordance with the traditions of his era, he wrote in both languages. What is more, Gil Vicente often used different languages in the same play. Many researchers, linguists, philologists and literary theorists call our attention to the fact that the language of the plays written by the author in Spanish is permeated with his Portuguese mother tongue. However, the definitive separation of phonetic, grammatical and lexical elements which can be interp

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Jarienė, Raimonda, and Vilija Salienė. "Speaking as Prerequisite to Socialisation in the General Curriculum of the Lithuanian Language Education (as Mother Tongue)." Pedagogika 116, no. 4 (2014): 145–58. http://dx.doi.org/10.15823/p.2015.054.

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Bani Bili, Yunita Reny. "The Case of East Timor Education beyond Independence 2000-2008." International Journal of Linguistics, Literature and Translation 3, no. 11 (2020): 188–93. http://dx.doi.org/10.32996/ijllt.2020.3.11.18.

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The strong motive of East Timor government to establish a national identity through education had brought serious issues. This writing primarily discusses about the drawbacks regarding to East Timor language policy in education sector during the period of 2000 – 2008. Spolsky’s framework was employed to analyze the sociolinguistics situation, working of national/ethnic/other identity within the community, minority language rights and English role as a global language. The study was done by thorough library research in the related fields. The results show that while community language practice

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Cera, Maysa Luchesi, Thaís Soares Cianciarullo Minett, and Karin Zazo Ortiz. "Analysis of error type and frequency in apraxia of speech among Portuguese speakers." Dementia & Neuropsychologia 4, no. 2 (2010): 98–103. http://dx.doi.org/10.1590/s1980-57642010dn40200004.

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Abstract Most studies characterizing errors in the speech of patients with apraxia involve English language. Objectives: To analyze the types and frequency of errors produced by patients with apraxia of speech whose mother tongue was Brazilian Portuguese. Methods: 20 adults with apraxia of speech caused by stroke were assessed. The types of error committed by patients were analyzed both quantitatively and qualitatively, and frequencies compared. Results: We observed the presence of substitution, omission, trial-and-error, repetition, self-correction, anticipation, addition, reiteration and met

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Tagnin, Stella E. O., and Elisa Duarte Teixeira. "Translator-oriented, corpus-driven technical glossaries: the case of cooking terms." Corpora 7, no. 1 (2012): 51–67. http://dx.doi.org/10.3366/cor.2012.0017.

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Although there are many English–Portuguese technical glossaries on the market, very few are designed to meet the specific needs of translators, whose main task is the production of an idiomatic text either in the mother tongue or in the foreign language. For that purpose, a mere list of monolexical terms (usually based on previous compilations or abstract conceptual schemata, and their equivalents) will not suffice. Most importantly, the producer of a text needs to know how a word is used in context, and this can be inferred from the observation of authentic examples. Corpus Linguistics has pr

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Lasorsa, Tricia. "Bilingual Programs with Special Reference to the Northern Territory." Aboriginal Child at School 18, no. 4 (1990): 10–18. http://dx.doi.org/10.1017/s1326011100600364.

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The main focus of this analysis will be on three programs, in particular Milingimbi, Bamyili and Yuendumu.J. Harris and J. Sandefur (1984) define bilingual education as “the use of two languages in a well organised program”. The NT Department of Education’s Bilingual Education leaflet (1987) extends this definition to include the qualifications – the use of two languages, one of which is English, as mediums of instruction for the same pupil population in a well organised program which encompasses part or all of the curriculum and includes the study of the history and culture associated with th

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Shinco, Tayibat. "CHALLENGES OF EARLY CHILDHOOD EDUCATION IN SOKOTO STATE OF NIGERIA: IMPLICATION FOR COUNSELLING." International Journal of Strategic Research in Education, Technology and Humanities 8, no. 1 (2020): 1–10. http://dx.doi.org/10.48028/iiprds/ijsreth.v8.i1.01.

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Contemporary Early Child Care, Development and Education (ECCDE) in Nigeria are becoming more diverse. Nevertheless, it is still bedeviled with issues and problems. This paper discusses the existing UBE programme, policies and strategies in the implementation of the ECCDE in Nigeria. The paper further examines the challenges of ECCDE in Nigeria. The main issues of which include the use of English as medium of communication and instruction; lack of competent and qualified teachers; lack of effective supervision; and the ratio of teacher to pupils. The paper concludes that for Nigeria to achieve

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Picanço, Gessiane. "Language planning for "Mundurukú do Amazonas"." Revista Brasileira de Linguística Aplicada 12, no. 2 (2012): 405–23. http://dx.doi.org/10.1590/s1984-63982012000200009.

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Mundurukú, a Tupian language of Brazil, exhibits two opposite scenarios. On one extreme, there is Mundurukú do Pará, the language of daily communication in the Mundurukú Indigenous Land, with fluent speakers found across all generations and still acquired by children as a mother tongue. On the other extreme, there is Mundurukú do Amazonas, formerly spoken in the Kwatá-Laranjal Indigenous Land, but whose inhabitants have shifted to Portuguese. A group of Mundurukú students from Amazonas decided to initiate a process of language revitalisation as a way to strengthen the community's ethnic and cu

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Fleury, Fernanda Oppenheimer, and Clara Regina Brandão de Avila. "Rapid naming, phonological memory and reading fluency in Brazilian bilingual students." CoDAS 27, no. 1 (2015): 65–72. http://dx.doi.org/10.1590/2317-1782/20152014091.

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PURPOSE: To characterize the performance of Brazilian students exposed to two languages in reading fluency, phonological memory, and rapid naming, according to grade level, and to investigate correlations between these variables. METHODS: Sixty students took part in this study (50% female), enrolled in the third to the fifth grades of two elementary schools of the city of São Paulo. They constituted two groups - bilingual group: 30 Brazilian children whose mother tongue and language spoken at home was Brazilian Portuguese and who were daily exposed to English at school for a period not shorter

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Dutra, Alessandra. "Uso das vibrantes na aquisição do português como língua estrangeira por nativos americanos e espanhóis: implicações ao ensino." Letras de Hoje 52, no. 1 (2017): 97. http://dx.doi.org/10.15448/1984-7726.2017.1.24925.

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Seguindo os pressupostos teóricos da Sociolinguística Laboviana, o estudo propõe analisar o uso das vibrantes na aquisição do português como língua estrangeira por nativos americanos e espanhóis. Para isso, selecionamos os tipos de pesquisa bibliográfica, de campo e analítica e dividimos a fala de 11 nativos americanos e 11 espanhóis em estilos que vão dos informais até os mais formais. Os resultados mostraram que o contexto em que os informantes usam um fonema na língua nativa motiva o seu uso na aprendizagem do português. A aquisição dos fonemas do português é mais célere entre os informante

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Läänemets, Urve, and Katrin Kalamees-Ruubel. "INTEGRATED LANGUAGE LEARNING IN ESTONIAN NATIONAL CURRICULA (NC) FOR GENERAL COMPREHENSIVE SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 143. http://dx.doi.org/10.17770/sie2016vol2.1371.

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Multiple language skills have become a critical issue in the globalised world. The EU education strategy 2020 document includes mother tongue and two foreign languages among its key competencies to be achieved. To promote learning with comprehension, an integrated approach to curriculum design can be taken, including a cycle of language subjects that makes use of both the manifest and hidden curricula as well as different learning environments. The 21st century approach to education requires from all school staff not only technical but considerable intellectual competence. Language learning is

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Handayani, Dini. "IMPROVING EFL NON-ENGLISH TEACHERS IN TEACHER TALK ABILITY THROUGH TEACHERS’ TRAINING AT SD TUNAS GLOBAL." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 7, no. 1 (2021): 69–74. http://dx.doi.org/10.21009/ijlecr.071.06.

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Foreign curriculum in Indonesia schools become more in demand. The schools facilitate the teachers with the students’ book written in English. The teachers must be able to deliver the lesson into the correct English that is specifically made and used in the classroom. Not all the teachers know that English for teaching is different from daily English. Since SD Tunas Global combined the new curriculum from the Cambridge in the education year 2020-2021 with the goverment curriculum, the needs of using English inside and outside the classroom is a must. Phenomena which were often appeared from th

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Neokleous, Georgios, and Ingunn Ofte. "In-service teacher attitudes toward the use of the mother tongue in Norwegian EFL classrooms." Nordic Journal of Modern Language Methodology 8, no. 2 (2020): 68–88. http://dx.doi.org/10.46364/njmlm.v8i2.436.

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Because of the lack of research on the use of the mother tongue (MT) in the English as a foreign language (EFL) classroom in European contexts, and because the topic is rarely discussed in teacher training programs, teachers often assume that students prefer an environment that makes little to no use of their MT. What complicates matters further is that while policy makers suggest maximal use of the target language (TL), European curricula for English as a subject do not contain any direct statements prescribing English as the sole language of instruction. Thus, EFL teachers who share an MT wi

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Silva, Luciana Pereira, Andreia Rutiquewiski, and Juliana Benatti. "Os objetos educacionais digitais em Linguagem e Interação: avanços, permanências ou retrocessos?" Texto Livre: Linguagem e Tecnologia 11, no. 3 (2018): 102–30. http://dx.doi.org/10.17851/1983-3652.11.3.102-130.

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RESUMO: Este artigo analisa os Objetos Educacionais Digitais que acompanham a coleção didática Linguagem e Interação, indicada ao ensino médio 2018-2020 via Plano Nacional do Livro Didático. Segundo a literatura, esse material digital pode subsidiar as aulas de língua materna a partir da pedagogia dos multiletramentos em substituição a práticas de ensino tradicionais. Para tanto, foram realizadas pesquisas de caráter documental (documentos oficiais de ensino) e bibliográfico (LEFFA, 2006; ANTUNES, 2007; MARCUSCHI, 2008; DIONÍSIO 2011, 2014; ROJO, 2012, 2013, 2017, entre outros). Em seguida, fo

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Vandenbussche, Wim. "Language policy in higher education in Flanders: Legislation and actual practice." Sociolinguistica 34, no. 1 (2020): 71–87. http://dx.doi.org/10.1515/soci-2020-0006.

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AbstractThis article discusses a number of linguistic aspects of the internationalisation and anglicisation of higher education in Flanders. We aim to combine an overview of the applicable legal measures with the most detailed and complete information to date on the actual linguistic practices in universities and university colleges. To this end, we collected the most recent available data from a variety of official reports and databases on parameters including the number of English bachelor and master programmes currently on offer, the relative share of students involved in these internationa

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Georgieva, Anna. "MODULE BULGARIAN LANGUAGE AS SECOND LANGUAGE IN CURRICULAR TRAINING PROGRAMS FUNCTIONING ABROAD." Knowledge International Journal 28, no. 3 (2018): 779–84. http://dx.doi.org/10.35120/kij2803779a.

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The article presents the curriculum included in the module "Bulgarian as a Second " language in the Curricula for Bulgarian Language and Literature, organized abroad "from the first to the fourth grade. In these programs the language competence is defined in the degrees of the Pan-European Language Framework - A, B, C. Bulgarian language education outside Bulgaria is realized 3 hours a week in Bulgarian Sunday schools. The aim is for Bulgarian students abroad to master their mother tongue on a comparable level to that of their peers, the learners in Bulgaria. At the end of the fourth grade, th

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Lundberg, Osa. "Obstacles to bilingual education." Apples - Journal of Applied Language Studies 11, no. 3 (2017): 29–54. http://dx.doi.org/10.17011/apples/urn.201712104583.

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The purpose of this paper is to present some of the main findings from my thesis (Lundberg, 2015) that concern the policy formulation and implementation of bilingual education in a multi-ethnic lower secondary school in an urban suburb in Gothenburg, Sweden. This school was strategically chosen for its pedagogical approach towards social and linguistic diversity1. This article examines the formulation and appropriation of a bilingual and bicultural education program and what obstacles exist with regards to implementation of bilingual education in the realization arena. The theoretical impetus

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Renddan, Berawati, Adi Yasran Abdul Aziz, and Noor Aina Dani. "Shifting the Dimensionality of Language: Evidence from Bilingual Bajau Sama Kota Belud in Malaysia." Advances in Language and Literary Studies 11, no. 6 (2020): 12. http://dx.doi.org/10.7575/aiac.alls.v.11n.6p.12.

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The language shift phenomenon in the Bajau Sama Kota Belud in Sabah is definite. The researchers surveyed the phenomenon in Kampung Taun Gusi 1, Kota Belud, Sabah. Based on the age cross-sectional method, 300 participants of 20-29 years (G20s), 30-39 years (G30s), 40-49 years (G40s), and 50-59 years (G50s) respectively were selected by stratified sampling. The objective of this study is to formulate the dimensionality of language shift. The researchers found that speakers shifted from using the mother tongue to the Malay language after entering school. The Bajau Sama language spoken as the mot

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Pham, Quang Nam. "Can Indirect, Delayed Error Correction Improve Students’ Willingness to Speak in the Target Language?" Anglica. An International Journal of English Studies, no. 27/2 (September 17, 2018): 173–89. http://dx.doi.org/10.7311/0860-5734.27.2.10.

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At a high school where I have worked as a visiting lecturer, students of English as a Foreign Language (EFL) tend to use their mother tongue (L1) instead of the target language (L2) in communicative activities. Many factors are to blame for this issue, such as the seating arrangement, the language curriculum, the influences from the interlocutors, and the teacher correction methods (Pham 2005). This study aims to propose a strategy to correct student errors during communicative activities. Data analysis shows that the strategy of error correction that a teacher uses will have a substantial imp

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DIXON, L. QUENTIN. "The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore." Applied Psycholinguistics 32, no. 1 (2010): 141–68. http://dx.doi.org/10.1017/s0142716410000329.

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ABSTRACTResearch in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51 Indian) in the multilingual context of Singapore. The Peabody Picture Vocabulary Test—Third Edition was administered in English and in translations into Mandarin, Malay, and Tamil. Home factors including caretaker language, television language, and

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Heaney, Liam F. "Children Using Language: Can Computers Help?" Gifted Education International 8, no. 3 (1992): 146–50. http://dx.doi.org/10.1177/026142949200800305.

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This article considers some of the ways in which computers and appropriate software can be used to encourage children to use language purposefully. It discusses the range of computer software that is available for Primary School children and suggests ways of incorporating such software into the various subject areas. While highlighting the valuable contribution that computers can make to the teaching and learning process in schools, the article stresses the need for the planned integration of computers and computer software into an overall curriculum strategy which has an evident cohesiveness

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Berková, Kateřina, Kristýna Krejčová, and Jaromír Novák. "STUDENTS' ATTITUDES TO SELECTED SUBJECTS IN SECONDARY ECONOMIC EDUCATION." Problems of Education in the 21st Century 78, no. 1 (2020): 9–23. http://dx.doi.org/10.33225/pec/20.78.09.

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Students’ motivation is one of the key factors that determine their school success. It is closely linked to their attitudes toward individual school subjects. This research analyzes four crucial dimensions of students’ subject-related attitudes (practical importance, difficulty, popularity and curriculum contents attractiveness) in the secondary economic education in the Czech Republic and Slovakia in the international context. The research focused on the four dimensions of students’ attitudes (n = 573) toward four major school subjects (economics, accounting, mathematics and the mother tongue

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Duarte, Isabel Margarida. "Vantagens de uma gramática de usos para o Português Europeu. Alguns exemplos de análise de expressões extraídas de usos orais informais." Revista da Associação Portuguesa de Linguística, no. 4 (October 15, 2018): 1–17. http://dx.doi.org/10.26334/2183-9077/rapln4ano2018a32.

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Taking into account the theoretical assumptions that praise the description of the use of the system and not only of the system in abstract, we will defend the need for a grammar of uses for European Portuguese. Such a description implies dealing with the complexity, the gradualness of linguistic phenomena, the compulsory contextualization of discourses, both in discursive genres and in their enunciative circumstances. This description testifies that regularities also exist in use and there should not be an excessive cut between describing the language and describing the use of language. Unlik

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Muka, Rina, and Irida Hoti. "FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)." Knowledge International Journal 28, no. 7 (2018): 2319–24. http://dx.doi.org/10.35120/kij28072319r.

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The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is r

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Muka, Rina, and Irida Hoti. "FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)." Knowledge International Journal 28, no. 7 (2018): 2319–24. http://dx.doi.org/10.35120/kij29082319r.

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The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is r

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