Relevant bibliographies by topics / Swiss school / Foreign students / Sociology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Swiss school / Foreign students / Sociology'

Author: Grafiati
Published: 26 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Swiss school / Foreign students / Sociology"

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Hurst, André. "The Special Case of Foreign Students: The Swiss Perspective." Higher Education Policy 2, no. 1 (1989): 27–28. http://dx.doi.org/10.1057/hep.1989.8.

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Hicks, Nina, and Thomas Studer. "Learner corpora in foreign language education: examples from the multilingual SWIKO corpus." Babylonia Journal of Language Education 2 (September 21, 2024): 26–35. https://doi.org/10.55393/babylonia.v2i.388.

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This contribution introduces the Swiss learner corpus SWIKO and provides examples on how this rich and near-authentic collection can be utilized in foreign language education, while also addressing some critical issues that corpus linguistic applications face in pedagogical contexts. SWIKO is a multilingual corpus currently being developed at the Institute of Multilingualism in Fribourg. The corpus contains written and spoken productions by Swiss lower secondary school students, both in their language of schooling and foreign languages learnt at school (English, French, and German). Participat
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Rinaldi, Stefanie, and Olena Marina. "Learning how to speak truth to power – comparing Ukrainian and Swiss foreign language curricula." Human Rights Education Review 7, no. 1 (2024): 49–71. https://doi.org/10.5281/zenodo.11047328.

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Human Rights Education strives to empower learners to participate meaningfully in a democratic and sustainable society in which human rights are guaranteed for all. Foreign language education enables students to transcend borders, gives them an opportunity to share their views, ideas, and beliefs, and contributes to the development of critical thinking skills. It can thus endow students with a 'voice' to claim and defend their rights and learn to 'speak truth to power'. This article explores if and how the intended foreign language curricula for lower secondary schools in Switzerland and Ukrai
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Buechel, Laura. "Disrupting Assumptions in Teaching English as a Foreign Language in Swiss Pre-Service Primary School Education." Babylonia Journal of Language Education 3 (December 31, 2023): 52–59. https://doi.org/10.55393/babylonia.v3i.312.

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In many places, Teaching English as a Foreign Language (TEFL) has been taught in much the same way for the past twenty years: Pre-service teachers learn to teach reading, writing, speaking, listening, grammar and vocabulary through models such as content or task-based instruction. They learn about the local curriculum, the CEFR and the history of teaching methods and basic foundations of education and learning. Their basic education is solid and founded yet rarely do students learn to question the content they are provided with or the materials they are expected to work with in the public scho
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Morinaj, Julia, Andreas Hadjar, and Tina Hascher. "School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective." Social Psychology of Education 23, no. 2 (2019): 279–314. http://dx.doi.org/10.1007/s11218-019-09540-3.

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AbstractEarly adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171–188, 2018. 10.1080/00131881.2018.1443021), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc 8:179–189, 2005; Reinke and Herman in Psychol Schools 39:549–559, 2002). This study investigates the longitudinal relationship between school alienation domains, namely alienation from learning, from teachers, and f
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RAMPTON, BEN. "Ritual and foreign language practices at school." Language in Society 31, no. 4 (2002): 491–525. http://dx.doi.org/10.1017/s0047404502314015.

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This article focuses on adolescents at an inner-London secondary school who are learning German rather reluctantly in a foreign language class, and then using the language to play around elsewhere. I argue that the language teacher's pedagogic methods turned the German lessons into relatively intense institutional rituals, and that the lessons provided symbolic and socio-emotional material that students subsequently inverted in a set of micro-ritual improvisations. There are some endemic problems of evidence in the argument that instructed German was connected to improvised Deutsch by cause-an
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Bataeva, Ekaterina, Iryna Sierykova, and Yelyzaveta Streltsyna. "Practices of Ukrainian high school students in reading fiction in the society of electronic mass media." Sociology: Theory, Methods, Marketing, no. 1 (March 2024): 170–86. http://dx.doi.org/10.15407/sociology2024.01.170.

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The article reveals the peculiarities of reading practices of Ukrainian high school students in comparison with the practices of using visual electronic media, and also finds out whether there is a correspondence between the genre preferences of high school students and the actual genre content of the school curriculum in Ukrainian and foreign literature. It is noted that, in Western sociology, considerable attention is paid to the study of the process of formation of reading skills in pre-school and school-age children, which significantly affects their overall academic performance. The empir
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Pfenninger, Simone E., and David Singleton. "Affect trumps age: A person-in-context relational view of age and motivation in SLA." Second Language Research 32, no. 3 (2016): 311–45. http://dx.doi.org/10.1177/0267658315624476.

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Recent findings (see, for example, Muñoz and Singleton, 2011) indicate that age of onset is not a strong determinant of instructed foreign language (FL) learners’ achievement and that age is intricately connected with social and psychological factors shaping the learner’s overall FL experience. The present study, accordingly, takes a participant-active approach by examining and comparing second language (L2) data, motivation questionnaire data, and language experience essays collected from a cohort of 200 Swiss learners of English as a foreign language (EFL) at the beginning and end of seconda
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Camerra-Rowe, Pamela, and Anne Daugherty Miles. "CONGRESSIONAL FELLOWSHIP REPORT: Changes in Latitudes, Changes in Attitudes: Two Professors Back in the Classroom in Washington, D.C." PS: Political Science & Politics 42, no. 01 (2009): 227–29. http://dx.doi.org/10.1017/s104909650924042x.

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Last fall, we had the opportunity to return to the classroom as students. We were invited by the American Political Science Association to take a course titled Congress and the Making of Foreign Policy at the Johns Hopkins School of Advanced International Studies (SAIS) in Washington, D.C. The course, which was taught by professor Charles Stevenson, met twice weekly during September and October, prior to the start of APSA's Congressional Fellowship Program in November. The course was designed to give APSA Congressional Fellows and SAIS students an overview of the role that Congress plays in th
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10

Kravchenko, S. A., and A. V. Shestopal. "Philosophy and Sociology Studies." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 151–58. http://dx.doi.org/10.24833/2071-8160-2014-5-38-151-158.

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Philosophy and Social science school of MGIMO has received both nationwide and international recognition. The traditions of the school were laid by two highly respected scientists and science managers, George P. Frantsev, who was the rector MGIMO during the crucial period of its early years, and Alexander F. Shishkin, who was the founder and head of the Department of Philosophy. The former belonged to one of the best schools of antic history studies of the Petersburg (Leningrad) University. Frantsev made a great contribution to the restoration of Russian social and political science after Worl
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Dissertations / Theses on the topic "Swiss school / Foreign students / Sociology"

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Sköld, Mathias, and Ruta Darzinskaite. "Ungas syn på yrken i ett mångkulturellt samhälle : Utlandsfödda gymnasieelevers värderingar om yrken och sin egen framtid på arbetsmarknaden." Thesis, Stockholms universitet, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-58625.

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Syftet med denna uppsats är att undersöka hur utlandsfödda gymnasielever ser på yrken och den egna framtiden på arbetsmarknaden. Den teoretiska utgångspunkten för att undersöka detta är Brown´s teori om kulturella värderingar och arbetsvärderingar som styr individer i deras karriärsval. Metoden som uppsatsen bygger på är kvantitativ, enkäter har delats ut till utlandsfödda gymnasielever på två olika skolor i stockholmsområdet. I resultatet framgår att yrken med hög status är de yrken som traditionellt sätt har hög status och är välkända yrken internationellt. En slutstats som kan dras är att v
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Takeuchi, Mito. "A Case Study of “Othering” in Japanese Schools: Rhetoric and Reality." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3371593.

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Islam, Waliul. "Ways of becoming : South Asian students in an Australian postgraduate environment." Thesis, 2009. https://vuir.vu.edu.au/15244/.

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The formation of student diasporas in western universities is a manifestation of the globalization and internationalization of higher education, and has necessitated studies about international students’ adaptation to such universities. Statistics of the last decade show that there has been a significant flow of international students to Australian universities, and a large proportion of this student cohort comes from South East Asian and South Asian countries. Whilst there has been a good deal of research on international students from South East and Far East Asia, who share a Confucian Herit
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Books on the topic "Swiss school / Foreign students / Sociology"

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Mottet, Geneviève. L'école et l'élève d'origine étrangère: Genèse d'une catégorie d'action publique. IES éd., 2009.

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Ursula, Fiechter, and Kappus Elke-Nicole 1965-, eds. Schulen in transnationalen Lebenswelten: Integrations- und Segregationsprozesse am Beispiel von Bern West. Seismo, 2008.

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Cooper, Bruce S., and Jonathan Shute. Fixing Truancy Now: Inviting Students Back to Class. Rowman & Littlefield Publishers, Incorporated, 2014.

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Cooper, Bruce S., and Jonathan Shute. Fixing Truancy Now: Inviting Students Back to Class. Rowman & Littlefield Publishers, Incorporated, 2014.

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5

Cooper, Bruce S., and Jonathan Shute. Fixing Truancy Now: Inviting Students Back to Class. Rowman & Littlefield Publishers, Incorporated, 2014.

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6

Esposito, Luigi, and Laura L. Finley. Grading the 44th President. ABC-CLIO, LLC, 2012. http://dx.doi.org/10.5040/9798400658716.

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How has Barack Obama done in his first term as a "progressive president," especially in relation to his campaign assertions? This book analyzes the performance of Obama and his administration in promoting progressive causes in a wide range of policy areas, including the economy, education, immigration, healthcare reform, criminal justice, and foreign affairs. Grading the 44th President: A Report Card on Barack Obama's First Term as a Progressive Leader is written in clear language that is free of jargon and from a leftist perspective, offering a comprehensive analysis and critique of Obama's p
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Book chapters on the topic "Swiss school / Foreign students / Sociology"

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Mehta, Jal. "Rationalizing Schools: Patterns, Ironies, Contradictions." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0011.

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Across the 20th century and now a decade into the 21st, reformers have repeatedly seen the rationalization of schooling as the solution to the nation’s educational ills. Reformers have repeatedly claimed that by setting standards, using tests to measure progress towards those standards, and holding teachers accountable for progress, student achievement would improve and schools would better satisfy the goals of their external constituents. Conversely, educators have repeatedly countered that such a mechanistic model imposes a set of business values that should be foreign to schools; assigns re
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Journal articles
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