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Relevant bibliographies by topics / Teaching modern languages

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Academic literature on the topic 'Teaching modern languages'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Teaching modern languages"

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Honeycutt, Charles Allen, and Geoffrey Richardson. "Teaching Modern Languages." Modern Language Journal 70, no. 1 (1986): 60. http://dx.doi.org/10.2307/328074.

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Rakhmetova, Sh. "Modern approaches to teaching a foreign language." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 178–88. http://dx.doi.org/10.31489/2020ped4/178-188.

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Modern approaches to teaching a foreign language are considered in the article. Knowledge of one or several foreign languages has become an urgent problem for many people. And in such circumstances, the search for effective approaches to teaching foreign languages aimed at solving specific professional problems has be-come relevant. The aim of the article is to analyze and classify modern approaches to teaching a foreign lan-guage. The above aim allows formulating the objectives of the study is to study the theoretical and methodo-logical base of these approaches; summarize the scientific data on this issue in the article. To solve the set tasks, the paper describes the structures of higher education, the need to modernize the higher education sys-tem by the principles of the Bologna Declaration. Researches on educational technology use for teaching and learning in high school are studied. A review of modern sources in the implementation of the reform of the educational standard focused on competency and competency-based approach to teaching a foreign language is carried out. It also analyzes the main theses of the methodology of teaching a foreign language, in particu-lar topical approaches

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Abdukarimovna, Tashmatova Madina. "Lexical Homonyms In Modern English And Uzbek." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 128–34. http://dx.doi.org/10.37547/tajssei/volume03issue06-22.

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Mainly seen in rising interest to learning foreign languages in our state. There has been made many attempts to create new ways and methods of teaching foreign languages. This research is based on language properties of purely English language, and comparative analysis linguistic features between English and Uzbek. The rising interests to learning foreign require establishing new methods and ways of teaching language. The most effective method of teaching language is considered to find counterparts of language units and expressions from Uzbek language. Besides that it is important to take into consideration special features of national similarities of native language.

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Phillips, David. "Reading Modern Languages: the dilemmas of university language teaching." Oxford Review of Education 15, no. 1 (January 1989): 99–100. http://dx.doi.org/10.1080/0305498890150109.

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Mukhamedova, Odina Makhamadaliyevna, Nazira Abdusamatovna Akramova, Maftuna Asatullo Qizi Boboraimova, and Nargiza Salaxiddinovna Atabayeva. "Effectiveness Of Applying Modern Methods In Foreign Language Teaching." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 244–51. http://dx.doi.org/10.37547/tajssei/volume03issue04-37.

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In this article, the demand for learning a foreign language is also increasing day by day, the science of foreign languages is divided into four aspects (reading, reading, listening comprehension and speaking), each of which has its own concept and skills transfer, educational technologies, effective use of modern information technologies in this educational process and other similar topics will be discussed. It also aims to improve the quality and effectiveness of education through the introduction of modern innovative technologies in the educational process.

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Conklin, William E. "Teaching Critically within a Modern Legal Genre." Canadian journal of law and society 8, no. 2 (1993): 33–57. http://dx.doi.org/10.1017/s0829320100003161.

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AbstractThis paper argues that the effort to teach law critically from the external viewpoint reinforces the ideological and social function of a professional law school in a modern state. One should realize that law is a language, a secondary language that conceals suffering as it parasitically assimilates all primary discourses. The professional law school of a modern state aids in the production of such concealment. Examples are offered from different areas of legal discourse as well as from the author's experiences. The suffering arises from the concealment of the languages of embodied subjects, whose harm can only be recognized through the chains of authoritative signifiers that the professor pro-fesses. The secondary legal language either excludes the primary languages or redefines the subject's experience. Further, the legal language is inculcated into the subject's language to the point that the citizen must identify with the secondary legal language or, if not, may be authoritatively en-forced to do so. The second sense of suffering aggravates the first.

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Simonok, Valentyna. "Modern Approaches to Foreign Languages Teaching." Problems of Legality, no. 132 (April 20, 2016): 215. http://dx.doi.org/10.21564/2414-990x.132.60596.

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Yushko, G. P. "MODERN APPROACHES TO TEACHING FOREIGN LANGUAGES." Bulletin of the Angarsk State Technical University 1, no. 13 (December 15, 2019): 287–90. http://dx.doi.org/10.36629/2686-777x-2019-1-13-287-290.

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Meacher, Derek, and Kit Field. "Issues in Modern Foreign Languages Teaching." Modern Language Review 98, no. 1 (January 2003): 264. http://dx.doi.org/10.2307/3738275.

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Dilrabo Kadirjanovna, Abdurakhmanova, Sadriddinova Dildora Maxammadjonovna, and Abduvoxidova Xushnoza Muxtorali daughter. "Features of modern methods of teaching foreign languages." International Journal on Integrated Education 2, no. 6 (December 11, 2019): 78–80. http://dx.doi.org/10.31149/ijie.v2i6.206.

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This article discusses the peculiarities of modern methods of teaching foreign languages. The advantages, advantages and disadvantages of using modern techniques are considered. The article proposes effective language teaching techniques

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Dissertations / Theses on the topic "Teaching modern languages"

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Loo, Angelika. "Teaching and learning modern languages in large classes /." Aachen : Shaker, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016233824&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Loo, Angelika [Verfasser]. "Teaching and Learning Modern Languages in Large Classes / Angelika Loo." Aachen : Shaker, 2007. http://d-nb.info/1164339230/34.

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Barra, Melissa Ann. "Teaching Spanish slang, familiar language, and electronic language in the classroom /." Click here to view full-text, 2007. http://digitalcollections.sit.edu/ipp_collection/12/.

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Gallagher, John James. "Vernacular language-learning in early modern England." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708914.

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Mueller, Caroline. "The piecing of identity : an autobiographical investigation of culture and values in language education." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31125.

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This study will explore my own perception of my personal and professional roles as a language teacher in Nunavik and in Japan. In this qualitative study, I attempt to understand the negotiation of language and culture both in and out of the classroom. Using the autobiographical narrative method, I investigate questions about language and identity through my own personal lens and voice. My inquiry comprises two elements; it examines and interprets key episodes in my life as a learner and teacher, and as a researcher, I link these topics to theoretical and empirical knowledge. My narrative begins with the early years of my life as a Francophone immersed in an English neighbourhood in Montreal, grounding it in the particular experiences of my own learning and teaching. The study also includes a comparative analysis of my teaching experiences in Northern Quebec and in Japan. The journals I kept throughout my teaching assignments provide material for analysis which contributes a unique perspective to the body of literature addressing the relationship between culture, values, language and identity. I close the discussion with recommendations for the improvement of second language teaching and teacher development in intercultural contexts.

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Brinson, Helen S. "Effective teaching strategies of foreign languages in secondary diverse classrooms." Master's thesis, Mississippi State : Mississippi State University, 2005. http://library.msstate.edu/etd/show.asp?etd=etd-04212005-142302.

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Bayley, Susan Nancy. "Modern languages as emerging curricular subjects in England, 1864-1918." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72095.

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This thesis deals with the curricular development of modern languages in the schools of England between 1864 and 1918. At the beginning of the period, modern languages were fringe curricular subjects; by the end of the period, they had achieved full curricular status in the secondary schools. The vehicles for investigating the curricular development of modern languages are the reports of the Royal Commissions and Board of Education. This thesis shows that modern languages became an integral part of the liberal curriculum and hence were taught chiefly in the secondary schools as instruments of cultural and mental formation for the upper and middle classes. Their definition as secondary school subjects was due largely to their promotion as liberal subjects by the Royal Commisions and Board of Education. The elitist views expressed in these reports were highly influential in determining the curricular status of modern languages, and the aims, methods, and content of their teaching.

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Britz, Lize. "Suggestopaedie als alternative Methode in der aktuellen Diskussion zu Fremdsprachenmethoden : Theorie und Praxis im sudafrikanischen DaF-Kontext." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85772.

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Thesis (MA)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: The following thesis aims to contribute to the field of teaching German as a foreign language. It investigates the evolutionary history of Suggestopaedia, an alternative teaching method which originated during the late 1970s. The Bulgarian psychiatrist, Dr. Georgi Lozanov, discovered that relaxation and a stress-free environment promote both accelerated learning and memory retention. Further research proves that the combined elements and techniques of this method play a significant role to positively manipulate brain activity as well as individual perceptions, which could eventually result in the development of the personality. The author of this study analyses both the contributions and shortcomings of Suggestopaedia, reporting from personal experience gathered while teaching at a university in South Africa, and subsequently suggests an altered version of the suggestopaedic teaching ways. Various foreign language teaching methodologies are examined and evaluated while the main focus remains on Suggestopaedia and its principle of holistic learning. By exploiting the eclectic aspects of the suggestopaedic teaching method, this thesis investigates to what extent selected elements of different conventional methods can be integrated into Suggestopaedic teaching. Thereby the author ultimately proposes a holistic, enriched and modernized variant of Lozanovs Suggestopaedia for the teaching of German at schools in South Africa, by demonstrating practical examples executed at a private school.
AFRIKAANSE OPSOMMING: Hierdie tesis poog om ŉ bydrae te lewer tot die gebied in die onderrig van Duits as ŉ vreemdetaal. Dit ondersoek die evolusionêre geskiedenis van Suggestopedie wat as „n onderrigmetode in die laat 1970‟s ontstaan het. Die Bulgaarse psigiater, dr. Georgi Lozanov, het bevind dat „n ontspanne en stresvrye omgewing beide versnelde leer en geheue retensie bevorder. Verdere navorsing toon dat die gekombineerde elemente en tegnieke van hierdie metode „n betekenisvolle rol speel om brein-aktiwiteit positief te manipuleer en individuele persepsies positief te beïnvloed, wat ten slotte ŉ persoonlikheidsontwikkeling tot gevolg kan hê. Die skrywer van hierdie studie analiseer sowel die bydrae asook die tekortkominge van Suggestopedie aan die hand van persoonlike ervaring wat versamel is tydens onderrig aan „n Suid-Afrikaanse universiteit. Hieruit word dan „n gewysigde weergawe van suggestopediese onderrig voorgestel. Verskeie vreemdetaal-onderrigmetodes word ondersoek en geassesseer, terwyl die fokus steeds op Suggestopedie en die beginsel van holistiese leer bly. Deur gebruik te maak van die eklektiese aspek van die suggestopediese leermetode, ondersoek die skrywer tot watter mate geselekteerde elemente van verskillende konvensionele metodes geintegreer kan word met Suggestopedie. Met bogenoemde navorsing inaggeneem, stel die skrywer gevolglik „n holistiese, verrykte en gemoderniseerde weergawe van Lozanov se Suggestopedie voor, aan die hand van praktiese voorbeelde wat by „n privaatskool toegepas is.

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Doughty, Hannelore. "Critical perspectives on modern languages in Scottish further education 2000-2002." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/40.

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The research in this thesis focuses on issues surrounding modern language provision within Scottish further education during the period 2000-2002. The study analyses the arguments regarding the place of modern language study within Scottish further education (FE) as expressed in formal and informal discourses, and assesses the influence of socio-cultural and socio-historical assumptions on these discourses. To this end, a multi-strand and multi-level research model was adopted, examining official and other public documents, together with views expressed by stakeholders from five Scottish FE colleges and from industry. These were analysed both on their own terms and by taking into account changes in the external context. The initial focus of the study centred on the motivational characteristics of student participants. However, changes in the external context prompted the inclusion of further data into the research design and a shift of methodological emphasis, exploring the ways in which assumptions underlying data collection procedures related to labour market information and uptake of individual FE subjects may be contributing to a continuous re-affirmation that 'English is enough'. The validity of this assertion and the authority accorded to it are called into question. It is argued that the belief will increasingly limit Scottish FE students' potential to participate as self-confident and self-determining individuals in a global and multilingual economy for which their vocational education and training is ostensibly trying to prepare them. Some suggestions, arising from the research, for a more inclusive language education policy are considered.

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Lynch, Michael Patrick. "Target language use in Modern Language classrooms : perception and change among newly qualified teachers in Scotland." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/20424.

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In this thesis I investigate the practices and perceptions of some Newly Qualified Teachers (NQTs) of modern foreign languages (MFL) in Scotland in relation to how they use the target language (L2). I seek to answer the questions “In what different ways do student teachers of modern languages use the target language in Scottish secondary school classrooms?’, ‘What reasons do they give for how they use it?” and “In what way(s), if any, do newly qualified teachers of modern languages change teaching pedagogy in their initial stages of teaching in relation to the use of the target language and what reasons do they give for any changes they make?”. The issue arises because of the continuing gap between what initial teacher education (ITE) advocates in respect of L2 use and what qualified teachers say they do, in so far as there is evidence in this area. There is little empirical evidence relating to how and why MFL NQTs develop the practices and perceptions of qualified teachers. Data was gathered through an online questionnaire issued to all modern languages teachers in Scotland and semi-structured interviews were conducted with a small group of PGDE (Secondary) Modern Languages students at the end of their PGDE year and at the end of their first year of teaching as NQTs. Audio-recordings of the NQTs were also made during this first year of teaching. Data from the four sources were analysed using an inductive approach, remaining flexible in terms of extending, modifying and discarding categories. The findings revealed that the NQTs used considerably less target language during their NQT year and had changed their views on the target language substantially since their PGDE year. They reported that they found it difficult to use L2 for discipline, grammar teaching, explaining things and for social chat. At the same time there were huge changes in their practice and big changes in their views vis-à-vis L2 use. Significantly, the data revealed that these changes in practice and views happened very quickly, were a lot starker and occurred a lot faster than previously thought. This situation seems to have many causes – influences from experienced colleagues, survival tactics, how teachers develop their own pedagogy and identity as teachers. This thesis recommends that those involved in ITE and Career Long Professional Learning look particularly at the two areas of situated learning and teacher cognition in relation to the use of the target language. It further recommends collaborative research between teachers in schools and other agencies, such as Education Scotland and local authority quality improvement officers, together with teacher educators to develop an understanding of how to promote effective learning and teaching strategies in relation to the use of the target language in class.

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Books on the topic "Teaching modern languages"

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Bird, Ewen. Teaching GCSE modern languages. London: Hodder and Stoughton, 1987.

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Holmberg, Bo rje. Distance teaching of modern languages. Hagen: FernUniversita t, 1990.

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Holmberg, Bo rje. Distance teaching of modern languages. Hagen: Zentrales Institut fu r Fernstudienforschung, 1989.

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HM Inspectors of Schools (Scotland). Modern languages. London: H.M.S.O., 1990.

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The effective teaching of modern languages. London: Longman, 1989.

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Carpinato, Caterina. Teaching Modern Languages on Ancient Roots. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-307-6.

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Possono le pietre raccontarci qualcosa? Si possono imparare le lingue osservando i resti archeologici di Verona, Tarragona e Kalamata? Perché le lingue hanno una storia? Perché abbiamo bisogno di rappresentare le parole? In questo volume poniamo anche altri interrogativi e cerchiamo alcune risposte.

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Margaret, Bovair, ed. Modern languages for all. London: Kogan Page, 1992.

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Hamilton, Judith. Inspiring innovations in language teaching. Clevedon [England]: Philadelphia, 1996.

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Yarbrough, Julie. Modern languages for musicians. Stuyvesant, NY: Pendragon Press, 1993.

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1947-, Hadley Alice Ommagio, ed. Teaching language in context workbook. 2nd ed. Boston, Mass: Heinle & Heinle, 1993.

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Book chapters on the topic "Teaching modern languages"

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Salisbury, Ruth. "Modern foreign languages." In Teaching Pupils with Visual Impairment, 95–97. David Fulton Publishers, 2007. http://dx.doi.org/10.4324/9780203935309-15.

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"Introduction: foreign language teaching in context." In Modern Foreign Languages, 19–22. Routledge, 2007. http://dx.doi.org/10.4324/9780203932797-8.

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"Modern languages: Searching for success." In School Subject Teaching, 145–67. Routledge, 2013. http://dx.doi.org/10.4324/9781315827797-12.

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Beasley, Rebecca. "Modern Languages." In Russomania, 319–42. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198802129.003.0007.

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The third interchapter chapter looks at how Russian language and literature was taught and learned in Britain. While the main chapters show that the British canon of Russian literature was largely the creation of a small number of amateur translators and critics, at the turn of the century the study of Russian was becoming professionalized, with increasing numbers of schools and universities offering courses in Russian. Political imperatives shaped styles of teaching, and in particular the role of literature on Russian courses. The narrow association of Russian literature with realism, deployed by the populists of the nineteenth century, also served the purposes of those who promoted the teaching of Russian as a means of understanding a political and, it was hoped, commercial ally.

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"THE TEACHING OF MODERN LANGUAGES." In Knowledge and Character bound with The Modern Teacher(RLE Edu K), 101–32. Routledge, 2012. http://dx.doi.org/10.4324/9780203140208-11.

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"Assessment in Modern Languages." In Effective Learning and Teaching in Modern Languages, 94–103. Routledge, 2004. http://dx.doi.org/10.4324/9780203023785-18.

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"Language transfer and the Modern Foreign Languages curriculum." In Issues in Modern Foreign Languages Teaching, 269–81. Routledge, 2004. http://dx.doi.org/10.4324/9780203005682-31.

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"Teaching grammar." In Effective Learning and Teaching in Modern Languages, 81–88. Routledge, 2004. http://dx.doi.org/10.4324/9780203023785-16.

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Diamantidaki, Fotini. "Teaching Poetry in Modern Foreign Languages." In Teaching Literature in Modern Foreign Languages. Bloomsbury Academic, 2019. http://dx.doi.org/10.5040/9781350063044.ch-006.

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"Distance learning in Modern Languages." In Effective Learning and Teaching in Modern Languages, 156–61. Routledge, 2004. http://dx.doi.org/10.4324/9780203023785-26.

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Conference papers on the topic "Teaching modern languages"

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Bagateeva, Angelina, Alsu Aydarova, Elmira Vildanova, Natalya Koroleva, Irina Strahova, and Tatyana Mazaeva. "Modern Information Technologies and Language Animation in Foreign Languages Teaching." In “New Silk Road: Business Cooperation and Prospective of Economic Development” (NSRBCPED 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200324.077.

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Deryabina, Galina, and Nina Trubnikova. "DIGITALIZATION OF SERVICES AT EXAMPLE OF LANGUAGES’ TEACHING." In CURRENT ISSUES IN MODERN LINGUISTICS AND HUMANITIES. RUDN University, 2020. http://dx.doi.org/10.22363/09835-2020-261-274.

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Koliesnikov, R. O. "Innovative methods of teaching foreign languages modern look." In PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES: THEORETICAL AND PRACTICAL ASPECTS. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-039-1-93.

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Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

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The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.

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Voevoda, Elena. "Teaching Minority Languages: Social and Cultural Problems." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.145.

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Albina, Bilyalova, Sharypova Nailya, Akhmetshina Anifa, and Islamova Albina. "Electronic Educational Resources in Foreign Languages Teaching." In International Conference on the Theory and Practice of Personality Formation in Modern Society (ICTPPFMS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.30.

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Ivanova, Bella. "INTERDISCIPLINARY APPROACH IN TEACHING FOREIGN LANGUAGES AT RUSSIAN NON-LINGUISTIC UNIVERSITIES." In CURRENT ISSUES IN MODERN LINGUISTICS AND HUMANITIES. RUDN University, 2020. http://dx.doi.org/10.22363/09835-2020-395-406.

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Kapustina, Liubov Viktorovna. "TEACHING FOREIGN LANGUAGES: BETWEEN DIDACTIC PRINCIPLES AND PRAGMATISM." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-320/322.

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Foreign language teachers have been forced to position themselves as thoughtful practitioners who are looking for opportunities to combine the principles of methodology and pragmatism in order to most effectively fulfill their mission. It is the efficiency of the foreign languages course that is the main goal today. The purpose of this study is to analyze the didactic principles of teaching foreign languages so that teachers could combine various didactic principles with modern trends in learning

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Rezepova, Natalia, Liya Torosyan, Katerina Stepanenko, and Farid Guseynov. "Modern Educational Domain: Bilingualism and Multilingualism in Teaching Foreign Languages." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.013.

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Rezepova, Natalia, Liya Torosyan, and Katerina Stepanenko. "Modern Educational Domain: Cross-cultural Issues in Teaching Foreign Languages." In 12th International Scientific Conference Rural Environment. Education. Personality. (REEP). Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2019. http://dx.doi.org/10.22616/reep.2019.014.

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Reports on the topic "Teaching modern languages"

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.

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