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Educação de língua inglesa e novos letramentos: espaços de mudanças por meio dos ensinos técnicos e tecnológicos; English language education and new literacies: changing spaces through technical and technology education

Ferraz, Daniel de Mello
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 31/08/2012 PT
Relevância na Pesquisa
66.3%
Os ensinos técnicos e tecnológicos estão em pauta nas discussões e decisões governamentais. Esta pesquisa investiga o encontro entre a educação de língua inglesa e esses ensinos. Por meio de metodologias qualitativas de cunho etnográfico, analiso as visões de dois professores e de diversos alunos de duas escolas, uma escola técnica de nível médio e uma faculdade de tecnologia do ensino superior, pertencentes a um centro educacional tecnológico no Estado de São Paulo. Nesta, respondo a duas perguntas de pesquisa: qual é a percepção dos alunos e professores do segmento escolar técnico/tecnológico da presença da língua inglesa na sociedade? E qual é o reflexo da relação língua inglesa e sociedade neoliberal globalizada nos contextos de educação técnica/tecnológica, considerando-se a premissa da formação crítica na sociedade atual? Com base nas interpretações de dados, esta tese defende que as duas escolas investigadas têm realizado um trabalho educacional por meio das aulas de inglês que visa, concomitantemente, a formação tecnológica/instrumental, cidadã e crítica. A contribuição desta pesquisa é mostrar que esses contextos constituem espaços de mudança e que visam uma formação cidadã dos alunos...

Language education at the University of Aveiro before and after Bologna: practices and discourses

Pinto, Susana; Araújo e Sá, M. H.
Fonte: De Gruyter Publicador: De Gruyter
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
66.27%
Higher education plays a fundamental role in the construction of a European citizenship that demands the development of plurilingual competences. Although the Bologna Process highlights that development (relating it to mobility, employability and lifelong learning), language education does not seem to be a priority in the agenda of higher education institutions (Tudor 2006).In the context of curricular restructuring required by the Bologna Process, this article presents a case study of the University of Aveiro (UA), Portugal, which set out to describe institutional practices and discourses concerning the use and function of languages in undergraduate and postgraduate education in two academic years (2002–2003 and 2007–2008, before and after the restructuring). In order to identify practices, we analysed the programmes of all language courses.This allowed us to identify the languages and language courses offered, as well as the degree programmes into which they are integrated. In order to access institutional discourses, we interviewed seven actors responsible for training and management at the UA (Rectors, Vice-Rectors, the Head of the Department of Languages and Cultures, The Erasmus Programme Coordinator, and the President of the Students’ Union). The results show that the Bologna Process has had a limiting effect on language education: fewer language courses are offered and fewer degree programmes include them. This converges with the institutional actors’ discourses...

Português intercultural: fundamentos para a educação inguística de professores e professoras indígenas em formação superior específica numa perspectiva intercultural; Português intercultural: fundamentos para a educação inguística de professores e professoras indígenas em formação superior específica numa perspectiva intercultural; Intercultural Portuguese language: foundations for the linguist education of indigenous teachers in specific higher education program in an intercultural perspective; Intercultural Portuguese language: foundations for the linguist education of indigenous teachers in specific higher education program in an intercultural perspective

NASCIMENTO, André Marques do
Fonte: Universidade Federal de Goiás; BR; UFG; Doutorado em Letras e Linguistica; Linguistica, Letras e Artes Publicador: Universidade Federal de Goiás; BR; UFG; Doutorado em Letras e Linguistica; Linguistica, Letras e Artes
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
46.24%
The general aim of this thesis is to present the foundations concerning a proposal of work with communicative practices in Portuguese language for Brazilian indigenous teachers in the specific context of higher education at Licenciatura Intercultural course, at Universidade Federal de Goiás, from an intercultural perspective. Considering the inevitable moral and ethical dimensions surrounding this work, since it requires constant decisions making and selections, and therefore, is not neutral with respect to the power relations that pervade education in general, as well as language education in sociocultural contexts of asymmetry, the central aspect of this proposal is to place the indigenous teachers as the generators and co-constructors subjects of its bases, that is, demonstrate how the voices of teachers, through his and her demands, perceptions and expectations about the use of Portuguese language and its study, emerge as the foundation from which all reflection is given concerning the dimensions of this proposal. This work is focused exclusively on the development of the curriculum of Intercultural Portuguese, from the effective participation of indigenous teachers, whose voices are heard and implemented through the concepts...

Foreign Language Education in Colombia: A Qualitative Study of Escuela Nueva

Ramirez Lamus, Daniel A
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
66.26%
Since 2004 the Colombian Ministry of Education has been implementing the Programa Nacional de Bilingüismo (PNB) with the goal of having bilingual high school graduates in English and Spanish by 2019. However, implementation of the PNB has been criticized by English Language Teaching (ELT) specialists in the country who say, among other things, that the PNB introduced a discourse associated exclusively with bilingualism in English and Spanish. This study analyzed interviews with 15 participants of a public school of the Colombian Escuela Nueva, a successful model of community-based education that has begun a process of internationalization, regarding the participants’ perceptions of foreign language education and the policies of the PNB. Six students, five teachers, and four administrators were each interviewed twice using semi-structured interviews. To offer a critique of the PNB, this study tried to determine to what extent the school implemented the elements of Responsible ELT, a model developed by the researcher incorporating the concepts of hegemony of English, critical language-policy research, and resistance in ELT. Findings included the following: (a) students and teachers saw English as the universal language whereas most administrators saw English imposed due to political and economic reasons; (b) some teachers misinterpreted the 1994 General Law of Education mandating the teaching of a foreign language as a law mandating English; and (c) some teachers and administrators saw the PNB’s adoption of competence standards based on the Common European Framework of Reference for languages as beneficial whereas others saw it as arbitrary. Conclusions derived from this study of this Escuela Nueva school were: (a) most participants found the goal of the PNB unrealistic; (b) most teachers and administrators saw the policies of the PNB as top-down policies without assessment or continuity; and (c) teachers and administrators mentioned a disarticulation between elementary and high school ELT policies that may be discouraging students in public schools from learning English. Thus...

A Processability Approach to the Acquisition of Italian as a Second Language: Theory and Applications

Di Biase, Bruno
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN_AU
Relevância na Pesquisa
56.1%
This thesis concerns the acquisition of Italian as a second language in instructed adult and child learners within the framework of Processability Theory (Pienemann 1998) with particular reference to morphological and syntactic development. It also contains some contributions to an extension of the theory itself, particularly the development of syntax, leading to a new exploration of the interface between discourse-pragmatics and syntax in L2 learners. The empirical longitudinal and cross-sectional studies on which these papers are based support Processability Theory’s universal developmental implicational hierarchy based on the hypothesised processing procedures in Levelt (1989). The second part of the thesis investigates the development of Italian L2 in primary school programs, testing both PT and Focus-on-form instruction. This study demonstrates that PT can be applied to classroom contexts and that it promotes more efficient language development in child-learners within existing school Italian L2 program time and resources constraints. This work also revealed that focused feedback is effective in promoting acquisition and accuracy in L2 production. This classroom- based quasi-experimental longitudinal study was supported by the Australian Research Council and Industry partner CoAsIt...

Assessment of english-language proficiency for general practitioner registrars

Chur-Hansen, A.; Elliott, T.; Klein, N.; Howell, C.
Fonte: John Wiley & Sons, Inc. Publicador: John Wiley & Sons, Inc.
Tipo: Artigo de Revista Científica
Publicado em //2007 EN
Relevância na Pesquisa
46.21%
INTRODUCTION: English-language proficiency of medical practitioners is an issue attracting increasing attention in medical education. To best provide language education support, it is essential that learning needs are assessed and that useful feedback and advice are provided. We report the outcomes of a language assessment that was embedded within the context of a comprehensive general practice learning-needs analysis. METHODS: A group of general practitioner registrars (N = 18) training in Adelaide, South Australia, participated in the learning-needs analysis. The analysis used reliable, validated rating scales that provided information on both verbal and written language skills. These scales were used in the context of an objective structured clinical interview. The interviews were videotaped to enable multiple ratings per candidate. Following the learning-needs analysis, ratings were collated and fed back individually to participants according to a feedback report and template. RESULTS: Of this sample, 5 (28%) were found to have no need for any assistance with either spoken or written language, 5 had poor handwriting, 5 were considered to have minor difficulties, and 3 (17%) were identified as having substantial spoken and written English-language difficulties. These outcomes allowed medical educators to focus the language education support offered to the general practitioner registrars appropriately. CONCLUSIONS: Language skills can be usefully assessed within a more comprehensive learning-needs analysis. In combination with this assessment...

Multilingual education in Europe: policy developments

Vez, Jos?? Manuel
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
56.19%
In order to gain ground in the Europe of knowledge, we must make sure that pupils in all EU countries receive the appropriate education and develop the right knowledge and skills, including intercultural and plurilingual competences. But how successful a cohesive process for a multilingual Europe is it likely to be? In which way do new policy developments in language education affect curriculum decision-making, professionalism and our own sense of identity and intercultural options? Up to which point do ???linguistic unity??? and ???linguistic diversity??? have to be taken into account as political and educational factors gearing towards European communicative integration? How can we avoid policy developments which treat multilingualism as an ???either - or??? decision and run the risk of creating social exclusion either through cultural or linguistic exclusion? Is it possible in a multilingual Europe to develop a holistic language education policy inclusive of ???Global English??? and linguistic diversity? This article addresses these questions by examining the effectiveness as policy development mechanisms of the introduction of changes to policy and/or school practices that require modification or renovation of language education. This examination incorporates analysis of the concept and substance of multilingualism as part of European integration and offers new perspectives on how it may be interpreted and utilised for the development of education policies in EU countries.; Con el objetivo de avanzar en la construcci??n de una Europa del conocimiento es preciso asegurarse de que los ni??os en todos los pa??ses europeos reciben una adecuada educaci??n...

Reflecting on the paradoxes of foreign language teacher education: a critical system analysis

Tochon, Fran??ois Victor
Fonte: Universidad de Granada Publicador: Universidad de Granada
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
56.1%
In the United States, Foreign Language Education is reshaped at a time when 75% of language teachers have retired, leaving an unprecedented vacuum. It is handicapped by paradoxes that prevent it from furthering its mission. Conjugating priority and neglect is a major challenge. Methods are often taught without epistemology, students tend to communicate without contents. Teaching of cultures is generally sanitized and stereotyped. Teacher educators professionalize student teachers who rarely understand their own cultural identity, potential foreignness and otherness. The student teachers??? reflection is enforced and their autonomy paradoxically guided. The way to deal with these contradictions is to articulate new priorities and reconceptualize the field as the inescapable branch of learning for world peace and social justice.; En los Estados Unidos, la formaci??n en lengua extranjera est?? siendo reformulada en un momento en el que el 75% de los profesores de lengua se han jubilado, dejando as?? un vac??o sin precedentes. Se encuentra con la dificultad de ciertas paradojas que evitan que pueda seguir aumentando su objetivo. Conjugar prioridad y negligencia es un gran reto. Los m??todos se ense??an sin epistenolog??a; los aprendices tienden a comunicarse sin contenidos. La ense??anza de las culturas es normalmente as??ptica y llena de estereotipos. Los formadores del profesorado profesionalizan a sus disc??pulos...

Notes on a national strategy for global education

Golden, Gregg H. S.
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Formato: xx, 146 p. ; 28 cm.
Relevância na Pesquisa
56.18%
CHDS State/Local; Scholarly literature and anecdotal reports have long suggested that the Americans lack the language skills and cultural competence to carry out the Nation's business effectively, in both the public and the private sectors, despite almost 75 years of federal support for cross-cultural and language education. This study sought to answer the questions whether there is in fact a problem; if so, why; and whether a national strategy for global education could contribute to the solution of the problem. Semi-structured interviews were held with a convenience sample of respondents connected with the intelligence, defense, diplomatic, and academic communities, and the private sector, and the results transcribed and coded thematically. Results were supplemented by relevant literature. Although the results were not unanimous, the respondents generally agreed that improvements in global education were critical to national and homeland security, including the Nation's ability to remain competitive in an increasingly global economy, and that a national strategy would be a useful tool for providing the necessary political leadership and public education. The respondents also offered preliminary thoughts on how a national strategy might be developed...

Language Teacher Education for Primary School English Teachers in Indonesia: Policy Recommendations

Zein, Mochamad Subhan
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Thesis (PhD); Doctor of Philosophy (PhD)
EN_AU
Relevância na Pesquisa
46.2%
This study examines the needs of teachers of English at primary level in terms of knowledge and skills; the delivery of teacher education at pre- and in-service levels and the design of learning-teaching options; and the interplay of these aspects for the creation of policy recommendations on teacher education for primary school English teachers. Data were generated from teachers, teacher educators, members of educational board, school principals, and educational consultants using semi-structured interviews and classroom observations. The data were analyzed using grounded theory based on classification of initial codes and identification of sub-categories as generated from constant comparisons between data presented in NViVo9 and meticulous readings of interview transcriptions. The first major finding of the study is that teachers’ needs and profile are inextricably linked. Teachers’ specific needs are influenced by factors such as pedagogy preparation, length of experience, and multilingual skill, which all must form comprehensive needs analysis prior to designing teacher education programs at both pre-service and in-service levels. The second major finding shows that pre-service education has not been adequate to prepare student teachers to teach English at primary level due to the lack of specificity and practical components...

Can the EU-Australia trade and business relationship benefit from improved higher education mobility?

Lee, Karina
Fonte: Universidade Nacional da Austrália Publicador: Universidade Nacional da Austrália
Tipo: Relatório
Relevância na Pesquisa
46.34%
The evolution in the nature of international trade has an impact on higher education mobility. The shift towards greater flows of human capital, knowledge and skills sees a return of training to its roots in education so as to cultivate the necessary skills for the changing world. The major causes behind these trends are the developments of globalisation and furthering of communication technology; both of which have also heightened the value of the services industry, in a seemingly smaller world with closer interaction and consolidation of the global job market. There are several ways of approaching this discussion. The first approach recognises that higher education mobility and the education sector in general are highly valuable to the economies of the EU and Australia. Australia has invested much into higher education mobility, through financial support for Australian students' tuition fees and study exchange programmes, and institutions in order to develop the necessary skills for a knowledge-based economy. From another approach, the processes of globalisation are creating a new form of statehood, known as the "post-modern" state, where its citizens are global citizens. Closer interaction of the international community may highlight cultural differences...

In Their Own Language : Education for All

Bender, Penelope; Dutcher, Nadine; Klaus, David; Shore, Jane; Tesar, Charlie
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Brief; Publications & Research
ENGLISH
Relevância na Pesquisa
46.28%
Fifty percent of the world's out-of-school children live in communities where the language of schooling is rarely, if ever, used at home. This paper discusses the benefits of use of first language instruction. The results of benefits from first language instruction discussed are: increased access and equity; improved learning outcomes; reduced repetition and dropout rates; socio-cultural benefits and lower overall costs. The paper outlines why many countries have been reluctant to deliver basic education in local languages. It also gives lessons learned on: policy formulation around language of instruction issues; bilingual programs; and management of the policy environment of language reforms.

Language education in the pre-school years : learning about teachers’ learning through an in-service program

Pereira, Iris Susana Pires
Fonte: International Association for the Improvement of Mother Teacher Education Publicador: International Association for the Improvement of Mother Teacher Education
Tipo: Artigo de Revista Científica
Publicado em 22/10/2012 ENG
Relevância na Pesquisa
76.26%
This paper draws on research into pre-school teachers’ understandings of language education. The inquiry focused on an in-service professional learning program specifically designed to enable pre-school teachers to improve their knowledge of language education. Mixed methods of data collection and analysis were employed in an effort to gain insight into the quality of the learning they accomplished. The results showed that the participants in this in-service program had indeed accomplished significant professional learning, but they also revealed some of the complexities of in-service learning of this kind. A case study is presented that shows how one of the participants wrote her way into an understanding of the complexities of language education, using language to learn about language. The research suggests that a robust rationale for promoting pre-school teachers’ learning should focus not only on content knowledge in order to enable them to improve their awareness of the role of language in pre-school education, but that it should also be conceptualized and implemented according to socio-constructivist principles that currently frame pre-school education. This means acknowledging where the educators are coming from, and enabling them to transform their existing knowledge through actively engaging with new theoretical frameworks...

Construindo um espaço de vivência e aprendizagem na aula de inglês na EJA

Prado, Vanessa Viega
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
46.23%
Partindo do pressuposto que aprender uma língua é aprender a usá-la e assim participar de práticas sociais que se fazem nessa língua, este trabalho compreende o ensino de inglês na escola como uma aula de letramento (Street, 1984; Kleiman, 1995; Soares, 2006) e de educação linguística (Bagno e Rangel 2005; Garcez, 2008; Schlatter, 2009) para a formação de cidadania, através de uma prática que busca relacionar a aprendizagem da língua adicional à ampliação da participação dos alunos no mundo em que vivem. A pesquisa visa a responder as seguintes perguntas: a) como uma proposta de desenvolvimento de letramento e de educação linguística pode ser atualizada em uma unidade didática para ensino de língua inglesa no contexto EJA? b) de que forma os resultados obtidos nas aulas podem ser relacionados com os objetivos de ensino de língua inglesa para a formação do cidadão? Para isso, foi elaborada uma unidade didática, dividida em três capítulos, com o título (Re)conhecendo e (re)pensando a realidade através da língua estrangeira, com tarefas organizadas em uma unidade didática que engloba diferentes gêneros discursivos e se orienta para a formação de uma comunidade colaborativa de aprendizagem, em que os participantes aprendem uns com os outros...

Through U.S. Eyes: Examining Spanish Multilingual Education Policies

Relaño Pastor, Ana M.; Mijares, Laura
Fonte: Universidade Autônoma de Barcelona Publicador: Universidade Autônoma de Barcelona
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em //2011 ENG
Relevância na Pesquisa
46.21%
This article offers an overview of the main language education policies aimed at addressing the needs of immigrant background students currently implemented in Spain’s multilingual schools. In particular, the article examines the politics of segregation of language immersion programs for newcomers in the Spanish State, as well as their relationship with other language learning programs implemented as part of European initiatives to promote the use of Global English. This study is based on long-term ethnographic research conducted in different schools in Madrid. Adopting a comparative perspective, we also discuss different language programs in U.S. public schools: e.g., English as a Second Language (ESL) programs, bilingual education initiatives, Transitional and Dual Immersion programs. We examine how different educational policies for English language learners in the U.S. might be able to inform Spanish language education policies, forcing us to rethink the current school integration of immigrant origin students in Spain. We conclude with a critical discussion of the lessons we can draw from both cases; Este artículo revisa las principales políticas lingüísticas dirigidas a los estudiantes de origen inmigrante en los centros educativos españoles con una amplia población multilingüe. Adoptando una perspectiva comparativa...

EXPERIÊNCIAS DE ENSINO E APRENDIZADO DE LÍNGUA INGLESA NO ENSINO SUPERIOR DENTRO DE UMA PROPOSTA DE MULTIMODALIDADE E LETRAMENTO CRÍTICO; Learning and teaching English experiences in higher education within a multimodality and critical literacy approach

Tagata, William Mineo; Universidade Federal de Uberlandia
Fonte: UFPR Publicador: UFPR
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Artigo Avaliado pelos Pares Formato: application/pdf
Publicado em 15/11/2011 POR
Relevância na Pesquisa
56.07%
O objetivo deste artigo é discutir questões de letramento crítico e de multiletramentos a partir de minha experiência como professor de língua inglesa em uma universidade brasileira. Essa experiência levou a uma reflexão sobre a importância da linguagem visual e sua relação com a linguagem verbal, tanto no contexto da cultura ocidental em que estou situado, quanto em uma cultura indígena brasileira. No fim, defendo a importância do letramento crítico para o ensino de línguas, de modo a conscientizar o aluno do caráter multimodal e híbrido da linguagem, e de suas implicações éticas.; This paper aims to discuss questions of critical literacy and multiliteracies based on my experience as an English teacher in a Brazilian university. This experience has led to a reflection about the importance of visuality and its relation to verbal language, not only in the context of the Western culture in which I am embedded, but also in the context of a Brazilian indigenous culture. In the end, I advocate the importance of critical literacy for language education, in order to make students aware of the hybrid and multimodal character of language...

Dialects and standard language: the language education of the italians living in Italy, and contexts of immigration (1861-2015); Dialectos y lengua estándar: la educación en Lengua Italiana en patria y en contextos de inmigración (1861-2015); Dialetos e língua padrão: a educação linguística dos italianos em pátria e em contextos de imigração (1861-2015)

Freitas, Paula Garcia de; Universidade Federal do Paraná - UFPR Universidade Federal de Santa Catarina - UFSC/ PGL; Balthazar, Luciana Lanhi; Universidade Federal do Paraná; Lunati, Manuela; Centro de Lingua e Interculturalidade (CELIN-UFPR)
Fonte: Programa de Pós-Graduação em Linguística - UFSC Publicador: Programa de Pós-Graduação em Linguística - UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; avaliado por pares; Pesquisa histórica Formato: application/pdf
Publicado em 11/09/2015 POR
Relevância na Pesquisa
66.16%
This paper aims to present the relationship existent between the standard Italian language, and the dialects used both in the language education of Italians living in Italy, and of Italians living in Brazil, to where they emigrated in search of better opportunities from the middle of the century XIX. This relationship is analyzed under the prism of different political and educational measures sanctioned by both countries, which somehow represent a subjective position on the language concept. Initially, the analysis was focused on how unstable such a relationship has been in Italy, varying from phases of great antagonism to phases of cooperation, since the dialects were used as a complementary tool in the teaching/learning process of the standard Italian language. Secondly, the analysis was focused on how this same relationship happened in the immigration context, particularly with regards to Brazil, where the Italian language and its dialects were mixed with Portuguese. Our conclusion offers an overview on the current stage, and the perspectives for the teaching of the Italian language both in Italy and in Brazil.; Este artículo tiene como objetivo presentar la relación entre la lengua italiana estándar y dialectos en la educación lingüística de los italianos en Italia y en Brasil...

An aspect of language for academic purposes in secondary education: complex sentence comprehension by learners in an integrated Gauteng school

van Rooyen,Danielle; Jordaan,Heila
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/05/2009 EN
Relevância na Pesquisa
46.22%
Language for academic purposes is an important concept, not always recognised and developed within the education system. The ability to use language for learning can be difficult for individuals who are educated in a second language. They are required to master complex concepts in a language they are still acquiring. We aimed to discover how secondary school learners performed on an aspect of academic language: complex sentence comprehension. A group of 464 adolescent participants' performance on the grammatical understanding subtest of the Test of Adolescent Language was analysed in relation to their status as first or second language English learners, their grade, gender, literacy experiences, preferred modality of learning, and other factors deemed to in­fluence language acquisition in modern society. The results indicated that the majority of learners achieved within the average range. There were significant differences between the male and female participants and the junior phase ESL males achieved the lowest scores. It was concluded that it may take 8-9 years of formal schooling for some individuals to acquire the requisite academic language proficiency, particularly if they are learning in their second language. This has important implications for the teaching and assessment of second language learners.

A transitiological study of some South African educational issues

Wet,Corene de; Wolhuter,Charl
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/08/2009 EN
Relevância na Pesquisa
46.26%
In this study enrolment numbers and levels, as well as language-in-education, were viewed from a linear, comparative perspective. In the era prior to 1994, black and white learners not only attended separate schools but the segregated schools had different policies regarding medium of instruction. Resistance to the language policy regarding black education culminated in the 1976 uprisings. This led to the scrapping of both Afrikaans and black home languages as language of instruction in black schools. After the uprisings, black schools fol­lowed a policy of decreasing bilingualism. After 1994, in the spirit of democracy, official and educational status were granted to eleven languages. Deep-seated distrust and fear, that home-language education would lead to impoverishment, social and political isolation, and disempowerment, caused the majority of South African learners to prefer English rather than their home language as language of instruction. From a linear comparison, it transpires that the language-in-edu­cation situation in the classroom has changed very little since 1994. Enrolment numbers and levels, particularly the disparities between white and black, were other points of criticism regarding the education system before 1994. Prior to 1994...

Implementing the recent curricular changes to English language instruction in Turkey: opinions and concerns of elementary school administrators

Çelik,Servet; Kasapoğlu,Hülya
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2014 EN
Relevância na Pesquisa
56.1%
Recent modifications to the Turkish educational system have mandated that instruction in English begin in the 2nd grade, rather than the 4th grade, as was previously required. Consequently, substantial modification of the elementary (2nd through 8th grade) English language teaching program has been carried out in order to accommodate this change. Successful implementation of the new program may be significantly affected by the efforts of elementary school administrators to incorporate the restructured curriculum at the institutional level. Therefore, the researchers believe that understanding the attitudes of school principals concerning these changes may play a significant role in learner outcomes. Accordingly, by means of personal interviews, this qualitative study explores the beliefs of nine elementary school administrators concerning the teaching of English to younger students, as well as their general opinions on English language education. The results indicate divided opinions toward the requirement for English instruction, although the administrators' attitudes toward facilitating English teaching in their schools were generally positive. However, they expressed concerns about the recently replaced teaching program and indicated general agreement that revision was needed. Based on the perceptions expressed by the participants...