Implications for Chinese Literacy Learning and Instruction in Chinese OWI Programs: A Proposal

Abstract Empirical research on the learning and instruction of Latin is still scarce. In this article, relevant research is surveyed, along with publications that report experiences of classics teachers or provide teaching suggestions. An overview is presented of where to find publications on the learning and instruction of Latin, as well as a brief introduction to several relevant research methods. The article is organized by reference to various research fields relevant to the learning and instruction of Latin. These fields are classics and Latin linguistics, second language acquisition, vocabulary acquisition and dictionary use, reading and text comprehension, translation research and pedagogy, child development and psychology.

Download Full-text

The role of communities in Uganda’s mother tongue-based education: Perspectives from a literacy learning enhancement project in Arua district

Applied Linguistics Review ◽

10.1515/applirev-2020-2005 ◽

2020 ◽

Vol 0 (0) ◽

Author(s):

Willy Ngaka

Keyword(s):

Sustainable Development ◽

Primary Education ◽

Mother Tongue ◽

Literacy Learning ◽

Local Communities ◽

Cultural Resources ◽

Learning Enhancement ◽

2030 Agenda ◽

Medium Education

AbstractThis paper explores some of the factors that limit the effectiveness of Uganda’s mother tongue-based education policy, where instruction in lower primary classes is provided in the mother tongue. Using socio-cultural and ethnographic lenses, the paper draws from the experiences of a study implemented by a Ugandan NGO in one primary school in Arua district. Findings revealed weaknesses in implementation of the MTBE policy, highlighting deficiencies in the training of teachers, and lack of sensitization of local communities to the value of MTBE. The study also highlights the need for greater involvement of many kinds of stakeholder, and in particular, it focuses on how communities can be encouraged to work together with schools. A clearer understanding of what literacy involves, and how subjects can be taught in poorly-resourced communities, can be gained by considering the contribution of funds of local knowledge and modes of expression that build on local cultural resources. However, the strategies proposed are insufficient given the flawed model of primary education that the present MTBE policy embodies. A reenvisioning of how MTBE articulates with English-medium education is also needed. Substantial rethinking is needed to address target 4.6 of SDG 4 (UNDP, Transforming our world: The 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/post2015/transformingourworld (accessed 30 November 2015), 2015) which aims to ensure that “all youth and a substantial proportion of adults achieve literacy and numeracy by 2030”.

Download Full-text

A contingency perspective on learning and instruction in physical education

European Physical Education Review ◽

10.1177/1356336x20985884 ◽

2021 ◽

pp. 1356336X2098588

Author(s):

Jonas Wibowo ◽

Ben Dyson

Keyword(s):

Physical Education ◽

Learning Processes ◽

Methodological Issues ◽

Unit Of Analysis ◽

Contingency Perspective ◽

Two Factors ◽

The Individual ◽

Teaching Learning ◽

The Relationship ◽

Learning And Instruction

In this article, we focus on the contingency between learning and instruction in physical education (PE). We argue that the complex interconnectedness of teachers’ instruction and students’ learning processes should be studied using a unit of analysis that expresses the relationship between the two factors. A contingency perspective foregrounds the individual differences between different learners and how a teacher regards these differences. Furthermore, it has the potential to provide a precise lens for empirical research on how the students’ situations shape the evolution of the teaching--learning process. Based on scaffolding research and adaptive teaching research, which draws on socio-constructivist foundations, we call this unit of analysis ‘contingency’. We outline a framework of research that suggests depicting contingency dimensions, respective instructional continua, and contingency rules when investigating contingency in PE. Furthermore, autonomy as a core contingency dimension for PE and methodological issues will be discussed.

Download Full-text

First Person: The best-laid plans of mice and men

Phi Delta Kappan ◽

10.1177/0031721719871566 ◽

2019 ◽

Vol 101 (1) ◽

pp. 43-44

Author(s):

Gerald L. Fowler

Keyword(s):

Language Learning ◽

Master's Degree ◽

Literacy Learning ◽

Degree Program ◽

First Person ◽

Master's Degree Program ◽

Vocabulary Skills ◽

Of Mice And Men ◽

Master’S Degree

When Gerald Fowler began teaching 1st grade, he was sure the knowledge he’d gained from his master’s degree program had prepared him to create a classroom where students would be immersed in literacy learning from Day 1. From his studies, he’d come across the idea of introducing mice to the classroom to get students talking and building vocabulary skills. He opted instead for gerbils. One student’s surprising reaction to the gerbils taught Fowler about the complexities of language learning and the importance of experiences in increasing a child’s vocabulary.

Download Full-text