A Pilot Ethnographic Study of Gamified English Learning Among Primary Four and Five Students in a Rural Chinese Primary School

2021 ◽  
pp. 575-586
Author(s):  
Na Meng ◽  
Shum Yi Cameron Lee ◽  
Samuel Kai Wah Chu
Keyword(s):  
Primary School ◽  
Ethnographic Study ◽  
English Learning

scholarly journals PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF AND PRACTICES IN THE SELECTION AND DEVELOPMENT OF ENGLISH LEARNING MATERIALS

LITERA ◽  
2016 ◽  
Vol 15 (2) ◽  
pp. 227-238
Author(s):  
Nurdin Noni
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
English Teachers ◽  
English Learning ◽  
School Teachers ◽  
Learning Materials ◽  
Primary School Teachers ◽  
Teachers Perceptions

PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF AND PRACTICESIN THE SELECTION AND DEVELOPMENTOF ENGLISH LEARNING MATERIALSNurdin NoniFBS Universitas Negeri Makassaremail: [email protected] study aims to describe: (a) teachers’ profiles, (b) teachers’ perceptions of the use oflearning materials, and (c) practices in the selection and development of English learningmaterials by primary school teachers in Makassar City. The study used the descriptivemethod by involving primary school teachers of English. The sample consisted of 15primary school teachers of English, randomly selected from two clusters, namely thecity center and the suburb. The data were collected using a questionnaire. The resultsand discussion include the English teachers’ profiles, perceptions of, and practices in theselection and development of English learning materials for primary schools. In general,it can be concluded that the perceptions of primary school teachers of English are in linewith their practices in the selection and development of learning materials.Keywords: perception and practices, selection and development of English learningmaterialsPERSEPSI DAN PRAKTIK GURU SEKOLAH DASARDALAM PEMILIHAN DAN PENGEMBANGAN MATERI PEMBELAJARANBAHASA INGGRISAbstrakPenelitian ini bertujuan mendeskripsikan: (a) profil guru, (b) persepsi guru terhadappenggunaan materi pembelajaran, dan (c) praktik pemilihan dan pengembangan materipembelajaranbahasa Inggris oleh guru sekolah dasar di Kota Makassar. Metode yangdigunakan adalah metode deskriptif dengan melibatkan 15 guru bahasa Inggris sekolahdasar yang dipilih secara acak dari dua klaster, yakni pusat kota dan daerah pinggirankota. Data dikumpulkan dengan menggunakan angket. Hasil dan pembahasan meliputiprofil guru bahasa Inggris, persepsi, dan praktik pemilihan dan pengembangan bahanajar bahasa Inggris untuk sekolah dasar. Secara umum dapat disimpulkan bahwa persepsiguru bahasa Inggris sekolah dasar memiliki kesesuaian dengan praktik yang merekalakukan dalam pemilihan dan pengembangan bahan ajar.Kata kunci: persepsi dan praktik pembelajaran, pemilihan dan pengembangan materipembelajaranand setting

English Learning Assessment (ELA) for First Grade Primary School

2020 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Primary School ◽  
First Grade ◽  
Learning Assessment ◽  
English Learning ◽  
School Year

English Learning Assessment (ELA) for First Grade MI NU Tasywiquth Thullab Salafiyyah (TBS) Kudus in Second Semester of School Year 1440-41 AH/2019-2020 CE.

Match or Mismatch: Teachers' Conceptions of Culture and Multicultural Education Policy

1989 ◽  
Vol 33 (1) ◽  
pp. 19-33 ◽  
Author(s):  
Judyth Sachs
Keyword(s):  
Social Sciences ◽  
Education Policy ◽  
Multicultural Education ◽  
Primary School ◽  
Ethnographic Study ◽  
School Teachers ◽  
Policy Document ◽  
Primary School Teachers ◽  
The Social ◽  
The Way

The concept of culture is central within the social sciences in general and multicultural education in particular. In this paper, the argument is made that the term ‘culture’ will generate a surplus of meaning by teachers and policy document writers alike. It might be expected that there will be variation in the way the concept of culture is perceived and talked about by teachers and policy writers. The results of an ethnographic study of the concepts of culture from a group of 27 primary school teachers suggest that differences between the two groups are of appearance rather than content.

Rethinking multicultural jurisdictions

Ethnicities ◽  
2018 ◽  
Vol 18 (5) ◽  
pp. 631-654
Author(s):  
Tehila Sagy
Keyword(s):  
Primary School ◽  
Case Studies ◽  
Refugee Camp ◽  
Ethnographic Study ◽  
Main Argument ◽  
Cultural Groups ◽  
Innovative Solutions ◽  
Occupied Territories ◽  
Buduburam Refugee Camp

This article is about the rights of disempowered individuals within autonomous cultural groups. For more than a decade, multiculturalism theorists have been struggling to find a suitable balance between the policies they advocate and the need to protect the vulnerable members of the groups they seek to empower. One of the most convincing and innovative solutions to emerge has been Ayelet Sachar’s model of transformative accommodations (TA). Yet, the main argument presented in this article (based on an ethnographic study) is that this model is unfeasible due to the rule of conservation of power. This claim is illustrated by two case studies: the case of the Beit Ya’acov Primary School for Girls in Emmanuel in the Israeli Occupied Territories and the case of the Buduburam refugee camp in Ghana. The article concludes by suggesting that multiculturalists have yet to produce a satisfying response to what seems to be the principal challenge to the policy they advocate.

Musical behaviours of primary school children in Singapore

2009 ◽  
Vol 26 (1) ◽  
pp. 27-42 ◽  
Author(s):  
Chee-Hoo Lum
Keyword(s):  
Mass Media ◽  
Primary School ◽  
School Children ◽  
Ethnographic Study ◽  
Daily Activities ◽  
Primary School Children ◽  
Academic Learning ◽  
Musical Play ◽  
School Day ◽  
The Mass Media

In this ethnographic study, the musical behaviours of 28 primary school children in Singapore were examined for their meaning and diversity as they engaged in the school day. A large part of these children's musical behaviours stemmed from their exposure to the mass media. Children's musical inventions emerged in the context of play, occasionally using musical play as an aid to academic learning. Instances of rhythmic play were more prevalent compared with melodic utterances. The children tended to motivate and encourage each other in their daily activities through the use of rhythmic play while melodic utterances seemed more prominently tied to expression and communication.

scholarly journals Social Construction of Language Learners: A Bakhtinian Analysis of EFL Learners’ Subjectivity in the Multilingual Context of Pakistan

2021 ◽  
Vol 3 (1) ◽  
pp. 22-35
Author(s):  
Imdad Ullah Khan ◽  
Ayesha Perveen ◽  
Akifa Imtiaz
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Ethnographic Study ◽  
English Learning ◽  
Learning Trajectories ◽  
Language Policies ◽  
Efl Learners ◽  
Social Actors ◽  
Family Language

ESL/EFL scholarship has traditionally adopted a cognitivist andpsychoanalytical approach towards learning a language based on the premisethat languages are abstract unitary systems. In recent decades, however, therehas been a greater emphasis on the role of social, cultural, andautobiographical factors in language learning. Bakhtin’s socially-orientedphilosophy of language offers a useful lens to view EFL learning as a situatedactivity and EFL learners as multidimensional social actors who configuretheir English learning trajectories within broader social and institutionalfactors. Based on a broader ethnographic study, analysis in this article takes aBakhtinian perspective to understand how multilingual EFL learners innorthern Pakistan construct their identity at the intersection of social,domestic, and future-oriented factors. The analysis shows that locallanguages, school, and family language policies, and imagined Englishspeaking communities have significant implications for learners' orientationand motivation towards learning EFL. The article suggests that responding tothe social turn in applied linguistics, EFL classroom, and pedagogy inPakistan needs to broaden its purview to support individual learnerseffectively negotiate their complex learning trajectories and build empoweringlearner identities.

scholarly journals AN ETHNOGRAPHIC STUDY OF ENGLISH LEARNING AT SMK NEGERI I GORONTALO

2017 ◽  
Vol 6 (1) ◽  
pp. 117
Author(s):  
Sartin T. Miolo ◽  
Yumna Rasyid
Keyword(s):  
Whole Language ◽  
English Language ◽  
Integrated Approach ◽  
Ethnographic Study ◽  
English Learning ◽  
Data Recording ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
Academic Year

This study aims to find out and understand more deeply and comprehensivelyabout English learning conducted at SMK Negeri I Gorontalo. Sources of data in this study are English teachers and students of SMK Negeri I Gorontalo grade XI second semester of 2015/2016 school academic year. Data were collected through observation, interview and data recording and documentation. The approach used in this research was thequalitative approach through ethnography method. The results showed that the methods and approaches used by teachers in learning arean integrated approach of genre-based scientific using whole language method. Sufficient learning media to support the learning and the role of teachers and learners who support each other in learning is constructive so that the learning process becomes interesting and fun. The conclusion that the use of English language, achievement and competing for culture is done to help learners develop English proficiency.Keywords: Learning, English, Ethnography

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