The Role of Family Background in Early Bilingual Education: The Finnish-Russian Experience

2013 ◽  
pp. 53-82 ◽  
Author(s):  
Victor Moin ◽  
Ekaterina Protassova ◽  
Valeria Lukkari ◽  
Mila Schwartz
Keyword(s):  
Bilingual Education ◽  
Family Background

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals Model of training bilingual teachers for the Eastern part of the Russian Empire (experience of historical analysis)

2021 ◽  
Author(s):  
Р.Р. Исхакова ◽  
А.К. Садыкова
Keyword(s):  
Bilingual Education ◽  
Historical Analysis ◽  
Russian Empire ◽  
Bilingual Teachers ◽  
Bilingual Teacher ◽  
Cultural Processes ◽  
New Type ◽  
Main Factors ◽  
The Russian Empire

Актуальность статьи заключается в исследовании исторического потенциала системы билингвального образования, сложившейся в России в 80-е гг. XIX- нач. XX вв. в восточной части Российской империи. Цель статьи – выявить основные факторы, повлиявшие на формирование концепции двуязычного образования, создать теоретическую модель подготовки учителей-билингвалов; выявить социокультурное и социолингвистическое значение этой системы. Выявлены основные элементы этой модели; проведена их классификация. Определена роль видного педагога и миссионера Н.И. Ильминского в формировании концепции билингвального образования учителей нового типа. Предложена компетентностная характеристика учителя-билингвала; раскрыто значение учителей этого типа в развитии начального образования для нерусского населения восточных окраин России и в формировании этнокультурных процессов в регионе. The relevance of the article lies in the analysis of the historical potential of the system of bilingual education that developed in Russia in the 80-s of the XIX-beginning. XX centuries in the Eastern part of the Russian Empire. The purpose of the article is to identify the main factors that influenced the formation of the concept of bilingual education, to create a theoretical model for the training of bilingual teachers; to identify the socio-cultural and socio-linguistic significance of this system. The main elements of this model are identified and their classification is carried out. The role of a prominent teacher and missionary N.I. Ilminsky in the formation of the concept of bilingual education of teachers of a new type is determined. A competence characteristic of a bilingual teacher is proposed, and the importance of this type of teacher in the development of primary education for the non-Russian population of the Eastern suburbs of Russia and in the formation of ethno-cultural processes in the region is revealed.

Constraints in the Demand for Education: What Can we Learn from Subjective Assessments?

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Olga V. Sorokina
Keyword(s):  
United States ◽  
Socioeconomic Status ◽  
Educational Attainment ◽  
Family Background ◽  
Credit Constraints ◽  
The United States ◽  
Economic Literature ◽  
Demand For Education ◽  
Subjective Assessments

Abstract While the large disparities in educational attainment by socioeconomic status in the United States point towards the importance of credit constraints, there is no consensus in the economic literature regarding their pervasiveness. To evaluate how subjective information can enhance our understanding of the role of credit constraints in education, I focus on NLSY79 respondents' assessments of financial obstacles to schooling. About 12 percent of young adults in the data expect to underinvest in education because of financial reasons or the need to work. Using this information in a regression model of educational attainment shows that it provides valuable behavioral insights, above and beyond standard measures of income and family background.

Does Schooling Decrease Socioeconomic Inequality in Early Achievement? A Differential Exposure Approach

2021 ◽  
pp. 000312242110491
Author(s):  
Giampiero Passaretta ◽  
Jan Skopek
Keyword(s):  
Socioeconomic Inequality ◽  
Educational Achievement ◽  
Family Background ◽  
Causal Effect ◽  
Socioeconomic Background ◽  
Replication Studies ◽  
Learning Domains ◽  
Differential Exposure ◽  
Schooling Effects

Does schooling affect socioeconomic inequality in educational achievement? Earlier studies based on seasonal comparisons suggest schooling can equalize social gaps in learning. Yet recent replication studies have given rise to skepticism about the validity of older findings. We shed new light on the debate by estimating the causal effect of 1st-grade schooling on achievement inequality by socioeconomic family background in Germany. We elaborate a differential exposure approach that estimates the effect of exposure to 1st-grade schooling by exploiting (conditionally) random variation in test dates and birth dates for children who entered school on the same calendar day. We use recent data from the German NEPS to test school-exposure effects for a series of learning domains. Findings clearly indicate that 1st-grade schooling increases children’s learning in all domains. However, we do not find any evidence that these schooling effects differ by children’s socioeconomic background. We conclude that, although all children gain from schooling, schooling has no consequences for social inequality in learning. We discuss the relevance of our findings for sociological knowledge on the role of schooling in the process of stratification and highlight how our approach complements seasonal comparison studies.

scholarly journals Marital physical violence suffered and committed by men: repeating family patterns?

Psico-USF ◽  
2017 ◽  
Vol 22 (1) ◽  
pp. 99-108 ◽  
Author(s):  
Aline Riboli Marasca ◽  
Josiane Razera ◽  
Henrique Juliano Rosa Pereira ◽  
Denise Falcke
Keyword(s):  
Family Relationships ◽  
Family Of Origin ◽  
Predictive Power ◽  
Physical Violence ◽  
Family Background ◽  
Marital Violence ◽  
Family Patterns ◽  
The Family ◽  
Conflict Tactics

Abstract Intending to contribute to the marital violence theme, this article has the objective to investigate the presence of physical violence suffered and committed by men in family relationships and the predictive power of family of origin experiences on this occurrence in a sample of 186 men. A sociodemographic questionnaire, Family Background Questionnaire (FBQ) and Revised Conflict Tactics Scale (CTS2) were used to collect the data. Physical violence suffered and committed by men established significant correlations with experiences of violence in the family of origin. The predictive factor for the occurrence was the experience of parental physical abuse in childhood. We discuss the relevance of a focus of attention on men also as victims of marital violence and the relevance of understanding the role of family of origin for the maintenance of violence in future relations.

scholarly journals Who Gets the Top Jobs? The Role of Family Background and Networks in Recent Graduates’ Access to High-status Professions

2014 ◽  
Vol 44 (3) ◽  
pp. 487-515 ◽  
Author(s):  
LINDSEY MACMILLAN ◽  
CLAIRE TYLER ◽  
ANNA VIGNOLES
Keyword(s):  
Private School ◽  
Prime Minister ◽  
Family Background ◽  
High Status ◽  
Additional Advantage ◽  
Early Access ◽  
University Selection ◽  
Recent Graduates ◽  
The Relationship

AbstractThere is currently debate in policy circles about access to ‘the upper echelons of power’ (Sir John Major, ex Prime Minister, 2013). This research explores the relationship between family background and early access to top occupations. We find that privately educated graduates are a third more likely to enter into high-status occupations than state educated graduates from similarly affluent families and neighbourhoods, largely due to differences in educational attainment and university selection. We find that although the use of networks cannot account for the private school advantage, they provide an additional advantage and this varies by the type of top occupation that the graduate enters.

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