A Teacher’s Perspective on Teaching and Learning at a Muslim Faith-Based School in Cape Town

2014 ◽  
pp. 421-433
Author(s):  
Omar Esau
Keyword(s):  
Teaching And Learning ◽  
Cape Town ◽  
Faith Based ◽  
Teacher's Perspective

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Challenges in Teaching Pronunciation in Malaysian Secondary Schools: Novice Teacher's Perspective

2020 ◽  
Vol 7 (2) ◽  
pp. 119-137
Author(s):  
Norbazila Mohd Asikin ◽  
Noor Aireen Ibrahim
Keyword(s):  
Novice Teachers ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Pedagogical Issues ◽  
Sufficient Knowledge ◽  
Teacher Trainees ◽  
Correct Pronunciation ◽  
Speaking Skill ◽  
Teaching Pronunciation ◽  
Teacher's Perspective

Pronunciation is a key component of speaking skill and providing students with sufficient knowledge on correct pronunciation will help to improve their overall speaking skills. However, pronunciation remains a contentious issue in English as a Second Language (ESL) teaching and learning process as teaching pronunciation has often been avoided by language teachers. There are many factors that make teaching pronunciation a challenge for teachers and can be divided into internal and external challenges. This study was conducted to examine challenges faced by teacher trainees in teaching pronunciation and ways in which these challenges were managed. This study employed both quantitative and qualitative methods of data collection. A set of self-developed questionnaire with two main sections and a total of eight items was distributed to 34 teacher trainees, six of whom were interviewed to gather data for this study. Challenges in teaching pronunciation found in this study can be divided into two categories which were internal and external challenges. Internal challenges consist of i) lack of confidence, ii) lack of sufficient knowledge and iii) pedagogical issues. On the other hand, external challenges faced by novice teachers in this study included i) lack of priority, ii) limitation of time; and iii) lack of teaching materials and resources. Although novice teachers face both internal and external challenges in teaching pronunciation, three main methods were employed by the respondents to manage these challenges. The management of these challenges showed that novice teachers were aware of the importance of teaching pronunciation and therefore did not allow these challenges to become a barrier.

Redesigning GE Language

2022 ◽  
pp. 22-40
Author(s):  
Paula Cronovich ◽  
Jacqueline Mitchell
Keyword(s):  
General Education ◽  
Teaching And Learning ◽  
The United States ◽  
People Of Color ◽  
Cultural Contexts ◽  
Race And Gender ◽  
Faith Based ◽  
And Gender ◽  
Diverse Groups

This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.

scholarly journals Language, citizenship and schooling: A minority teacher’s perspective

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Tony Burner ◽  
Audrey Osler
Keyword(s):  
Minority Students ◽  
Teaching And Learning ◽  
Language Use ◽  
Minority Teachers ◽  
Special Relationships ◽  
Minority Teacher ◽  
Inclusive Processes ◽  
Teachers Perspectives ◽  
Educational Decision Making ◽  
Teacher's Perspective

In an age in which a shift towards increased authoritarianism and populism means that citizenship is defined in increasingly exclusive ways, migrant teachers’ perspectives are vital in informing inclusive educational decision making, policies and practices. We draw on the life history tradition to present the perspectives of one minority teacher, living and working in Norway. Elif, a Turkish-Norwegian, reflects on her motivations in pursuing teaching as a career. As a multilingual minority teacher, she considers the relationships between language use, citizenship and belonging. For Elif, having Turkish roots and living in Norway presents certain advantages, possibilities and challenges, both in school and society. She suggests that her intercultural experiences and multilingual skills provide her with insights that enable special relationships with minority students, whose language skills and identities she seeks to activate and demystify. She identifies tensions between the Norwegian ideal of equality, her experiences of being minoritized by her professional peers and the mechanisms of exclusion operating among teachers to the detriment of minority students. Minority teachers’ insights inform education for social justice. Including their stories avoids distorting knowledge critical to inclusive citizenship and inclusive processes of teaching and learning.

scholarly journals Application of the Cantol Roudhoh Method to Improve Student's Reading Ability in RA Siti Fatimah

2021 ◽  
Vol 2 (2) ◽  
pp. 66-78
Author(s):  
Muhammad Fahmi
Keyword(s):  
Language Learning ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Application Process ◽  
Learning To Read ◽  
Class A ◽  
Learning Techniques ◽  
Last Stage ◽  
Early Childhood Learning ◽  
Teacher's Perspective

The application of learning to read cantol roudhoh is one of the learning techniques that can improve children's language skills. This technique is very suitable for early childhood learning. The results of research conducted at RA Siti Fatimah, Harjamukti Village, Cirebon City, showed that the objective conditions of language learning were studied from the teacher's perspective, positive responses of children, teaching and learning processes, and supporting facilities, using the cantol roudhoh method which was applied in developing aspects of language, and skills children's language that can develop as expected. The implementation of this raudhoh hook method in its application process at RA Siti Fatimah is to practice in class A, which is to introduce hooks from her friends in clothes to her friends, Zahra, after reaching the target of her friends, Zahra continues on package B, which is entering the introduction of vocal groups (a, i, u, e, o), after that they enter the ng (cat) group, then enter the Koran group (nga, ngi, ngu, nge, ngo) and mosquitoes (nya, nyi, nyu, nye, nyo ). The last stage is the introduction of hooks with consonants.

scholarly journals PERANCANGAN SISTEM DATA WAREHOUSE PEMBELAJARAN PADA PONDOK PESANTREN AL-FURQON

2017 ◽  
Vol 3 (1) ◽  
pp. 110-122
Author(s):  
Padeli Padeli ◽  
Muhammad Dzulfikar Allam ◽  
Nurviani Riska Suharto
Keyword(s):  
Data Analysis ◽  
Literature Review ◽  
Data Warehouse ◽  
Teaching And Learning ◽  
Storage Capacity ◽  
Historical Data ◽  
Boarding School ◽  
Process Data ◽  
Faith Based ◽  
Collection Methods

Al-furqon is foundation of faith-based education that is commonly called the boarding school. Along with the increasing number of students each year the more the teacher or teachers who will take part in the activities of teaching and learning. Thus the more the data that goes into the institution or Pondok Pesantren Al-furqon, these data would need to be stored, processed, and analyzed to produce a useful information for the institution, and reported to the Ministry of Religious Affairs in charge of boarding school. Meanwhile, to make the report, it takes more time to collect information and process data stored in operational databases in the institution. Since it is considered necessary to manage large amounts of data in order to produce an information quickly, then made a design of the data warehouse to facilitate the conduct of data processing, analyzing and reporting the data analysis. The method used the data collection methods, such as observation, interviews, and literature review. After getting the data and then analyzed with the SWOT method, this method describes the shortcomings, strengths and opportunities for improvement in the system. This research resulted in a data warehouse for Al-furqon institution, as well as the amount of storage capacity needed for historical data.

Transitions: Researchers' Positionality and Malleability of Site and Self over Time

2020 ◽  
Vol 90 (1) ◽  
pp. 127-144
Author(s):  
SARAH DRYDEN-PETERSON
Keyword(s):  
South Africa ◽  
Empirical Study ◽  
Teaching And Learning ◽  
Cape Town ◽  
History Teaching ◽  
Research Article ◽  
Over Time ◽  
Temporal Shifts

In this research article, Sarah Dryden-Peterson explores the concept of researcher positionality, focusing on its malleability over time. The methodological analysis is situated in an empirical study of history teaching and learning in Cape Town, South Africa, schools in 1998 and 2019. Dryden-Peterson argues that researcher positionality is often articulated as static, ignoring temporal shifts. She analyzes the ways shifts in identities, comparative frames, and positions on expertise and vulnerability have implications for how researchers collect and interpret their data.

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