Using Scratch Software as a Teaching-Learning Tool in French Language Classes: A Case Study at Université Des Mascareignes (Mauritius)

2021 ◽  
pp. 851-859
Author(s):  
Neelam Pirbhai-Jetha
Keyword(s):  
French Language ◽  
Learning Tool ◽  
Language Classes ◽  
Teaching Learning

Integrating Flipped Learning Into an English Pre-Sessional Class at a Public University in the UAE

2021 ◽  
Vol 11 (2) ◽  
pp. 65-86
Author(s):  
Jenny Eppard ◽  
Marlieke Gerdie Danique Rodjan-Helder ◽  
Sandra Baroudi ◽  
Preeya Reddy
Keyword(s):  
United Arab Emirates ◽  
English Language ◽  
Learning Strategy ◽  
Learning Approach ◽  
Flipped Learning ◽  
Language Classes ◽  
Language Classroom ◽  
Integral Role ◽  
Teaching Learning

This exploratory case study investigates the use of flipped learning in a second language classroom at a university in the United Arab Emirates (UAE). Flipped learning was researched as a possible teaching/learning strategy for this population. As this study was exploratory, a case study was chosen as the research method. Students in one class participated in the flipped learning approach for one semester. Results were triangulated through students' test scores, interviews with participants, and teacher reflections. The data showed that flipped learning was viewed positively in terms of self-efficacy, leaner autonomy, a resource for an introduction to the concept and for review. However, participants clearly indicated that flipped learning should not replace the integral role of the teacher. Finally, implications in terms of the use of the flipped learning approach in English language classes are discussed as well as recommendations for future studies.

scholarly journals Teacher Perspectives on Teaching the STEM Approach to Educational Coding and Robotics in Primary Education

2021 ◽  
Vol 11 (2) ◽  
pp. 64
Author(s):  
Christian García-Carrillo ◽  
Ileana María Greca ◽  
María Fernández-Hawrylak
Keyword(s):  
Primary Education ◽  
Classroom Practice ◽  
Integrated Approach ◽  
Practical Training ◽  
Training Process ◽  
Integrated Stem ◽  
Teaching Learning ◽  
And Robotics ◽  
Insight Into

An analysis is presented in this study that provides insight into a practical training process and its impact on teachers and their viewpoints toward the integrated STEM approach used in that training process, together with educational coding and robotics, over the first years of compulsory primary education, where STEM implementations are relatively new. A case study was developed by two teachers following the practical training course, including pre- and post-interviews and nonparticipative observation of their classroom practices during the teacher-training sessions. The results revealed the positive perspectives that the teachers held toward the STEM-integrated approach and educational coding and robotics, despite the difficulties that arose in classroom practice. It was concluded that the STEM approach and its methods were beneficial both to pupils and to teachers alike for improving the teaching–learning process.

scholarly journals Doing Theatre: Theatre Pedagogy through the Folktale

2020 ◽  
Vol 11 (3) ◽  
pp. 80-91
Author(s):  
Jean Small
Keyword(s):  
Procedural Memory ◽  
West African ◽  
French Language ◽  
The West ◽  
Repeated Interaction ◽  
Art Form ◽  
Language And Literature ◽  
Theatre Pedagogy ◽  
The Brain

Theatre Pedagogy holds that cognition is body-based. Through performance the body’s unconscious procedural memory learns. This information learned through repeated interaction with the world is transmitted to the brain where it becomes conscious knowledge. Theatre Pedagogy in this case study is based on the implementation of a Caribbean cultural art form in performance, in order to teach Francophone language and literature at the postsecondary level in Jamaica. This paper describes the experience of “doing theatre” with seven university students to learn the French language and literature based on an adaptation of two of Birago Diop’s folktales. In the process of learning and performing the plays, the students also understood some of the West African cultural universals of life which cut across the lives of learners in their own and in foreign cultural contexts.

scholarly journals Teaching – Learning Strategies in Interactive Education — A Case Study

2007 ◽  
pp. 79-89
Author(s):  
V. Bharathi Harishankar ◽  
Archana Ghode ◽  
Alankar Bandyopadhayay ◽  
Maryma Scotlin ◽  
Hema A. Murthy ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Interactive Education ◽  
Teaching Learning

scholarly journals Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia

Humaniora ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 161
Author(s):  
Esti Rahayu ◽  
Shuki Osman
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Document Analysis ◽  
Classroom Observations ◽  
Extended Time ◽  
Learning And Teaching ◽  
Teaching Learning

As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

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