Teaching English to Kriol Speakers – Where on Earth Do I Start?

1987 ◽  
Vol 15 (4) ◽  
pp. 3-20 ◽  
Author(s):  
Joyce Hudson ◽  
Anthea Taylor
Keyword(s):  
No Value ◽  
School Performance ◽  
Literacy Skills ◽  
Teaching English ◽  
Adequate Explanation ◽  
Aboriginal Students ◽  
Aboriginal Children

Background DiscussionReadiness programmes are of little or no value. The door to reading for any [sic] beginning reader is his own language, used to express his own experiences.(Sloan and Latham, 1981)It is an irrefutable fact that most Aboriginal children are under-achieving scholastically. It is also fairly obvious that a contributing factor in this under achievement is poor literacy skills which can hold children back in most areas of school performance.Many different reading schemes and approaches have been tried, including Bridging and Headstart programs, which have met with very little success in the long term. As a result it is all too easy for educators to fall back on the deficiency model and blame the child and the home. This is neither profitable nor an adequate explanation for the under-achievement of Aboriginal students.

scholarly journals Long-term impact of childhood malaria infection on school performance among school children in a malaria endemic area along the Thai–Myanmar border

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Nutchavadee Vorasan ◽  
Wirichada Pan-Ngum ◽  
Podjanee Jittamala ◽  
Wanchai Maneeboonyang ◽  
Prasert Rukmanee ◽  
...  
Keyword(s):  
School Performance ◽  
School Children ◽  
Malaria Infection ◽  
Endemic Area ◽  
Malaria Endemic Area ◽  
Long Term Impact ◽  
Childhood Malaria

What Trainee Teachers and Teachers Should Know About Aboriginal Children.

1979 ◽  
Vol 7 (5) ◽  
pp. 29-32
Author(s):  
Keyword(s):  
New South ◽  
New South Wales ◽  
Aboriginal Education ◽  
First Year ◽  
First Year Teachers ◽  
Trainee Teachers ◽  
Aboriginal Students ◽  
South Wales ◽  
Aboriginal Children ◽  
Consultative Group

The New South Wales Aboriginal Education Consultative Group feels that more emphasis needs to be placed on the training of teachers in regards to Aboriginal education.Many first year teachers are sent to country areas with a relatively high percentage of Aboriginal students. In the main, these teachers have had little or no contact with Aboriginal children or parents.

scholarly journals Inclusion in the Classroom : Examining Feelings of Inclusion of Newcomer and Aboriginal Students in Ontario's Public School System

2021 ◽  
Author(s):  
Rachel Lobel
Keyword(s):  
Public School ◽  
Key Words ◽  
Social Exclusion ◽  
School System ◽  
Catholic Schools ◽  
Social Inclusion ◽  
Public School System ◽  
Children And Youth ◽  
Aboriginal Students ◽  
Aboriginal Children

Although schools have the potential to be inclusive spaces for children and youth from all backgrounds, the current study has found that in Ontario, newcomer and Aboriginal students’ perceptions of inclusion differ from those of their non-newcomer and non-Aboriginal counterparts. Through the analysis of a survey conducted in 2009 students enrolled in public, private or Catholic schools from grade 6 through 12, this essay compares the feelings of inclusion of newcomer and Aboriginal students in Ontario to those not falling within these two categories. Further, it determines whether or not the feelings of inclusion exhibited by the respondents in Ontario were similar to or different from those of their counterparts in the rest of the provinces. Interestingly, though newcomers in Ontario were actually found to feel more included in their schools than their non-newcomer counterparts, this was not the case in the rest of Canada, but, while Aboriginal students felt less included than their non-Aboriginal counterparts in all provinces, in Ontario the gap between the two groups was wider. This essay examines these findings and makes suggestions for improving inclusivity in Ontario’s school system. Key words: social inclusion; social exclusion; schools; newcomer children and youth; Aboriginal children and youth; colonialism.

scholarly journals Infant functional connectivity fingerprints predict long-term language and pre-literacy outcomes

2020 ◽  
Author(s):  
Xi Yu ◽  
Silvina Ferradal ◽  
Danielle D. Sliva ◽  
Jade Dunstan ◽  
Clarisa Carruthers ◽  
...  
Keyword(s):  
Functional Connectivity ◽  
Cognitive Abilities ◽  
Functional Organization ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Functional Connections ◽  
Literacy Outcomes ◽  
Functional Brain Networks ◽  
Longitudinal Imaging

AbstractFunctional brain networks undergo extensive development within the first few years of life. Previous studies have linked infant functional connectivity to cognitive abilities in toddlerhood. However, little is known regarding the long-term relevance of functional connections established in infancy for the protracted development of higher-order abilities of language and literacy. Employing a five-year longitudinal imaging project starting in infancy, this study utilizes resting-state functional MRI to demonstrate prospective associations between infant functional connectivity fingerprints and subsequent language and foundational literacy skills at a mean age of 6.5. These longitudinal associations are preserved when key environmental influences are controlled for and are independent of emergent language abilities in infancy, suggesting early development of functional network characteristics in supporting the acquisition of high-order language and pre-literacy skills. Altogether, the current results highlight the importance of functional organization established in infancy as a neural scaffold underlying the learning process of complex cognitive functions.

Moving Beyond the One-Shot for Professional Development

2014 ◽  
pp. 1673-1684
Author(s):  
Elizabeth Blakesley
Keyword(s):  
Professional Development ◽  
Adult Learners ◽  
Learning Community ◽  
Information Literacy ◽  
Literacy Skills ◽  
Library Instruction ◽  
Conference Presentations ◽  
Information Literacy Skills ◽  
The One

Conference presentations and vendor demonstrations are valuable, and these options often seem more economical as well. However, the benefits that can be gained for an individual and the institution from attending an intensive institute cannot be underestimated. Among the benefits of an intensive institute are gaining more in-depth knowledge about the topic, learning and collaborating more through the extended schedule, greatly enhanced opportunities for networking and learning from peers, and taking part in a learning community. This chapter will discuss these benefits and others. Just as research shows that semester-long courses can be more effective for developing information literacy skills than one-shot library instruction sessions, intensive institutes can provide a much richer professional development opportunity than an hour-long conference presentation. For adult learners, this type of environment can be much more valuable for short-term and long-term benefits.

Media Literacy in EFL Teacher Education

2019 ◽  
pp. 65-89
Author(s):  
Walaa M. El-Henawy
Keyword(s):  
Teacher Education ◽  
Media Literacy ◽  
21St Century ◽  
Literacy Skills ◽  
Development Programs ◽  
Teaching English ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Information And Communication ◽  
Efl Teacher Education

As one of the 21st century skills, media literacy refers to the ability of individuals to critically evaluate and creatively produce representations in a variety of media. A rapid changing world of media, information and communication, which is reshaping the future of work trends, changes literacy demands and requires more complex literacy skills. Thus, it is necessary for students to build the 21st century literacy skills through technology-integrated instructions and classroom practices. In particular, this chapter aims to raise awareness of the relevance of media literacy in teaching English as a Foreign Language (EFL) and EFL teacher education. This chapter provides an evolution of media literacy with its origin, explores the competencies of media literacy, analyzes various frameworks for media literacy education, and elaborates on different teaching approaches. Based on this review, a conceptual framework for media literacy competencies in teacher education is proposed. Additionally, this chapter offers recommendations for best practices of media literacy in EFL classrooms as well as in EFL teachers' preparation and professional development programs.

Helping Aboriginal Students to Understand Mathematics and Science Concepts

1985 ◽  
Vol 13 (4) ◽  
pp. 8-15 ◽  
Author(s):  
R.M. Hastie ◽  
D.F. Treagust
Keyword(s):  
Direct Consequence ◽  
School Level ◽  
Aluminium Foil ◽  
Aboriginal Students ◽  
European Child ◽  
And Mathematics ◽  
Aboriginal Children ◽  
Science And Mathematics Teachers ◽  
Mathematics And Science ◽  
Primary School Level

Teachers of Aboriginal children in Australia often have the problem of adapting or modifying curriculum materials which have been developed to meet the needs of the average white Australian/European child. For science and mathematics teachers especially, we believe that appropriate adaptation is essential to ensure that Aboriginal children are better able to comprehend the concepts involved. Many of these concepts at the primary school level involve some aspect of conserving quantities. For example, take a simple experiment where a child is asked to find out whether or not aluminium foil sinks in water. Its flotation, of course, is dependent on shape. The child may roll the aluminium foil into a ball, or flatten it out, and place it in the water. What happens can be observed and discussed and reported. But what if the child thinks this aluminium foil has some unexplainable properties? Maybe it not only changes shape but also its weight! Certainly, on the surface this may appear to be a typical case of nonconservation of weight, but perhaps this is a direct consequence of working with unusual materials and is not a true indicator of mental development!

scholarly journals Teaching Through Television: Experimental Evidence on Entrepreneurship Education in Tanzania

2020 ◽  
Vol 66 (6) ◽  
pp. 2308-2325 ◽  
Author(s):  
Kjetil Bjorvatn ◽  
Alexander W. Cappelen ◽  
Linda Helgesson Sekei ◽  
Erik Ø. Sørensen ◽  
Bertil Tungodden
Keyword(s):  
Secondary School ◽  
Field Experiment ◽  
School Performance ◽  
School Students ◽  
Control Field ◽  
Negative Effect ◽  
General Lesson ◽  
Randomized Control ◽  
Long Term Survey

Can television be used to teach and foster entrepreneurship among youth in developing countries? We report from a randomized control field experiment of an edutainment show on entrepreneurship broadcasted over almost three months on national television in Tanzania. The field experiment involved more than 2,000 secondary school students, where the treatment group was incentivized to watch the edutainment show. We find some suggestive evidence of the edutainment show making the viewers more interested in entrepreneurship and business, particularly among females. However, our main finding is a negative effect: the edutainment show discouraged investment in schooling without convincingly replacing it with some other valuable activity. Administrative data show a strong negative treatment effect on school performance, and long-term survey data show that fewer treated students continue schooling, but we do not find much evidence of the edutainment show causing an increase in business ownership. The fact that an edutainment show for entrepreneurship caused the students to invest less in education carries a general lesson to the field experimental literature by showing the importance of taking a broad view of possible implications of a field intervention. This paper was accepted by David Simchi-Levi, behavioral economics.

Teacher awareness and understandings about Aboriginal English in Western Australia

2011 ◽  
Vol 34 (1) ◽  
pp. 60-74 ◽  
Author(s):  
Rhonda Oliver ◽  
Judith Rochecouste ◽  
Samantha Vanderford ◽  
Ellen Grote
Keyword(s):  
Professional Development ◽  
Western Australia ◽  
Quantitative Methods ◽  
Development Program ◽  
Literacy Skills ◽  
Qualitative And Quantitative Methods ◽  
Aboriginal Students ◽  
Professional Development For Teachers ◽  
Australian English ◽  
The Impact

Repeated assessments of literacy skills have shown that Aboriginal students do not achieve at the same level as their non-Aboriginal peers. Many Aboriginal students speak Aboriginal English, a dialect different from the Standard Australian English used in schools. Research shows that it is crucial for educators in bidialectal contexts to be aware of students’ home language and to adopt appropriate educational responses. For over a decade, the ABC of Two-Way Literacy and Learning Professional Development Program has sought to improve outcomes for Aboriginal students in Western Australia. By promoting a two-way bidialectal approach to learning, Aboriginal English is valued, accommodated and used to bridge to learning in Standard Australian English. This paper draws on a large research project, which used qualitative and quantitative methods to evaluate the impact of the on-going professional development for teachers. It reports on the attitudes and understandings of teachers, with and without professional development and working in different contexts.

When HDD Construction Shifts Happen: Insertion of a Casing Sleeve Mitigated a Major Threat to Completion of the Project

2014 ◽  
Author(s):  
G. Arthur Kanzaki ◽  
Stephen L. Grant ◽  
Jarrod R. MacKenzie
Keyword(s):  
No Value ◽  
Project Team ◽  
Pipeline System ◽  
Fraser River ◽  
Directional Drilling ◽  
Major Threat ◽  
Operational Issues ◽  
Optimum Solution ◽  
Surface Geology

This paper will discuss how the project team planned, designed and constructed a unique and innovative casing sleeve as one of the key solutions to overcome a major threat to the completion of a horizontal directional drilling (“HDD”) project (“Fraser River South Arm Crossing Upgrade Project” or “Fraser River Crossing”). In 2009 FortisBC Energy Inc. (“FortisBC”) started construction to upgrade its NPS 20 and NPS 24 pipeline crossings of the Fraser River, the largest river in the province of BC, Canada via HDD. Due to the poor surface geology at this location on the Fraser River, temporary surface casings were required on both sides of the crossing to get drilling activities into a formation suitable for conducting an HDD crossing. As a result, the Fraser River Crossing required an HDD rig to drill concurrently from either side of the crossing in order to create a continuous borehole (also known as an intersect crossing). During the pullback of the NPS 24 - 1.35 km crossing section, a major mechanical failure occurred when over 95% of the length had been pulled through. After multiple attempts to resume pullback by the HDD rigs and other onsite equipment were unsuccessful, the project team was left with the major challenge(s) of determining how else the crossing could be completed and the pipeline tied in on both sides of the river without incurring major business interruption in a busy industrial section of Richmond, BC. Moreover, FortisBC was faced with the possibility of having to abandon the project and the millions spent up to that point in time with no value. This paper will focus on how the project team overcame the challenge and mitigated long term operational issues that included maintaining adequate cathodic protection. Learn how the combined efforts of a multi-disciplined project team planned, designed, fabricated and ultimately successfully inserted an innovative casing sleeve, although unproven at the time and with its share of additional risks, after reviewing an extensive assessment of numerous alternatives as the optimum solution in order for FortisBC to finally complete the upgrade of its pipeline system.

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