Alfabetisatie in Het Nederlands Van Turkse Vrouwen

1977 ◽  
Vol 2 ◽  
pp. 94-104
Author(s):  
I. Segaar
Keyword(s):  
Practical Knowledge ◽  
Mother Tongue ◽  
Speech Sounds ◽  
Turkish Women ◽  
Reading And Writing ◽  
Teaching Pronunciation ◽  
Correct Discrimination

This article concerns literacy in Dutch among migrant labourers and more specifically among Turkish women, as the author's main expe-rience lies in that field. The article aims to provide volunteers teaching Dutch to migrant labourers with some practical knowledge about literacy. First the Turkish Women Committee and its aims are introduced, because this committee tries to improve the position of Turkish women abroad by - amongst others - organising literacy classes in Turkish in Amsterdam. Dutch lessons are given as well. Linguistic arguments for literacy in the mother tongue are only put forward when social and cultural reasons have been introduced. Then some principles of phonetics are put forward, a comparison of Dutch and Turkish vowels and indications for phonetic correction. Finally, an order is indicated in which to present the Dutch vowels, and what phases there are to be observed in teaching pronunciation, reading and writing. Correct discrimination of speech sounds is considered absolutely necessary before teaching the last two skills.

scholarly journals Reading and writing comprehension in the mother tongue in the Romanian national assessment – objectives, tests, results

2020 ◽  
Vol 9 ◽  
pp. 20-31
Author(s):  
Biborka Szanto
Keyword(s):  
Mother Tongue ◽  
Writing Skills ◽  
Mathematical Literacy ◽  
School Students ◽  
National Assessment ◽  
Reading And Writing ◽  
School Year ◽  
Basic Competencies ◽  
Hungarian Language ◽  
Learning Language

In Romania the basic competencies (reading and writing in the student’s mother tongue and in Romanian language in the case of students studying in minority schools, mathematical literacy) of students at the end of the 2nd and 4th grade of primary education are assessed starting with the school year 2013/2014. The paper analyses the tests of the national assessment designed and applied for measuring reading and writing skills in the mother tongue (in Hungarian language). The paper concludes that the tests are not carefully designed in order the measure the most important skills and abilities at the end of the 2nd and 4th grade. The study analyses the achievement in reading and writing of 2nd and 4th grade students’ attending schools teaching in Hungarian. The analysis fills a gap, because the detailed qualitative analyses of the results of elementary school students whose learning language is Hungarian, is missing from the reports presenting the results of the national assessment. Based on the analyses of the objectives, tests and results of the national assessment for reading and writing in Hungarian, the paper formulates the questions that arise regarding the necessity of this measurement.

Negen Talen En Drie Schriften

2006 ◽  
Vol 75 ◽  
pp. 89-102
Author(s):  
Yonas Mesfun Asfaha ◽  
Jeanne Kurvers ◽  
Sjaak Kroon
Keyword(s):  
Language Policy ◽  
Group Membership ◽  
Mother Tongue ◽  
Orthodox Church ◽  
Educational Context ◽  
Reading And Writing ◽  
Coptic Orthodox ◽  
First Results ◽  
Literacy Survey ◽  
Ethnolinguistic Group

In view of its sociolinguistic situation and its mother tongue language policy Eritrea qualifies as an excellent site for comparatively investigating the acquisition and use of literacy in nine different languages (Tigrinya, Tigre, Afar, Saho, Bidhaawyeet, Kunama, Nara, Bilen and Rashaida) using three different scripts (syllabic Geez, alphabetic Latin and consonantal-alphabetic Arabic) within one and the same cultural and educational context. This contribution presents first results of a literacy survey with 670 Eritreans (which is part of a larger NWO-WOTRO research project). It goes into the respondents' level of literacy, their use of reading and writing in a number of societal domains, their use of the different scripts, and their preferences for the different scripts. A main outcome of the survey is that both, religion and ethnolinguistic group membership, play an important role in the use and positive evaluation of specific scripts. The majority of respondents report a preference for either Geez or Arabic, the scripts of the holy books of the Coptic Orthodox Church and Islam respectively, whereas the Latin alphabet, notwithstanding the official support it gets and the fact that it is used for six out of nine Eritrean languages, hardly plays a societal role.

Het Leren Van de Geschreven Vorm Van Woorden in een Vreemde Taal

1990 ◽  
Vol 37 ◽  
pp. 59-67
Author(s):  
Ans van Berkel
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Phase Model ◽  
Reading And Writing ◽  
Written Form ◽  
The Way

The article centres around the questions of how the written form of words in a foreign language is normally acquired, and how the learning process of dyslexic pupils can be described. A phase model is presented of the way reading and writing are learnt in the mother tongue, incorporating several strategies: the logographemic, alphabetical, orthographic and direct strategies. The research reported on leads to the following conclusions: 1. the strategies outlined in the mother tongue model can also be recognized in the foreign language; 2. the model offers the possibility of describing the learning process in the foreign language in phases, too; 3. the errors made by weak spellers differ quantitatively, not qualitatively, from those made by normal spellers.

scholarly journals What’s in a flash?: Teaching reading and writing (and beyond) through flash fiction

2019 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Veronico N. Tarrayo
Keyword(s):  
Young People ◽  
Practical Knowledge ◽  
Digital Natives ◽  
Literary Genre ◽  
Teaching Reading ◽  
Flash Fiction ◽  
Literature Teaching ◽  
Reading And Writing ◽  
Teaching Of Reading ◽  
Younger Generation

Literature teaching (and the teaching of reading, in general) is challenged by many rivals with which it competes for the attention and interest of the younger generation called the ‘digital natives.’ This article introduces flash fiction as one possible way to regain the interest of the young to journey and explore the interesting world of literature. Flash fiction as bite-sized stories may be a less intimidating yet challenging (because it requires rich language) venue for learners to develop their creative reading and writing skills.This article begins with a concise discussion on the problem of reading among young people nowadays, and then proceeds with an introduction of flash fiction as a literary genre. Most importantly, the paper discusses the place of flash fiction in the academe and offers practical knowledge on the use of the said literary genre in the teaching of reading and writing.

scholarly journals Musykilât Ta’lîm al-Ashwâth al-‘Arabiyyah li Ghair al-Nâthiqîn bihâ wa Tharîqah Hillihâ fî Ta’lîmihâ

2020 ◽  
Vol 1 (1) ◽  
pp. 57
Author(s):  
Shofil Fikri
Keyword(s):  
Mother Tongue ◽  
First Language ◽  
Descriptive Study ◽  
Self Determination ◽  
Practical Training ◽  
Reading And Writing ◽  
Arab Students ◽  
Qualitative Descriptive ◽  
Phonetic Errors ◽  
Listening And Speaking

This paper aims to describe the problems in learning phonology, various phonetic problems, the cause of their occurrence and how to overcome them. This paper is a qualitative descriptive study with the type of literature review from which the results of scientific research or other books are closely related to the learning of phonology knowledge, problems and ways to overcome them which are then explained descriptively. The results of this paper conclude that: 1) learning phonology in Arabic is very important to teach at the beginning of the teaching of Arabic because errors in saying a word affect the true or meaningless; 2) There are two main problems in general teaching phonology for non-Arab students, namely: problems relating to the direction of education and problems related to linguistic systems that include phonetic errors and pronunciation of a letter and word; 3) The cause of the problem is because it is influenced by the use of mother tongue (first language) in general, so that it cannot distinguish the length or short of a tone, the pronouncement of self-determination letters, pronunciation of syamsiyah and qamariyah letters, pronunciation of letters of the same nature and pronunciation tanwin letters; 4) As for the solutions offered in overcoming the phoneme pronunciation problem are: proactively instructors should develop children's fluency in speaking phonemes, indoctrinate sound sounds in listening and speaking activities, obtain language sounds in reading and writing activities, and design teaching processes through practical training in tongue sports to gain phoneme skills.

scholarly journals Musykilat Ta'lim al-Lughah al-Arabiyah Li Thullab Bengal al-Gharbiyah Fi al-Hind Wa Thuruq 'Allajuha

2020 ◽  
Vol 4 (1) ◽  
pp. 21
Author(s):  
Md Yeaqub
Keyword(s):  
Qualitative Method ◽  
West Bengal ◽  
Mother Tongue ◽  
Arabic Language ◽  
The State ◽  
Technical Process ◽  
Reading And Writing ◽  
Appropriate Treatment ◽  
Short Time ◽  
Arabic Speaking

The issue in this research what is the evidence of the various difficulties of the Arabic language for West Bengal students, it is the language full of words that suit the conception of its construction. It has become necessary to facilitate the teaching of the Arabic language; it is a difficult language, as educators believe that the difficulty of learning Arabic is a serious problem especially for non-Arabic speaking students. The method used in this research is the qualitative method. The state of West Bengal in India is a non-native speaking country, so this article discusses the idea of discovering the true and accurate causes that astrology student’s encounter in speaking, reading and writing, and the difficulty lies in the methods and technical process in teaching. But through research and study, it is possible to reach several ways to teach the Arabic language in a short time and in a reasonable way and to analyze the language treatment appropriate to their weakness. The difficulty of learning Arabic differs according to the age of the students in their environment in which they live while learning the language. Besides, the difficulty also differs in different phonetics, semantic, grammatical, morphological, and lexical. One of the most important problems facing non-Arabic speaking students when learning Arabic is that it is affected by its mother tongue, just as Bengalis are affected in Bengali and Hindi, which creates a barrier in the teaching of the Arabic language, and finally, solutions, suggestions and recommendations that are involved in overcoming these problems are dealt with. However, this study will focus on some of the problems that non-Arabic speaking students in West Bengal state in India face when learning Arabic. Then we will try to explain and develop the appropriate treatment for them.

scholarly journals The English Language in American Education

PMLA ◽  
1951 ◽  
Vol 66 (1) ◽  
pp. 49-79
Keyword(s):  
English Language ◽  
Mother Tongue ◽  
American Education ◽  
Reading And Writing ◽  
Primary Object

MASTERY of the mother tongue is properly regarded in all cultures as a primary object of education, probably the most important. During recent generations in which the opportunity for learning has been viewed increasingly as a right for all and not merely a privilege for the few, reading and writing have helped to define the purpose of the schools of America.

scholarly journals A Shift from a Monoglossic to a Heteroglossic View: Metalinguistic Stego- Translanguaging Lens Approach

2020 ◽  
Vol 11 (4) ◽  
pp. 461-473
Author(s):  
Mohammad Awad Al-Dawoody Abdulaal
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Mother Tongue ◽  
Target Language ◽  
Control Group ◽  
Control Groups ◽  
Efl Learners ◽  
Reading And Writing ◽  
Port Said ◽  
Experimental Group

This research study aims at replacing monoglossic approaches with a stego-translanguaging pedagogy (i.e., the indirect use of the mother tongue to enhance the target language perception and acquisition). To solve the problematic constant decline in the learners’ reading and writing IELTS scores in Port Said Language Center and to check the influence of the stego-translanguaging approach, two groups of participants were randomly chosen, an experimental group with 33 English as a Foreign Language (EFL) learners from different colleges in Port Said University in Egypt and a control group with 30 EFL learners. The participants in the experimental group followed a heteroglossic pedagogy, whereas the control group followed a strictly non-plurilingual monolingual approach. The results of Kruskal-Wallis test showed that the stego-translanguaging approach was much more influential in teaching IELTS reading than the monoglossic conventional approach with 1.483 as a mean difference between the two groups as (µ1=7) in the experimental group and (µ2= 5.517) in the control group. Another crucial result was displayed by a parametric test conducted to examine the significant differences between the IELTS writing posttest scores in the experimental and the control groups. The test showed that µ1 > µ2 with an estimation difference of 1.535, where µ1= 6.818 and µ2 = 5.28

scholarly journals Metode Pembelajaran Bahasa Arab Kreatif untuk Meningkatkan Prestasi Bahasa Arab di STIQ Zad Al Insaniah

2021 ◽  
Vol 14 (2) ◽  
pp. 152
Author(s):  
Fitri Fitri ◽  
Ending Bahruddin ◽  
Maemunah Sa’diyah
Keyword(s):  
Teaching Method ◽  
Mother Tongue ◽  
Language Skills ◽  
Translation Method ◽  
Reading And Writing ◽  
Creative Methods ◽  
Library Research ◽  
Learning Success ◽  
Grammar Translation Method ◽  
The 19Th Century

<p class="15cKeywordsBInggris">Arabic teaching method that occurred until the end of the 19th century was dominated by the Grammar-Translation Method (Grammar-Translation Method) which prioritized rules, grammar and translation from a foreign language into the mother tongue or vice versa. To improve the quality of teaching Arabic, it is necessary to develop communicative skills as well as procedures for teaching language skills (listening, speaking, reading, and writing), to provide comfort to students in Arabic lesson, and also to boost student achievement, therefore in learning Arabic requires creative methods to be used during the learning process. In the process of this research, the writer first uses the library research method combined with the descriptive method. To improve Arabic achievement, students need creative methods to support learning success. As for the Arabic achievement, it means how students can masters four language skills which include being proficient in listening, speaking, reading and writing. To master four language skills, STIQ Zad Al Insaniyah uses the al intiqoiyah method. The creative Arabic learning method to improve language achievement with the al intiqoiyah method so that it is able to adopt all the good sides of various methods to suit the material being taught.</p><p class="16aJudulAbstrak"><strong>Abstrak          </strong>                        </p><p class="16bIsiAbstrak">Pengajaran bahasa Arab yang terjadi sampai akhir abad ke 19 didominasi oleh metode Gramatika-Tarjemahan (Grammer-Translation Method) yang mengutamakan kaidah-kaidah, tata bahasa dan penerjemahan dari bahasa asing ke bahasa ibu atau sebaliknya. Untuk meningkatkan mutu pengajaran bahasa Arab perlu adanya pengembangan kemampuan komunikatif serta prosedur pengajaran keterampilan berbahasa (mendengar, berbicara, membaca, dan menulis), untuk memberikan kenyamanan kepada para siswa dalam mempelajari bahasa Arab, dan juga untuk mendongkrak prestasi siswa, oleh karena itu dalam pembelajaran bahasa Arab membutuhkan metode kreatif untuk dipakai pada saat proses pembelajaran berlangsung. Dalam proses penelitian ini, pertama penulis menggunakan metode studi pustaka (library research) yang dipadukan dengan metode deskriptif. Untuk meningkatkan prestasi bahasa Arab peserta didik memerlukan metode yang kreatif untuk menunjang keberhasilan pembelajaran. Adapaun prestasi bahasa Arab yang dimaksudkan adalah bagaimana peserta didik dapat menguasai empat kecakapan bahasa yang meliputi cakap dalam menyimak, berbicara, membaca dan menulis. Untuk menguasai empat kecakapan bahasa, di STIQ Zad Al Insaniyah dengan menggunakan metode al intiqoiyah. Metode pembelajaran bahasa Arab kreatif untuk meningkatkan prestasi bahasa adalah dengan menggunakan metode al intiqoiyah sehingga mampu mengadopsi semua sisi baik dari beragam metode untuk menyesuaikandengan materi yang diajarkan </p>

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