Engels in de Basisschool

1979 ◽  
Vol 6 ◽  
pp. 95-110
Author(s):  
J.A.M. Carpay
Keyword(s):  
Higher Education ◽  
Elementary School ◽  
Secondary School ◽  
Foreign Language ◽  
School System ◽  
Formal Education ◽  
The Other ◽  
School Subjects ◽  
The One ◽  
Near Future

Since the introduction of the "Mammoth", the law that has reorganized our secondary school system, every elementary school pupil gets some forro of higher education. On the one hand this has in a certain sense decreased the importance of the elementary school, which used to be all the formal education the majority of Dutchman received, but on the other hand the elementary school has gained in importance as nowadays it has to prepare students for an educational system, which before long will require pupils to spend nine to ten years at school. In spite of differences of openion as to what consequences this change might have, thereis aggerment on a certain number of points, among which the position thai one has to determine for each of the different school subjects, what subject or parts of subjects belong in the elementary school programme and which ones in secondary education. Among the new subjects that for different reasons stand a good chance of being introduced in the "new style" elementary school is the teaching of a first foreign language. The reason for this is that it is felt that in the near future every Dutchman will need communicative knowledge of at least one foreign language. As attaining this goal requires time, it has been proposed to distribute the time needed for learning a foreign language over elementary and secondary schools. The bill that will be introduced to Parlement later this year will contain a paragraph on English in the elementary school. This paper gives some arguments for and against the introduction of English in the elementary school.

An ambivalent picture

2021 ◽  
Author(s):  
Françoise Le Lièvre
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Cultural Diversity ◽  
Language Policy ◽  
The Other ◽  
Official Language ◽  
European Policy ◽  
Language Practice ◽  
The Law ◽  
The One

In France, English has a hegemonic position in many domains, including education, despite European policy promoting linguistic and cultural diversity to better integrate citizens in democratic processes. In 2013, the Fioraso law modified the Toubon law by allowing French universities to teach in a foreign language. Under the law, the choice of English at the expense of any other foreign language seems to have become practice. However, this practice clashes with long-standing criticism of Englishization in France. In this chapter an ambivalent picture of Englishization in French higher education arises, revealing tensions between criticism and official language policy on the one hand and language practice on the other. Translingual practices in France generate a different view of Englishization in higher education

scholarly journals Audio-visual support in class of Spanish as foreign language: the use of the movies

2015 ◽  
pp. 104-107
Author(s):  
V. V. Yakovleva ◽  
E. A. Savtchuk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
The Other ◽  
Educational Film ◽  
Additional Source ◽  
Wide Range ◽  
Language Classes ◽  
Visual Support ◽  
The Subject ◽  
The One

The article reviews the use of audiovisual tools in the framework of foreign language classes. Such tools should, on the one hand, simplify the understanding and grasping of the subject, and, on the other, serve as an additional source of gaining extralinguistic skills. The authors consider a wide range of possibilities for the use of audiovisual tools while teaching Spanish to students of non-language higher education institutions of humanitarian profile. An educational film “Español extra” and a documentary devoted to the San Fermín holiday (Pamplona, Spain) are taken as an example.

SCENARIOS OF THE DEVELOPMENT OF THE PROBLEM OF FOREIGN LANGUAGE COMMUNICATION WHEN CHANGING THE LANGUAGE TRAINING OF AN OFFICER OF THE LAND FORCES OF THE RUSSIAN FEDERATION

2021 ◽  
Author(s):  
Вадим Манцурович Бикбаев
Keyword(s):  
Foreign Language ◽  
Russian Federation ◽  
Military Education ◽  
The Other ◽  
Language Training ◽  
Army Officers ◽  
Language Communication ◽  
The Russian Federation ◽  
The One ◽  
Near Future

В статье с учетом наличия тесного взаимодействие составляющих иноязычной коммуникации и противоречий в рамках ее реализации рассматриваются сценарии развития иноязычной коммуникации офицеров Сухопутных войск. Отмечается, что проблемы и противоречия иноязычной коммуникации с одной стороны, полностью не выявлены и имеют в некоторой степени скрытый характер, с другой - уже в ближайшей перспективе станут очевидными и выведут ее в число наиболее актуальных проблем военного образования. In the article, taking into account the close interaction of the components of foreign language communication and contradictions in the framework of its implementation, the scenarios of the development of foreign language communication of Army officers are considered. It is noted that the problems and contradictions of foreign language communication, on the one hand, are not fully identified and have a somewhat hidden nature, on the other - in the near future they will become obvious and will lead it to the most urgent problems of military education.

scholarly journals Stalinizm i rewolucja na uczelniach – odgórna demokratyzacja dostępu do edukacji wyższej 1947-1956 [Stalinism and Revolution in Universities: Democratization of Higher Education from Above, 1947–1956]

2019 ◽  
Author(s):  
Agata Zysiak
Keyword(s):  
Higher Education ◽  
School System ◽  
Social Background ◽  
The Other ◽  
University Education ◽  
Access To Higher Education ◽  
General Picture ◽  
The One ◽  
Admissions Process ◽  
Postwar Decade

Stalinism and Revolution in Universities: Democratization of Higher Education from Above, 1947–1956The first postwar decade in Poland saw a rebuilding of the whole country, including the school system and higher education. Higher education institutions were to mold a new intelligentsia, coming from a wider social background. Initial grassroots efforts to change the elite character of universities were eclipsed from 1947 by a reform introduced from above. On the one hand, the reform curtailed the autonomy of universities and increased censorship and political control; on the other hand, however, its aim was to make university education available on an unprecedented scale to people from the working and peasant classes. This article offers a survey of tools through which this “democratization” of access to higher education was implemented, such as a new admissions process, the induction year and preparatory courses. It also shows how these tools changed the students’ social backgrounds, albeit without permanently altering the general picture of higher education in Poland. Stalinizm i rewolucja na uczelniach – odgórna demokratyzacja dostępu do edukacji wyższej 1947–1956Pierwsza powojenna dekada to czas odbudowy całego kraju, w tym systemu edukacji, i reformy szkolnictwa wyższego. Uczelnie miały stać się miejscami budowy nowej inteligencji o egalitarnym pochodzeniu. Początkowo oddolne starania, by zmienić elitarny charakter uniwersytetów, od 1947 roku zostały zdominowane przez odgórną reformę edukacji. Z jednej strony oznaczała ona ograniczenie autonomii uczelni, zwiększenie cenzury i politycznej kontroli, z drugiej jednak miała na celu umożliwienie studiowania osobom z klasy robotniczej i chłopskiej na niespotykaną wcześniej skalę. Artykuł stanowi przegląd narzędzi „demokratyzacji” dostępu do szkolnictwa wyższego, takich jak nowy proces rekrutacji, rok wstępny i kursy przygotowawcze. Pokazuje także, jak zmieniły one społeczne pochodzenie studentów, a jednak nie zmieniły trwale oblicza szkolnictwa wyższego.

scholarly journals POSITIVE VIEWS AND CHALLENGES OF USING PROJECT WORK IN ESP LESSONS

2021 ◽  
pp. 031
Author(s):  
Elena Kovacikova ◽  
Zdena Kralova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
University Students ◽  
Educational Level ◽  
Language Use ◽  
The Other ◽  
Foreign Languages ◽  
Project Work ◽  
Professional Lives ◽  
The One

ESP lessons in higher education develop foreign language competences of university students and prepare them for their professional lives. This paper brings views of university students on using projects in the classroom within their ESP lessons. As a part of the research through methods of focus groups, their analyses, the results and interpretations uncover positive and negative sides of using projects in ESP classroom from students’ points of views. The results show that project work on the one hand strengthens and builds responsibility for learning and thus leads towards autonomous learning as one of the educational objectives of 21st century schooling. On the other hand, the research shows that the students see themselves as they are still not ready to take over responsibility for their own learning, they do not feel competent to give presentations, feel anxious to speak a foreign language in public and do not see themselves competent enough to develop their own projects in foreign languages within the topics of their future professions even though their language level reaches B1 level according to CEFR. Interpretation of these findings show insufficient or ineffective use of projects in earlier educational level, not enough attention given to development of productive skills and confidence in a foreign language use. 

From Scarcity to Abundance: Achieving Quality-Assured Mass Higher Education

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Peter P. Smith
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Good Practice ◽  
The United States ◽  
The Other ◽  
Secondary System ◽  
Mass Higher Education ◽  
Post Secondary ◽  
One Year ◽  
The One

The United States is in a bind. On the one hand, we need millions of additional citizens with at least one year of successful post-secondary experience to adapt to the knowledge economy. Both the Gates and Lumina Foundations, and our President, have championed this goal in different ways. On the other hand, we have a post-secondary system that is trapped between rising costs and stagnant effectiveness, seemingly unable to respond effectively to this challenge. This paper analyzes several aspects of this problem, describes changes in the society that create the basis for solutions, and offers several examples from Kaplan University of emerging practice that suggests what good practice might look like in a world where quality-assured mass higher education is the norm.

Tolerance and Control. Developing a language policy for an EMI university in Uzbekistan

2020 ◽  
Vol 34 (1) ◽  
pp. 217-237
Author(s):  
Andrew Linn ◽  
Anastasiya Bezborodova ◽  
Saida Radjabzade
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Control Measures ◽  
The Other ◽  
Language Policies ◽  
Language Ecology ◽  
English Only ◽  
English Medium Instruction ◽  
The One ◽  
And Control

AbstractThis article presents a practical project to develop a language policy for an English-Medium-Instruction university in Uzbekistan. Although the university is de facto English-only, it presents a complex language ecology, which in turn has led to confusion and disagreement about language use on campus. The project team investigated the experience, views and attitudes of over a thousand people, including faculty, students, administrative and maintenance staff, in order to arrive at a proposed policy which would serve the whole community, based on the principle of tolerance and pragmatism. After outlining the relevant language and educational context and setting out the methods and approach of the underpinning research project, the article goes on to present the key findings. One of the striking findings was an appetite for control and regulation of language behaviours. Language policies in Higher Education invariably fall down at the implementation stage because of a lack of will to follow through on their principles and their specific guidelines. Language policy in international business on the other hand is characterised by a control stage invariably lacking in language planning in education. Uzbekistan is a polity used to control measures following from policy implementation. The article concludes by suggesting that Higher Education in Central Asia may stand a better chance of seeing through language policies around English-Medium Instruction than, for example, in northern Europe, based on the tension between tolerance on the one hand and control on the other.

Divergent theories, converging evidence: The constructional semantics of competing future constructions

2018 ◽  
Vol 6 (1) ◽  
pp. 91-114
Author(s):  
Stefan Hartmann
Keyword(s):  
Experimental Study ◽  
The Other ◽  
Temporal Distance ◽  
Corpus Study ◽  
Distant Future ◽  
Other Hand ◽  
Future Events ◽  
The One ◽  
Near Future ◽  
Lines Of Evidence

Abstract This paper investigates the alternation between two competing German future constructions, the werden + Infinitive construction and the futurate present, from a usage-based perspective. Two lines of evidence are combined: On the one hand, a pilot corpus study indicates that werden + Infinitive is more likely to be used for referring to distant-future events than to near-future events. However, syntactic factors seem to be at least as decisive as semantic ones for speakers’ choice between the two constructions. On the other hand, an experimental study taps into language users’ interpretation of sentences framed in one of the two constructions. It can be shown that the grammatical framing does not significantly affect participants’ estimates of the temporal distance of the events to which the stimuli sentences refer. This suggests that the meaning differences between the two constructions be more nuanced, e.g. pertaining to discourse-pragmatic functions.

Introduction

2020 ◽  
pp. 1-22
Author(s):  
Gracia Liu-Farrer
Keyword(s):  
The Other ◽  
Foreign Workers ◽  
Economic Decline ◽  
Self Identity ◽  
Highly Skilled Migrants ◽  
Permanent Residency ◽  
The One ◽  
Definition Of ◽  
Near Future

This introductory chapter provides an overview of Japan as an immigrant country. Japan has become an immigrant country de facto. Starting in the 1980s, to stave off economic decline caused by labor shortage and in the name of internationalization, Japan has tried different programs to bring in foreign workers. In 2012, Japan became one of the most liberal states in its policies for granting permanent residency to highly skilled migrants. As a result, the population of foreigners has been rising for the past three decades and is likely to increase significantly in the near future. Why, then, do both the Japanese government and people inside and outside Japan hesitate to accept the discourse of immigration and the reality of its transformation into an immigrant society? This hesitation has to do with Japan's ethno-nationalist self-identity and the widespread myth surrounding its monoethnic nationhood, on the one hand, and the conventional, albeit anachronistic, definition of “immigrant country” and the difficulty for people to associate an immigrant country with an ethno-nationalist one, on the other hand.

The Structure and Presentation of Contemporary Psychiatric Classifications with Special Reference to ICD-9 and 10

1988 ◽  
Vol 152 (S1) ◽  
pp. 21-28 ◽  
Author(s):  
J. E. Cooper
Keyword(s):  
Special Reference ◽  
Focus Of Attention ◽  
The Other ◽  
The Moment ◽  
The One ◽  
Near Future

The discussion here is largely concerned with the purposes and structure of classifications of clinical concepts, variously called diseases, illnesses, disorders and syndromes, which are the main reasons why patients go to see doctors. Multiaspect (or multiaxial) classification has deservedly come to the fore in recent years, and seems likely to increase in importance for purposes of education, communication and research in the near future, but it is mentioned only briefly in the following discussion. The main focus of attention for the moment is the clinical descriptions of disorders; this is, of course, usually the first aspect in a multiaspect system, and the one around which the other aspects tend to be organised.

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