Eigen Taal

2003 ◽  
Vol 70 ◽  
pp. 147-159
Author(s):  
Sjaak Kroon ◽  
Jan Sturm
Keyword(s):  
Classroom Practice ◽  
Public Discourse ◽  
Language Teaching ◽  
Minority Language ◽  
Opinion Leaders ◽  
Power Relationships ◽  
Minority Languages ◽  
Ministry Of Education ◽  
Conceptual Clarity ◽  
The Subject

The Dutch discussion on immigrant minority language teaching, which has been going on for three decades now, shows a remarkable lack of conceptual clarity. This not only includes the content of the subject, but also its aims and its operationalisation in classroom practice. In creating this unclarity, not only the ministry of education and its advisors but also scholars and opinion leaders are involved, irrespective of their position against or in favour of this type of language teaching. This is shown on the basis of a reconstruction of the different versions of eigen taal (litt.: 'own language', i.e. the object of immigrant minority language teaching) in a number of central policy papers of the ministry of education, and on the basis of an analysis of the linguistic, pedagogic and public discourse that developed in this context. In order of appearance, three main versions of eigen taal are distinguished: offiaéle taal van het land van herkomst (official language of the country of origin), allochtone levende taal (non-indigenous living language) and gekomen taal (chosen language). The analysis shows that the recent 2002 decision of the Dutch government to do away with immigrant minority language teaching and give priority to the teaching of Dutch, should not be considered a surprise: without a fundamental change in societal power relationships, immigrant minority languages have little prospect of becoming a legitimate part of the dominant curriculum.

scholarly journals Minority Languages as a Resource for Tourism Promotion on the Web: The Case of Some Minority Communities in Italy

2021 ◽  
pp. 33-50
Author(s):  
Francesco Costantini ◽  
Diego Sidraschi ◽  
Francesco Zuin
Keyword(s):  
Minority Language ◽  
Minority Languages ◽  
Minority Communities ◽  
Cultural Experience ◽  
Local Variety ◽  
Tourism Promotion ◽  
The Subject ◽  
Tourism Websites ◽  
Local Languages ◽  
The Web

Minority languages have been the subject of a rich literature in the field of the sociolinguistics of tourism and a number of works have underlined that they have been increasingly used in tourism promotion in the last few decades as they convey overtones evoking authenticity. Travel websites do not only provide a first glance at a destination for potential guests, but they are also part of the tourist experience because they introduce visitors to relevant contents related to specific places. In view of this, in websites of a destination where a minority language is spoken the use of the local variety could be particularly relevant in order to promote a specific place as offering an immersion into a unique cultural experience. The present article addresses the question how ten minority communities in Italy mobilize their local languages for self-representation purposes within their tourism websites.

Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

English as Eastern: Zhuang, Mongolian, Mandarin, and English in the linguistic orders of globalized China

2021 ◽  
Vol 2021 (271) ◽  
pp. 35-64
Author(s):  
Alexandra Grey ◽  
Gegentuul Baioud
Keyword(s):  
Social Order ◽  
Language Ideologies ◽  
Minority Language ◽  
Minority Languages ◽  
Republic Of China ◽  
Political Discourses ◽  
Socially Constructed ◽  
Theory Of Language ◽  
Academic Discourses ◽  
East West

Abstract Socially constructed and globally propagated East-West binaries have influenced language ideologies about English in the People’s Republic of China (PRC), but they are not hegemonic. This essay explores how East-West language ideologies are reformed in mergers with Mandarin-minority language ideologies. It discusses two separate but similar recent studies of minority language speakers and language ideologies in the PRC, respectively by Grey and Baioud. Each study reveals aspects of how Mandarin and English are being socially constructed as on the same side of a dichotomous and hierarchic linguistic and social order, in contradistinction to minority languages. The essay thus problematizes the construction of English as a Western language and Mandarin as an Eastern language; both in academic discourses and in wider social and political discourses. The essay uses Asif Agha’s theory of “enregisterment” to unify the points drawn from each study. It concludes that the language ideologies and practices/discourses under examination reproduce the displacement of a subaltern status; we describe this process as dynamic, internal Orientalism and “recursive” Orientalism, drawing on foundational theory of language ideologies. This essay paves the way for further studies of recursive Orientalism.

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

scholarly journals Teachers’ reflecting on professional knowledge in the numeracy (mathematics) classroom

2020 ◽  
Vol 20 ◽  
Author(s):  
Judith Mills
Keyword(s):  
New Zealand ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Mathematics Classroom ◽  
Professional Knowledge ◽  
Ministry Of Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Effective Pedagogy ◽  
Teaching Learning

New Zealand primary school teachers are expected to regularly reflect on their teaching practice in order to consider the implications of past teaching on future planning. Aligned to teachers’ ongoing reflection, the New Zealand Curriculum (Ministry of Education, 2007) contains a section on effective pedagogy—teacher actions promoting student learning, which includes a Teaching as Inquiry Cycle (pp. 34–35). Embedded within their inquiry, teachers consider the teaching-learning relationship and often turn to frameworks of knowledge for guidance. This article shares the implications of using a framework of teacher knowledge in research. While the framework used contained much detail for the researcher, it overlapped categories and at the same time lacked acknowledgement of some important concepts for teachers in classroom practice. Findings from using a framework in this research were combined with findings from previous research to formulate the Wheel of Professional Knowledge, which was developed for mathematics teachers to use when reflecting on their practice.

scholarly journals Minority languages in Estonian segregative language environments

2011 ◽  
Vol 2 (1) ◽  
pp. 223-240
Author(s):  
Elvira Küün
Keyword(s):  
International Study ◽  
Population Census ◽  
Minority Languages ◽  
Ministry Of Education ◽  
School Students ◽  
Native Languages ◽  
Census 2000 ◽  
Basic School ◽  
Year 2000 ◽  
Research Grant

The goal of this project in Estonia was to determine what languages are spoken by students from the 2nd to the 5th year of basic school at their homes in Tallinn, the capital of Estonia. At the same time, this problem was also studied in other segregated regions of Estonia: Kohtla-Järve and Maardu. According to the database of the population census from the year 2000 (Estonian Statistics Executive Office?s census 2000), there are representatives of 142 ethnic groups living in Estonia, speaking a total of 109 native languages. At the same time, the database doesn’t state which languages are spoken at homes. The material presented in this article belongs to the research topic “Home Language of Basic School Students in Tallinn” from years 2007–2008, specifically financed and ordered by the Estonian Ministry of Education and Research (grant No. ETF 7065) in the framework of an international study called “Multilingual Project”. It was determined what language is dominating in everyday use, what are the factors for choosing the language for communication, what are the preferred languages and language skills. This study reflects the actual trends of the language situation in these cities.

scholarly journals Theoretical approach of teaching lithosphere in junior high school: A critical review of the content and objectives defined by the curriculum of the Ministry of Education

2017 ◽  
Vol 47 (2) ◽  
pp. 1024
Author(s):  
G. Leontakianakos ◽  
C. Vrachas ◽  
G. Baziotis ◽  
G. Soultati ◽  
G. Fermeli
Keyword(s):  
High School ◽  
Primary School ◽  
Junior High School ◽  
Theoretical Approach ◽  
Critical Review ◽  
Ministry Of Education ◽  
Curriculum Content ◽  
Main Research ◽  
Research Hypothesis ◽  
The Subject

The purpose of this study is an attempt to define the lithosphere concept, as described in the textbook “Geology-Geography” of the 1st Grade of junior highschool. Further we investigate whether the objectives of the corresponding chapter are being implemented according to the curriculum of the Ministry of Education. The main research hypothesis concentrates on the very limited cognitive background of the students regarding the lithosphere. It is based on the absence of a wellorganized framework of proportional and gradually increased and specialized flow of knowledge, as suggest the few generalised concepts on the subject of Geography taught on the 5th and 6th grade of the Primary School. According to the Curriculum of the “Geology–Geography” of the Ministry of Education, the lithosphere chapter requires fifteen didactic hours for a sum of nine complexes, mostly cognitive objectives. However, the textbook contains only five didactic hours, an indicator of an asymmetric state of the Curriculum. Our opinion about curriculum content itself, which describes the lithosphere, compared to the strictly scientific definition, is that it represents a simplistic approach and consequently the materialization of the cognitive goals is doubtful.

scholarly journals EL EFECTO DEL LIBRO DE TEXTO ESCOLAR EN EL MERCADO EDITORIAL ECUATORIANO

2021 ◽  
pp. 47-68
Author(s):  
Guillermo Sánchez-Borrero
Keyword(s):  
Ministry Of Education ◽  
Editorial Policies ◽  
National Education ◽  
Learning And Teaching ◽  
Las Casas ◽  
Palabras Clave ◽  
National Education Systems ◽  
Publishing Houses ◽  
The Subject ◽  
Points Of View

El libro de texto escolar es una herramienta de control curricular, su relación con el aprendizaje y enseñanza que la determina el Estado ecuatoriano. El objetivo de los textos escolares es mostrar el universo científico y cultural que se quiere enseñar a los estudiantes y refleja los: valores, estereotipos e ideologías del Ecuador. A partir de 2011 se normalizó y lo controla y distribuye el Ministerio de Educación de forma gratuita en los establecimientos educativos fiscales, fiscomisionales y municipales del Ecuador. Son elaborados y producidos por las más importantes casas editoriales, además revisados y avalados por las universidades del país. Este sistema aparece con la creación de la Ley Orgánica de Educación Intercultural que ha logrado establecer políticas editoriales en el sector educativo, así como dinamizar la economía del sector editorial en toda su cadena productiva tanto intelectual como de fabricación. Es relevante el análisis de la producción editorial por la expansión de los sistemas nacionales de educación y la implementación de los modelos de enseñanza, se presenta varios puntos de vista sobre la representación del saber oficial y el acceso igualitario a la información y conocimiento. Se identifica cómo están distribuidas las casas editoras y la contribución de las universidades del país para la evaluación de contenidos, según su área de experiencia y la asignatura que abarca el texto escolar. El artículo muestra también diferentes cifras sobre la asignación y fondos destinados al proyecto que aporta a la economía de Ecuador. Palabras clave: Textos escolares, políticas editoriales, mercado editorial, impresión, diseño editorial. AbstractThe school textbook is a curricular control tool, its relationship with learning and teaching is determined by the Ecuadorian State. The objective of the textbooks is to show the scientific and cultural universe intended to be taught to students and reflects the values, stereotypes, and ideologies of Ecuador. As of 2011, it was standardized, controlled, and distributed by the Ministry of Education free of charge in public, fiscal, “fiscomisional”, and municipal educational establishments in Ecuador. They are elaborated and produced by the most important publishing houses, also reviewed, and endorsed by the country's universities. This system appears with the creation of the Organic Law of Intercultural Education, which has managed to establish editorial policies in the educational sector, as well as boost the economy of the publishing sector throughout its productive chain, both intellectual and manufacturing. The analysis of editorial production is relevant due to the expansion of national education systems and the implementation of teaching models, various points of view are presented on the representation of official knowledge and equal access to information and knowledge. It is identified how the publishing houses are distributed and the contribution of the country's universities for the evaluation of content, according to their area of experience and the subject covered by the textbook. The article also shows different figures on the allocation and funds destined for the project that contributes to the economy of Ecuador. Keywords: School texts, editorial policies, publishing market, printing, editorial design.

scholarly journals Evaluation of constructive teaching skills among science teachers in the intermediate stage: تقويم مهارات التدريس البنائي لدى معلمي العلوم في المرحلة المتوسطة

2017 ◽  
Vol 1 (6) ◽  
Author(s):  
Abdullah bin Zaher Al - Shihri ◽  
Tammam Ismail Tammam
Keyword(s):  
Science Teachers ◽  
Intermediate Stage ◽  
Teaching Skills ◽  
Ministry Of Education ◽  
Graduate Studies ◽  
Training Courses ◽  
The Subject ◽  
Descriptive Approach ◽  
The Mean ◽  
Constructive Teaching

The research aims to study the teaching skills and evaluate the teaching skills of science teachers, and test significance of differences between the mean degree of practice according to the variables: gender, experience, educational qualification, and stage educational, and to achieve these objectives were applied a questionnaire consisting of (31) paragraph, to a sample Of (45) are teachers of science in the intermediate stage of the Ministry of Education and Mjardp. The researcher also followed the descriptive approach. The results indicated that the degree of science teachers and her teachers to teach constructivist was medium, and appeared statistically significant scientific qualification variable differences, for the benefit of graduate studies. The study recommended training courses for science teachers, to familiarize them with the skills of teaching constructivist, and trained to teach these skills to have procedures and guide administrators science with a list of skills (the subject of the study), during the supervision of the education in the schools of the intermediate stage and directing the attention of the authors and curriculum developers to take into account the good fundamentals in the article To provide learners with a leading to the development of scientific concepts in general.

scholarly journals Notes Sharing Application

2020 ◽  
Author(s):  
Nikhil Ranjan Nayak ◽  
Jyoti Ranjan Mohapatra ◽  
Baibhab Swain ◽  
Muddana Aditya
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Short Description ◽  
Conceptual Clarity ◽  
The Subject

Students often face problem while collecting notes and it interrupts their learning process. Our application will provide a platform for the students where they can come together for collaborative learning. Students can share their notes/materials (both handwritten and in document - PPT, PDF, DOC, etc. format) which students from any branch or semester can access for free. In our platform users can upload their notes giving a short description and some keywords related to the subject, branch and semester. Other users can search the notes using those keywords which will provide them filtered results. Each user will have an account through they will access the application. The platform is planned to be a LEARN | SHARE | EDUCATE platform which aims to increase effectiveness and conceptual clarity of students.

Sign in / Sign up

Export Citation Format

Share Document