From my parents’ language to my language: understanding language ideologies of young Australian Korean heritage language learners at the primary and secondary school level

2021 ◽  
pp. 1-14
Author(s):  
Sun Jung Joo ◽  
Alice Chik ◽  
Emilia Djonov
Keyword(s):  
Secondary School ◽  
Language Learners ◽  
Heritage Language ◽  
Language Ideologies ◽  
School Level ◽  
Heritage Language Learners ◽  
Language Understanding ◽  
Secondary School Level ◽  
Primary And Secondary School

scholarly journals Language ideologies and identities in Kurdish heritage language classrooms in London

2018 ◽  
Vol 2018 (253) ◽  
pp. 173-200 ◽  
Author(s):  
Birgul Yilmaz
Keyword(s):  
Language Learners ◽  
Heritage Language ◽  
Language Ideologies ◽  
Heritage Language Learners ◽  
Phonological Features ◽  
Language Classes ◽  
Language Classrooms ◽  
Language Schools ◽  
Distinct Features ◽  
The Way

Abstract This article investigates the way that Kurdish language learners construct discourses around identity in two language schools in London. It focuses on the values that heritage language learners of Kurdish-Kurmanji attribute to the Kurmanji spoken in the Bohtan and Maraş regions of Turkey. Kurmanji is one of the varieties of Kurdish that is spoken mainly in Turkey and Syria. The article explores the way that learners perceive the language from the Bohtan region to be “good Kurmanji”, in contrast to the “bad Kurmanji” from the Maraş region. Drawing on ethnographic data collected from community-based Kurdish-Kurmanji heritage language classes for adults in South and East London, I illustrate how distinctive lexical and phonological features such as the sounds [a:] ~ [ɔ:] and [ɛ]/[æ] ~ [a:] are associated with regional (and religious) identities of the learners. I investigate how these distinct features emerge in participants’ discourses as distinctive identity markers. More specifically this article examines how language learners construct, negotiate and resist language ideologies in the classroom.

scholarly journals The use of electronic voting systems to engage students in outreach activities

2016 ◽  
pp. 27-29
Author(s):  
Gan Niyadurupola
Keyword(s):  
Secondary School ◽  
Age Groups ◽  
School Level ◽  
Electronic Voting ◽  
Voting Systems ◽  
Difficult Question ◽  
Secondary School Level ◽  
The University ◽  
New Generation ◽  
Primary And Secondary School

This paper discusses the use of electronic voting systems specifically in a range of outreach contexts. The Department of Chemistry at the University of Reading and the School of Chemistry at the University of Southampton are actively involved in delivering outreach activities at primary and secondary school level with a view to inspiring a new generation of budding chemists. Voting systems are successful in engaging students across all age groups as demonstrated by our experiences with youngsters aged 4 to 18. They are especially effective at breaking down the barriers of non communication thrown up by students when faced with a difficult question and encouraging the participation of even the most reticent teenager.

scholarly journals DETERMINANTS OF THE TEACHER'S PERCEPTION OF STUDENTS AT THE PRIMARY AND SECONDARY SCHOOL LEVEL

2019 ◽  
Vol 6 (1) ◽  
pp. 37-42
Author(s):  
MAGDALENA JAKUBCZAK-CHODŹKO
Keyword(s):  
Secondary School ◽  
School Level ◽  
Liquid Modernity ◽  
Quality Of Teaching ◽  
Educational Processes ◽  
Secondary School Level ◽  
The Look ◽  
Teacher's Perception ◽  
Primary And Secondary School

Contemporary tasks and imposed requirements in the area of education are focused on improving the efficiency and quality of teaching, including counteracting the disturbing phenomena of the “day of liquid modernity” [1, p. 15–29]. The teacher's person is perceived subjectively, from the perspective of the contractor of professional assumptions. The dynamics of educational processes and progressive civilization changes forces us to meet the emerging expectations of educational policy. The look of many leading educators, among others Jan Władysław Dawid, Zygmunt Mysłakowski, Wincenty Okoń, Maria Grzegorzewska, Czesław Banach for personality traits of the teacher has gone to oblivion to give way to schematic and mass teaching. Increasingly, attention is paid to how? and not who? teaches. Studies in the field of psychology and pedagogy pose a question; What should the teacher be like? Using the following article, in which I will base myself on empirical research, I want to answer a completely different aspect, what kind of teacher would the students want?

scholarly journals Kurikulum Pendidikan Sejarah di Amerika Serikat

2017 ◽  
Vol 4 (1) ◽  
pp. 70
Author(s):  
Bahri Bahri
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
National Education Association ◽  
School Level ◽  
National Education ◽  
Secondary School Level ◽  
The Us ◽  
Education Association ◽  
Primary And Secondary School

The Bradley is a commission created in 1987 in response to concern over the shortage , both in quantityand quality , of the teaching of history in America , both at primary and secondary school level . Indeed,before 1892, the teaching of history is considered not too concerned, but for various cases at the highschool level , forcing the National Education Association case the importance of teaching all levels ofeducation. History must have particular relevance to struggle with the problem of irreversibility timein their own lives , searching for meaning and commitment to themselves, and defines adolescents whodevelop a sense of their own past of their relationship with the community. Four patterns in the teachingof history in the teaching of history in secondary schools in the US, and the school was granted fordetermining the pattern to be used

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