scholarly journals Actualising Content and Language Integrated Learning (CLIL) in Irish-medium education; why, how and why now?

2021 ◽  
pp. 1-19
Author(s):  
Breandán Mac Gearailt ◽  
Gerry Mac Ruairc ◽  
Clíona Murray
Keyword(s):  
Integrated Learning ◽  
Medium Education

scholarly journals Lõimitud aine- ja keeleõppe metoodikast vene õppekeelega koolis

2014 ◽  
Vol 5 (3) ◽  
pp. 71-97
Author(s):  
Helena Metslang ◽  
Mare Kitsnik ◽  
Ingrid Krall
Keyword(s):  
Secondary Schools ◽  
Language Learning ◽  
Mother Tongue ◽  
Teaching Methodology ◽  
Integrated Learning ◽  
Student Body ◽  
National Minorities ◽  
Medium Education ◽  
Upper Secondary ◽  
Upper Secondary Schools

Aastatel 2007–2012 toimus vene õppekeelega gümnaasiumide üleminek eestikeelsele aineõppele. Tallinna Ülikooli 2012. aasta sügisel koolides korraldatud uuring „Kakskeelne õpe vene õppekeelega koolis” kinnitas, et eestikeelne aineõpe on tõepoolest käima läinud ja kiirelt arenemas. Artikkel käsitleb lähemalt mõningaid õppe tulemuslikkuse faktoreid, mida uuringu käigus eestikeelses aineõppes ja seda toetavate eesti keele kui teise keele tundide juures analüüsisime. Eri sihtrühmade anketeerimise, fookusgrupiintervjuude ning ligi 80 tunnivaatluse põhjal teeme järeldusi eestikeelse õppe olukorra ja arenguvõimaluste kohta, keskendudes metoodika aspektile. Uuringu teoreetilisteks lähtekohtadeks on LAK-õpe (lõimitud aine- ja keeleõpe) ning aktiivõppe ja kommunikatiivõppe metoodika. Enamik artiklis vaadeldud metoodilisi jooni on olulised ka läbivalt eestikeelse hariduse kontekstis – nii keeleõppes kui ka aineõppes. Hoolimata vene õppekeelega koolide õpilaste arvu vähenemisest on kasulik jätkuvalt toetada haridustöötajate pädevuste arengut nendes metoodikavaldkondades – eriti arvestades õpilaskonna kultuurilist mitmekesistumist eesti õppekeelega koolis.Abstract. Helena Metslang, Mare Kitsnik, and Ingrid Krall: Content and language integrated learning methodology at Russian-medium schools. Estonian secondary schools include both the majority of schools where the language of tuition is Estonian and a minority of schools where most pupils speak Russian as their mother tongue and the language of tuition is mainly Russian. In 2007–2012, upper secondary schools of Russian-medium education in Estonia shifted to teaching 60% of the curriculum in Estonian. This was aimed at supporting Russian-medium schools’ graduates’ better coping in society, education and labour market. The study ‘Bilingual Education in Russian-medium Schools’ that our research team at Tallinn University carried out in autumn 2012 confirmed that the schools have implemented this change – Estonian-medium teaching is indeed taking place (as legislated) and is swiftly developing. This article describes, with a focus on methodology, some questions of effectiveness that we studied in content and language integrated learning (CLIL) lessons and supporting Estonian lessons. We discuss the situation and development perspectives of Estonian-medium CLIL in Russian schools. Theoretically, the study relies on CLIL principles and the methodologies of active learning and communicative language learning. Most of the methodological features described in this article are also important for the majority (Estonian-medium) education system. Despite the decrease of the number of students in Russian-medium schools, it is still useful to support the development of education practitioners’ skills in these areas of methodology – especially considering the increasing cultural diversification of the student body at Estonian-medium schools.Keywords: Estonian, second language, national minorities’ education, language teaching methodology, content and language integrated learning

Penerapan Rinfo Sebagai Media Pendukung Untuk Proses Pembelajaran Pada Perguruan Tinggi Raharja

CCIT Journal ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 101-115
Author(s):  
Untung Rahardja ◽  
Khanna Tiara ◽  
Ray Indra Taufik Wijaya
Keyword(s):  
Learning Process ◽  
Human Life ◽  
Learning Tools ◽  
Integrated Learning ◽  
Civilizing Process ◽  
The World ◽  
The Future ◽  
Two Factors ◽  
Life Education ◽  
New Generation

Education is an important factor in human life. According to Ki Hajar Dewantara, education is a civilizing process that a business gives high values ??to the new generation in a society that is not only maintenance but also with a view to promote and develop the culture of the nobility toward human life. Education is a human investment that can be used now and in the future. One other important factor in supporting human life in addition to education, which is technology. In this globalization era, technology has touched every joint of human life. The combination of these two factors will be a new innovation in the world of education. The innovation has been implemented by Raharja College, namely the use of the method iLearning (Integrated Learning) in the learning process. Where such learning has been online based. ILearning method consists of TPI (Ten Pillars of IT iLearning). Rinfo is one of the ten pillars, where it became an official email used by the whole community’s in Raharja College to communicate with each other. Rinfo is Gmail, which is adapted from the Google platform with typical raharja.info as its domain. This Rinfo is a medium of communication, as well as a tool to support the learning process in Raharja College. Because in addition to integrated with TPi, this Rinfo was connected also support with other learning tools, such as Docs, Drive, Sites, and other supporting tools.

Language Revitalisation in Gaelic Scotland

2019 ◽  
Author(s):  
Stuart Dunmore
Keyword(s):  
Language Use ◽  
Basque Country ◽  
Future Generations ◽  
Contemporary Society ◽  
Policy Interventions ◽  
School Based ◽  
Immersion Education ◽  
Medium Education ◽  
Language Revitalisation ◽  
First Time

Situated within the interrelated disciplines of applied sociolinguistics and the sociology of language, this book explores the language use and attitudinal perceptions of a sample of 130 adults who received Gaelic-medium education (GME) at primary school, during the first years of that system’s availability in Scotland. The school is viewed by policymakers as a crucial site for language revitalisation in such diverse contexts as Hawai’i, New Zealand and the Basque Country – as well as throughout the Celtic-speaking world. In Scotland, GME is seen as a key area of language development, regarded by policymakers as a strategic priority for revitalising Gaelic, and maintaining its use by future generations of speakers. Yet theorists have stressed that school-based policy interventions are inadequate for realising this objective in isolation, and that without sufficient support in the home and community, children are unlikely to develop strong identities or supportive ideologies in the language of their classroom instruction. For the first time, this book provides an in-depth assessment of language use, ideologies and attitudes among adults who received an immersion education in a minority language, and considers subsequent prospects for language revitalisation in contemporary society. Based on detailed analyses using mixed methods, the book offers empirically grounded suggestions for individuals and policymakers seeking to revitalise languages internationally. 

Effect of Visual Feedback on the Static and Kinematic Characteristics of Handwriting

2017 ◽  
Vol 27 ◽  
pp. 5-21 ◽  
Author(s):  
Michael Pertsinakis
Keyword(s):  
Visual Feedback ◽  
Educational Level ◽  
Movement Analysis ◽  
Individual Characteristics ◽  
Software Module ◽  
Medium Education ◽  
Education Levels ◽  
Pen Tablet ◽  
The Individual ◽  
Document Examiners

Research on visual feedback has not produced consistent results to show how visual feedback or the lack, thereof, influences individual handwriting characteristics. A two-pronged approach was designed to investigate the degree of this influence. For this purpose, samples of signatures as well as cursive and block text, written with and without visual feedback, were collected from 40 volunteers and imported into a PC via a pen tablet, using an electronic inking pen. The data was analyzed in a handwriting movement analysis software module specially designed for this research that was added to the software MovAlyzeR by Neuroscript LLC. Two forensic document examiners (FDEs) independently analyzed samples from the two groups (samples executed with normal visual feedback versus the group of samples executed without visual feedback). They found no fundamental differences between these two groups. Their analyses also demonstrated that a large number of similarities existed in the general design of the allographs (alternative forms of a letter or other grapheme) and in the pictorial aspects, regardless of the complexity of the samples. In the cursive and block handwriting, four main qualitative characteristics were linked to the absence of visual feedback: change of overall size, non-uniformity of left margins, change of baseline alignment, and inclusion of extra trajectories. The statistical analysis verified the above findings. The comparative analysis also suggests that gender, educational level (above high school) and handedness create an insignificant influence on the individual characteristics of writing produced with and without visual feedback. The only notable exception is the relationship between signature duration and educational level. The volunteers with a medium education level showed a significant increase in duration while signing their names without visual feedback in comparison to those with higher education levels. The combination of the above findings suggests that handwriting is not fundamentally influenced by visual feedback.  Purchase Article - $10

INTEGRASI PENDIDIKAN DAN IMPLIKASINYA TERHADAP LEMBAGA PENDIDIKAN DI INDONESIA

Edupedia ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 89-97
Author(s):  
Moh Kamilus Zaman
Keyword(s):  
Social Sciences ◽  
Department Of Education ◽  
Educational Institutions ◽  
Integrated Learning ◽  
General Curriculum ◽  
Islamic School ◽  
Scientific Integration ◽  
Culture Of Education

Integration has the meaning of merging or assimilating into one unified whole. In Indonesia, the concept of scientific integration has implications for the management of educational institutions. The release of SKB of three Ministers (Department of Education and Culture, Ministry of Home Affairs, and Ministry of Religion Affairs) which sets out the provision of curriculum in madrasah (Islamic school) which balancing between general curriculum and religious curriculum (70%: 30%) is a manifestation of this integration. SMA Nurul Jadid Probolinggo and MAN 3 Malang are able to apply an integrated learning. This is because those schools have facilitated dormitories for students with a series of Islamic-based activities outside learningtimes in kaffah. UIN Malang as the pioneer of establishment of ma’had or student’s dormitorieswhich used culture of education adapted from the culture of the university.UIN Malang and UIN Jakarta prefer to use approach of Imam Al-Ghazali which classify the sciences into fardlu ‘ain and fardlu kifayah by takwil method taken from social sciences. But UIN Jakarta used a paradigm of integration of dialogical science.

PENGETAHUAN IBU HAMIL TENTANG POSISI HUBUNGAN SEKSUAL PADA MASA KEHAMILAN

2018 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Ni Wayan Noviani ◽  
Ni Komang Sari Suindani
Keyword(s):  
Pregnant Women ◽  
Sampling Technique ◽  
Sexual Relationship ◽  
Inclusion Criteria ◽  
Sexual Relations ◽  
Cross Sectional ◽  
Descriptive Research ◽  
Abstract Knowledge ◽  
Medium Education ◽  
Research Type

<p><strong><em>Abstract: Knowledge of Pregnant Women About Sexual Relations Position During Pregnancy</em></strong><em>. The purpose of this study was to determine the knowledge of pregnant women about the position of sexual relations during pregnancy in BPM Wahidah, S.ST Year 2017. This research type is descriptive research with cross sectional approach by using accidental sampling technique. The population of this study were pregnant women who did the examination in BPM Wahidah, S.ST. The number of samples is 50 respondents who meet the inclusion criteria. This research started from 6-21 february 2017. The result showed that pregnant woman's knowledge about the position of sexual relationship during pregnancy was mostly (54%) knowledgeable enough. A small percentage of respondents aged 20-35 years ie 11 people (22%) have enough knowledge, from the work showed that almost half of respondents ie 23 people (46%) who do not work have enough knowledge, from education showed that almost half of respondents or 16 people (32%) who have medium education have enough knowledge, and from parity shows that almost half of respondents are 14 people (28%) who are multiparous have enough knowledge.</em></p><p><strong> </strong></p><p><strong>Abstrak : Pengetahuan Ibu Hamil Tentang Posisi Hubungan Seksual Pada Masa Kehamilan. </strong>Tujuan penelitian ini adalah untuk mengetahui pengetahuan ibu hamil tentang posisi hubungan seksual pada masa kehamilan di BPM Wahidah, S.ST Tahun 2017. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan <em>cross sectional </em>dengan menggunakan teknik <em>accidental sampling. </em>Populasi penelitian ini adalah ibu hamil yang melakukan pemeriksaan di BPM Wahidah, S.ST.Jumlah sampel sebanyak 50 responden yang memenuhi criteria inklusi.Penelitian ini dimulai dari tanggal 6-21 februari 2017. Hasil penelitian menunjukkan bahwa pengetahuan ibu hamil tentang posisi hubungan seksual pada masa kehamilan sebagian besar (54%) berpengetahuan cukup. sebagian kecil responden umur 20-35 tahun yaitu 11 orang (22%) memiliki pengetahuan cukup, dari pekerjaan menunjukkan bahwa hampir setengahnya responden yaitu 23 orang (46%) yang tidak bekerja memiliki pengetahuan cukup, dari pendidikan menunjukkan bahwa hampir setengahnya responden atau 16 orang (32%) yang berpendidikan menengah mempunyai pengetahuan cukup, dan dari paritas menunjukkan bahwa hampir setengahnya responden yaitu 14 orang (28%) yang multipara memiliki pengetahuan cukup.</p>

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