scholarly journals Conceptualizing health literacy promotion in second language courses based on a realistic review

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Basic Education ◽  
Theory Of Change ◽  
Local Health ◽  
Ministry Of Education ◽  
Language Courses ◽  
Education Courses ◽  
Relevant Factors

Abstract Background Second language courses (SLC) and adult basic education courses are considered appropriate settings for promoting health literacy (HL) of vulnerable and hard-to-reach migrants and refugees. Yet, these courses and the process of HL promotion in SCL are not yet empirically well-understood. In the project SCURA, funded by the German Federal Ministry of Education and Research, we explored the role of SLC in HL promotion and developed interventions to improve the HL of newcomers. This study's aim was to analyze projects on HL promotion in SCL and to develop an empirically based theory of change. Methods We conducted a systematic literature search on HL and SCL on four databases (PubMed, PsycInfo, ERIC, google scholar) and a free online research. Two researchers screened titles, abstracts and full-text and identified 20 articles of 13 interventions eligible for a realistic review (Pawson 2005). We extracted the context and characteristics of the programs, methods, results, influences and triangulated the data to create a model. Results Despite the heterogeneous contexts, HL can be successfully promoted in SLC. The theory of change unfolds key program activities, outputs and outcomes, supporting factors and their relationships, and specifies the roles of teachers, health professionals, schools and students. The study reveals factors ensuring sustainability e.g. integrating health topics in the standard SLC, capacity building of teachers and institution, partnerships with local health services and focusing on language for health. Conclusions HL can be improved in SLC, but interventions need to adapt flexibly to the context and situation. Further relevant factors and process are depicted in the empirical-informed model facilitating the development of interventions and to advance the discussion on HL in SLC. Key messages Empirical data proves second language courses are adequate settings for promoting health literacy. The empirically-informed theory of change helps to guide the development of promising interventions to develop health literacy in second language courses.

scholarly journals Migrants and refugees’ children’s role in promoting the family health literacy in second language courses

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Empirical Evidence ◽  
Health Knowledge ◽  
Participant Observation ◽  
Family Health ◽  
Good Health ◽  
Vulnerable Groups ◽  
Ministry Of Education ◽  
Language Courses

Abstract Background Recent research on health literacy (HL) stresses the importance of the social context for children's HL, especially among vulnerable groups such as migrants and refugees. However, reaching migrant is difficult, so experts recommend adult second language courses (SLC) as promising settings to promote HL of migrants and their families. Yet, empirical evidence of promoting family health literacy (FHL) in SLC is scarce. The project SCURA, funded by the German Federal Ministry of Education and Research, therefore aimed at exploring how FHL is addressed in SCL and to develop an FHL promoting intervention. Methods We conducted a mixed-method study, including a scoping study on empirical evidence of HL in SLC (N = 17), analyses of international curricula (N = 22) and of German textbooks (N = 24), participant observation in two SLC (100 hours), expert interviews (N = 15) triangulated the findings and conceptualized an FHL intervention. Results Whereas health is a preferred topic in SLC because it is interesting, and engaging and included in the standard SLC curricula, FHL is rarely targeted and not defined. Qualitative data reveal a vast scope of FHL related occasions offering possibilities to improve parents' health knowledge, communication skills and health literacy. Based on the results, we developed and implemented a multi-modal diversity sensitive FHL program, integrated into SCL, that targets parents' and children's physical, mental and social health topics, promotes FHL, and empowers migrant families to make good health decisions within their new context. Conclusions Currently, standard SLC rarely target FHL in the curriculum, but FHL topics are informally discussed. Hence, training teachers to use the upcoming FHL topics to teach the second language is a win-win-solution for it achieves both aims: increasing HL and language skills.

scholarly journals Neglected assets in migrants’ health literacy promotion: Translanguaging and second language teacher

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Online Survey ◽  
Literacy Practices ◽  
Participant Observation ◽  
Group Discussion ◽  
Realist Review ◽  
Language Teachers ◽  
Language And Culture ◽  
Language Courses

Abstract Background Providing health care to migrants and refugees can be difficult due to language discordance, divergent cultural preferences and low levels of health literacy (HL). To improve it, experts suggest promoting newcomers' HL in second language courses (SLC). Yet, little empirical evidence exists on the promotion HL in SLC exist, and the HL debate ignored the plurilingual and pluricultural competencies defined in the Common European Framework of Reference for Languages. In the project SCURA, funded by the German Federal Ministry of Education and Research, we explored the role of HL in SLC and developed interventions to promote it. This study's purpose was to understand how HL is addressed in SLC, what teachers contribute and how first language and culture are used to promote HL. Methods In our multi-method study, we conducted a realist review of SLC (N = 13 interventions), document analyses of SLC teaching materials worldwide (N = 22) and of German textbook-series (N = 8*3), participant observation in two language courses (N = 100 hours), interviews (N = 15) and focus group discussion (N = 14) with German SLC teachers and an online survey (N = 25) among SLC teacher and triangulated our results. Results Four topics emerged: SLC material include various units on health stimulating HL development. Newcomers possess many assets (experiences, language and cultural skills) and show various strategies for using these assets to acquire new HL skills such as translanguaging, digital devices, social support. Teachers play a crucial role in promoting HL in informal conversations, by modelling and in developing interactive, asset-valuing HL-promoting activities. Conclusions HL interventions in SLC can draw from a wealth of assets and can be more promising by strengthening translanguaging and transculturing skills and providing discussion stimulating materials. Key messages Migrants’ health literacy practices are characterized by a unique use of translanguaging and transculturing. Second language teachers can promote migrants’ health literacy especially by facilitating learning opportunities that encourage them to use their assets.

Linguistic Awareness and second Language Learning

1989 ◽  
Vol 85-86 ◽  
pp. 85-104 ◽  
Author(s):  
Diana Masny
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Vital Role ◽  
Communicative Language Teaching ◽  
Ministry Of Education ◽  
Classroom Intervention ◽  
Linguistic Awareness ◽  
Second Language Development

The present paper is an attempt to gain a better understanding of the role of linguistic awareness in second language learning by studying the relationship between linguistic awareness and significant aspects of formal language learning : the learner, the classroom, and the curriculum. Accordingly, this paper examines the contribution of linguistic awareness to second language development and aims to show that classroom intervention in heightening linguistic awareness can be beneficial to the learner in the process of acquiring a second language. In addition, arguments are presented to point out that linguistic awareness can play a vital role within the framework of communicative language teaching. Finally, individual differences in language and language-related behaviour are examined in relationship to individual variation in linguistic awareness. This research was supported in part by a grant from the Quebec Ministry of Education (F.C.A.R. 86-AR-0274).

專業西班牙文翻譯課程實施自主學習之成效探討

2021 ◽  
Vol 26 (26) ◽  
pp. 093-126
Author(s):  
吳仙凰 吳仙凰
Keyword(s):  
Learning Strategies ◽  
Basic Education ◽  
Course Design ◽  
Life Time ◽  
Curriculum Planning ◽  
Team Work ◽  
Autonomous Learning ◽  
Ministry Of Education ◽  
Curriculum Guidelines

<p>教育部《十二年國民基本教育課程綱要總綱》強調學生是自發主動的學習者，學校教育應誘發學生的學習動機與熱情，並培育學生成為具有社會適應力與應變力的終身學習者。因此，本研究旨在探討專業西班牙文翻譯課程實施自主學習之成效，並實施問卷調查，了解學生對於翻譯教學結合自主學習之看法，包括課程設計、合作方式、成績評量及學習成效等面向。研究結果指出，藉由翻轉課堂上教師與學生之角色、鬆綁教學控制與結合控制動機等方式可誘發學生的學習動機並提升翻譯能力。</p> <p>&nbsp;</p><p>The Curriculum Guidelines of the 12-Year Basic Education of the Ministry of Education emphasize that students should be spontaneous and motivated learners. Thus, the role of schools is to stimulate students’ learning motivation and enthusiasm in order to prepare them for future societal adaptation and obtain the ability to be a life-time learner. Thus, this study aims to analyze the effects of integrating autonomous learning into the specialized Spanish translation class. The survey findings cover the following aspects: 1) course design: curriculum planning and didactic methodology and process; 2) translation assignments: individual and team work, semester-end learning projects; 3) translation assessment; 4) learning effectiveness. According to the students’ feedback from the questionnaires, the research demonstrates that students’ learning motivations and translation competences can be fostered in autonomous learning by the following methods: changing the roles of teachers and learners in the classroom, allowing students to decide their own learning strategies, and combining controlled motivational factors to encourage students.</p> <p>&nbsp;</p>

scholarly journals Measuring the Frequency of Critical Thinking in a Second Language Academic Discussion Course

2021 ◽  
pp. 237-268
Author(s):  
Samuel Reid ◽  
◽  
Travis West ◽  
Keyword(s):  
Second Language ◽  
Critical Thinking ◽  
English Language ◽  
Tertiary Education ◽  
Qualitative Difference ◽  
Ministry Of Education ◽  
Spoken Discourse ◽  
Language Courses ◽  
Categorization System ◽  
Objective Reasoning

As technology and globalization increase the chances of exposure to information, learners’ Critical Thinking (CT) and researchers’ ability to measure it will play an important role in developing modern educational experiences. This is particularly the case for English language learners who wish to enter tertiary education in English-speaking countries (Liaw, 2007; Wagner, 2010). Emphasis on such skills is increasingly a facet of language education in Japanese contexts. This can be seen in changes implemented by the Japan Ministry of Education, Culture, Sports, Science, and Technology which have encouraged a focus on CT in English language courses during recent years (MEXT, 2011). However, it can be difficult for second language (L2) learners to exhibit CT in an L2 (Bali, 2015; Luk & Lin, 2015). Measuring CT in learner output has also proven difficult, which can be an obstacle to further integrating CT in L2 pedagogy. Studies exploring ways of measuring CT in an L2 have largely focused on written work (e.g., Davidson & Dunham, 1997; Floyd, 2011; Stapleton, 2001), while analysis of CT in spoken L2 discourse has seen little attention. As a result, little advice can be found on practical steps for teachers to help learners display CT when speaking in an L2. This chapter describes a study of arguments made during group discussions in an L2 English Discussion course at a Japanese university. A corpus of spontaneous spoken discourse recorded during class was analyzed to measure the frequency of CT displayed in an academic setting where CT was not an explicit focus of the course. Arguments in the corpus were identified using Ramage et al.’s (2016) model of argument criteria, and a categorization system was developed in which discourse was classified as displaying either objective reasoning or subjective reasoning. Participants were found to have used approximately 72% objective and 28% subjective reasoning. However, further analysis revealed an important qualitative difference in arguments identified as incorporating objective reasoning. The results of the study suggest two areas that may help teachers promote an increase in student usage of CT: the importance of question prompts in orienting learners towards CT in their answers, and a specific focus on the role of pronoun usage in taking a subjective or objective stance.

scholarly journals Who cares about the digital culture at school?

2021 ◽  
pp. 270-282
Author(s):  
Elisabete Cruz ◽  
Fernando Albuquerque Costa ◽  
Carolina Pereira
Keyword(s):  
Learning Outcomes ◽  
Social Practice ◽  
Basic Education ◽  
Qualitative Change ◽  
Shared Responsibility ◽  
Decision Makers ◽  
Digital Culture ◽  
Ministry Of Education ◽  
Learning Area

The article assumes that the expansion of cultural content in basic education implies a qualitative change in the entire curriculum system. It rescues the idea of social micro spaces of common curriculum selection and reconfiguration and underlines the role of decision-makers in different groups. Namely, experts and specialists who, within the scope of the Learning Outcomes Project launched by the Portuguese Ministry of Education, supported the legitimation of ICT as a transdisciplinary learning area, consenting to shared responsibility in promoting digital culture. Based on the study carried out, involving 11 interviews, the article reveals the reasons that justify the detachment from a social practice that, paradoxically, was desired to be more articulated, integrated, and open to digital culture.

scholarly journals Implicit Theories of Directors in the Exercise of Pedagogical Leadership

2019 ◽  
Vol 8 (2S11) ◽  
pp. 522-528
Keyword(s):  
Basic Education ◽  
Implicit Theories ◽  
Shared Vision ◽  
Leadership Role ◽  
Pedagogical Practice ◽  
Ministry Of Education ◽  
Main Method ◽  
Institutional Climate ◽  
Depth Interview

This research article seeks to answer two questions: "What are the main Implicit Theories that can be inferred from principals about Pedagogical Leadership in some Alternative Basic Education Centers (CEBA) in Arequipa in a context of educational and teaching reforms?" and "What level of affinity do the Implicit Theories of CEBA principals have with that of their teachers about Pedagogical Leadership? The research was of a descriptive level, with a qualitative approach, and case studies were chosen as the main method. We worked with 10 directors to whom an in-depth interview was applied, which was transcribed and the corresponding analyses were made from this compilation. In addition, a Perceptions Scale was used on the pedagogical management of principals and teachers of CEBA itself. In a complementary manner, the field notebook was applied as a review of documents and tools for the analysis of discourse. The general results reveal that in the provisional categories such as shared vision, teacher training, conditions and results, institutional climate, student protagonism, curricular pertinence, reflection on pedagogical practice and pedagogical accompaniment, and the emerging categories such as access to leadership, role focus, key concept, central purpose, contextual problems, role of principals and specialists, and aspects of ABE normativity, principals have an Administrative-Centered Theory, more Conservative than Renewal Type. The few managers with a Pedagogical Centered Theory are more affiliative than transformative. Likewise, it was found that in general teachers have perceptions that are not aligned with those of their CEBA directors, which makes Pedagogical Leadership complex, making it necessary to build a distributed Pedagogical Leadership in a broad sense, rather than reducing it to the learning processes in the classroom, a fact that should contemplate the trainings promoted by the Ministry of Education

Kepemimpinan Kepala Pesantren dalam Implementasi Program Wajar Dikdas di Pondok pesantren Salafiyah (Studi Kasus di PP. Darutta’lim Wadda’wah Malang).

2019 ◽  
Vol 1 (1) ◽  
pp. 110
Author(s):  
Ahmad Muammar ◽  
Zaedun Na'im
Keyword(s):  
Elementary Education ◽  
School Leadership ◽  
Leadership Style ◽  
Education Program ◽  
Basic Education ◽  
Boarding School ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
Inhibiting Factors

Many students from the Salafiyah Islamic boarding school cannot continue their education to a higher level because of constraints in formal diplomas. Basic education program is one of the programs of the Ministry of Religion to overcome this. However, in its implementation it depends on the pesantren's own stakeholders, such as the role of the pesantren caregivers, pesantren head and pesantren instructors. Like in PP. Darutta'lim Wadda'wah Malang, which is one of the pesantren in Malang that has implemented a fair education program. In this case, the role of the head of the pesantren is very influential. Therefore, researchers are interested in carrying out research related to how the leadership of the pesantren head in implementing the fair education program. The focus of this research is about (1) How is the leadership of the pesantren head (2) how is the implementation of this program and also (3) what are the supporting factors and inhibiting factors of the program.The results of this study found that (1) Leadership characteristics of Darutta'lim Wadda'wah Islamic boarding school leadership in the implementation of the Elementary Education Program included in a democratic leadership style, including: Prioritizing deliberation in decision making, involving pesantren stakeholders in making policy, and providing opportunities to all pesantren stakeholders to give their opinions for the achievement of the success of the Elementary Education Program at the Darutta'lim Wadda'wah boarding school. (2) Implementation of the Basic Education Fair Program in PP. Darutta'lim Wadda'wah started with the socialization of the Ministry of Education, after the socialization activities, the City Ministry of Education also provided guidance to pesantren who wanted to implement the Elementary Education Program in their pesantren. Guidance includes how the licensing process to how the evaluation later. (3) Supporting factors for the implementation of the Basic Education Program at the Darutta'lim Wadda'wah boarding school include: the support of pesantren caregivers, the availability of educational infrastructure, experienced teaching staff, and the availability of supporting books. While the inhibiting factors include: the lack of time for learning activities, the tutor has not been able to get an educator certificate, the problem of funding, although getting assistance from BOS funds, the size depends on the number of students, learning facilities are still lacking, and limited teaching time for teachers.

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