Older Refugees in Germany: What Are the Reasons for the Difficulties in Language-learning?

2019 ◽  
Author(s):  
Ahmad Al Ajlan
Keyword(s):  
Language Learning ◽  
Old Age ◽  
Qualitative Interviews ◽  
Learning Difficulties ◽  
Language Teachers ◽  
German Language ◽  
Highly Educated ◽  
Readiness To Learn ◽  
Efficient Integration ◽  
Low Educated

Abstract Learning the German language plays a central role in the integration of refugees in Germany. However, older refugees in particular often face learning difficulties, hindering their efficient integration. Based on qualitative interviews with five low-educated older refugees, five highly educated older refugees and five language teachers, I find that the core of the problem is the meaning that policymakers ascribe to refugees as a homogeneous group and to the need to teach refugees the German language as a temporary phenomenon. Moreover, there is a contradiction in the meaning that the language teachers and the older refugees ascribe to old age. While the language teachers doubt the ability and the readiness of older refugees to learn due to the difficulties that they face, older refugees do not attribute a negative meaning to old age and they do not doubt their ability or their readiness to learn the German language.

Freiwilliges Engagement in der „Lebensphase Alter“. Eine kontrastierende Betrachtung von niedrig- und ­hochgebildeten Personen in der Altersgruppe 50+ mit dem Freiwilligensurvey 2014

2020 ◽  
Vol 69 (5) ◽  
pp. 349-374
Author(s):  
Frank Micheel
Keyword(s):  
Old Age ◽  
Healthcare Provision ◽  
Individual Values ◽  
Individual Level ◽  
Highly Educated ◽  
Freiwilliges Engagement ◽  
Political Implications ◽  
Educational Groups ◽  
The Individual ◽  
Low Educated

Zusammenfassung Aus der Literatur ist bekannt, dass der Zugang zum Freiwilligenbereich in der „Lebensphase Alter“ durch Bildungsnachteile systematisch erschwert wird. Dieser Beitrag diskutiert, welche Faktoren ein freiwilliges Engagement von älteren Niedriggebildeten begünstigen und wie stark sie im Vergleich zu Hochgebildeten wirken. Auf Basis des Freiwilligensurveys aus dem Jahr 2014 wird nach differenzierenden Merkmalen (demografische Merkmale, Ressourcen, persönliche Werte sowie kontextuelle Aspekte) zur Erklärung freiwilliger Aktivitäten innerhalb der beiden Bildungsgruppen untersucht. Aus den multivariaten Analysen lassen sich folgende politische Implikationen ableiten: Strukturelle Verbesserungen in der gesundheitlichen Versorgung, in den ostdeutschen Regionen sowie in der Stadt- und Sozialplanung erhöhen die Chancen für Niedriggebildete zur sozialen Teilhabe im Freiwilligenbereich. Auf der individuellen Ebene ist die Stärkung der wahrgenommenen Erwartungskompetenz ein vielversprechender Ansatz. Abstract: Volunteering in Old Age: A Comparison Between Low and Highly Educated Individuals Aged 50+ It is known from literature that access to volunteering in old age is systematically restricted by educational disadvantages. This article discusses which factors enable older people with low education to volunteering compared to highly educated people. Based on the German Survey on Volunteering from 2014, empirical investigations explore differentiated characteristics (demographics, resources, individual values and social aspects) explaining volunteering within both educational groups. The following political implications are derived from multivariate analyses: Structural improvements in the areas of healthcare provision, in Eastern Germany, as well as urban and social planning raise the odds for volunteering among the low educated. On the individual level, improving perceived self-efficacy is a promising approach.

Wie Zijn 'Onze' Leerders?

1999 ◽  
Vol 62 ◽  
pp. 87-97
Author(s):  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Language Teachers ◽  
The Other ◽  
Learning And Teaching ◽  
Highly Educated ◽  
Other Hand ◽  
L2 Learners ◽  
The One

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.

UNDERSTANDING SECOND LANGUAGE LEARNING DIFFICULTIES.Madeline E. Ehrman. Thousand Oaks, CA: Sage, 1996. Pp. xvii + 346. $25.95 paper.

1998 ◽  
Vol 20 (3) ◽  
pp. 434-435
Author(s):  
Anna Uhl Chamot
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Adult Students ◽  
Language Learners ◽  
Second Language Learning ◽  
Learning Difficulties ◽  
Language Teachers ◽  
Esl Students ◽  
Major Focus ◽  
Foreign Language Learners

The purpose of this book is to provide language teachers with insights and tools for understanding some of the reasons why their adult students often encounter less-than-smooth sailing when trying to learn another language. The book explores a variety of case studies that involve real students, thus bringing to life the human dimension of the learning difficulties presented. Although some examples of ESL students are provided, the major focus is on foreign language learners. Ehrman's felicitous writing style ensures that the book reads like an extended and intellectually stimulating conversation with the author.

Audio Stories as Incidental Language Teachers

2020 ◽  
pp. 1-12 ◽  
Author(s):  
Ute Ritterfeld ◽  
Timo Lüke
Keyword(s):  
Language Learning ◽  
Low Socioeconomic Status ◽  
Language Teachers ◽  
Control Group ◽  
Low Socioeconomic ◽  
Migrant Families ◽  
Populations At Risk ◽  
Grammatical Skills ◽  
Entertainment Value

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

Methods Of Teaching English Literature For Students Of Graduation In Andhra Pradesh

Think India ◽  
2019 ◽  
Vol 22 (2) ◽  
pp. 455-457
Author(s):  
Y.L MARREDDY
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Teaching Literature ◽  
Universal Language ◽  
Level Of Understanding

Y.L MARREDDY English is recognized as a universal language. Learning English is inevitable in this present global scenario. It also acts like a link language. Especially, English literature enables learners to develop critical thinking skills, helps to discover and enlighten themselves. It is quite challenging task to teachers to teach literature for studentsin non native English countries like India. The role of the language teachers becomes predominant and the methods of teaching literature according to the students’ level of understanding also play a significant role because studying literature assists students’ tohave real time experiences, passion for language acquisition and think innovatively. In this context, it is necessary for teachers to distinct between teaching literature for special purposes or it is used as a resource language for teaching this foreign language. This paper throws light on the importance of teaching literature, several approaches and methods of teaching literature at graduate level. Literature connects the cultures across the world, throws challenges to solve and even to heal some cultures. It really provides an individual space for learners to express themselves and improve competence levels among them. It allows learners to share their participation in the experience of others, strengthens to shape, alter their attitude and meet their expectations.

PENERAPAN METODE BERMAIN PERAN UNTUK MENINGKATKAN PEMBELAJARAN BAHASA INDONESIA ASPEK BERBICARA

2017 ◽  
Vol 6 (2) ◽  
pp. 223
Author(s):  
Musa Ismail
Keyword(s):  
High School ◽  
Language Learning ◽  
Role Play ◽  
Senior High School ◽  
Language Teachers ◽  
Literary Works ◽  
Communication Ability ◽  
The Subject ◽  
Bahasa Indonesia

Indonesian language (IN) is one of the obligatory lessons in Senior High  School. The learning of Indonesian language is pointed to the  increasing ability of students. This aim  to increase students’ ability to communicate in Indonesian language well and properly. The communication ability is expected especially in oral and written. Besides, students are hoped to  be  able  to  appreciate  literary works. The objective of this research is to identify and to describe the implementation of role play method in the efforts to increase the activity of Indonesian language  learning  in speaking aspects and to identify and to get  the description whether  the implementation of the method can increase process and result speaking aspect of Indonesian language learning of students class XI IPS 1, Semester 1, SMAN 3 Bengkalis. The method used was classroom action method and the subject was class XII IPS 1, semester 1, SMAN 3 Bengkalis. The collection of data and information were carried out by observation, journal and document study. The result of the research showed that (1) The implementation of of  role play method can increase  the activities of  speaking aspects  in   Indonesian  language learning. On the  1st cycle1, 1st meeting, the percentage of students’ activities was 73% with the good category (3,6), while on the second meeting, it was 82% with the very good category (3,7). On the first meeting of the second cycle, the percentage of students’ activities became 83% with the very good category (4,3), while on the second meeting was 96% with the  very good category (5,0), (2) The implementation of role play method is able to increase the result of speaking aspect in learning Indonesian language. On the first cycle, the students’ reserved effort was 73% while on the second cycle was 77%. Meanwhile, based on attachment 3, the classical completeness on cycle 1 reached 86%, on cycle 2,  it  increased 96%. Based on the result  of  the  research,  the  researcher proposed that it would be better for the Indonesian language  teachers to implement role play method for the materials  that  are  suitable  with . speaking aspects. The reason is that this method is proved to be able to increase the process and result of students  learning. When implementing  this method,  teachers are hoped to give guidance, motivation, and explanation that more focused so that students can learn optimally.Abstrak  Bahasa Indonesia (BI) merupakan salah satu mata pelajaran wajib di SMA. Pembelajaran BI diarahkan  untuk  meningkatkan  kemampuan  peserta  didik.  Hal  ini  bertujuan  untuk meningkatkan  kemampuan  siswa  berkomunikasi  dalam  BI  dengan  baik  dan  benar. Kemampuan  berkomunikasi  yang  diharapkan  terutama  secara  lisan maupun  tulisan.  Selain itu,  siswa  diharapkan  juga  sanggup mengapresiasi  hasil  karya  sastra.  Tujuan  penelitian  ini adalah untuk mengetahui dan mendeskripsikan bagaimana penerapan metode bermain peran dalam upaya meningkatkan aktivitas pembelajaran BI aspek berbicara dan untuk mengetahui dan mendeskripsikan  apakah  penerapan metode  bermain  peran  dapat meningkatkan  proses dan  hasil  pembelajaran  BI  aspek  berbicara  siswa  kelas  XI  IPS  1,  Semester  1,  SMAN  3 Bengkalis. Metode  penelitian  ini  adalah  penelitian  tindakan  kelas  dengan  subjek  penelitian siswa  kelas  XII  IPS  1,  semester  1,  SMAN  3  Bengkalis.  Pengumpulan  data  dan  informasi dilakukan melalui observasi/pengamatan,  jurnal, dan telaah dokumen. Hasil penelitian, yaitu  (1)  Penerapan  metode  bermain  peran  dapat  meningkatkan  aktivitas  pembelajaran  Bahasa Indonesia aspek berbicara pada  siswa kelas XI  IPS  1, Semester  1, SMAN  3 Bengkalis T.P. 2013/2014.  Pada  siklus  1  pertemuan  1,  persentase  aktivitas  belajar  siswa  adalah  73  persen dengan kategori  baik  (3,6),  sedangkan pertemuan  2  sebesar 82 persen dengan kategori  baik (3,7). Pada siklus 2 pertemuan 1, persentase aktivitas belajar siswa menjadi 83 persen dengan kategori sangat baik (4,3), sedangkan pertemuan 2 sebesar 96 persen dengan kategori sangat baik  (5,0);  (2)  Penerapan  metode  bermain  peran  dapat  meningkatkan  hasil  pembelajaran Bahasa Indonesia aspek berbicara siswa kelas XI IPS 1, Semester 1, SMAN 3 Bengkalis T.P 2013/2014. Pada siklus 1, daya serap siswa sebesar 73 persen, sedangkan siklus 2 sebesar 77 persen. Sementara itu, berdasarkan Lampiran 3, ketuntasan klasikal pada  siklus  1 mencapai 86  persen,  sedangkan pada siklus 2 meningkat  menjadi  96  persen. Berdasarkan hasil penelitian, peneliti menyarankan agar guru mata pelajaran, khususnya Bahasa Indonesia sebaiknya menerapkan metode bermain  peran untuk materi yang sesuai dengan aspek berbicara. Alasannya, metode ini terbukti mampu meningkatkan aktivitas dan hasil belajar siswa. Ketika menerapkan metode bermain peran untuk aspek  berbicara, guru dituntut memberikan bimbingan, motivasi, dan penjelasan yang  lebih  terfokus agar siswa dapat melaksanakan pembelajaran dengan maksimal.

scholarly journals Older workers imagining retirement: the collapse of agency, or freedom at last?

2021 ◽  
pp. 1-19
Author(s):  
Anne Skevik Grødem ◽  
Ragni Hege Kitterød
Keyword(s):  
Older Adults ◽  
Old Age ◽  
Older Workers ◽  
Qualitative Interviews ◽  
Social Meaning ◽  
Active Engagement ◽  
Work Patterns ◽  
Ideal Types ◽  
Retirement Decisions ◽  
The Ideal

Abstract Images of what retirement is and ought to be are changing. Older workers are being encouraged to work for longer, at the same time, older adults increasingly voice expectations of a ‘third age’ of active engagement and new life prospects. In this article, we draw on the literature on older workers’ work patterns and retirement transitions (noting push/pull/stay/stuck/jump factors), and on scholarship on the changing social meaning of old age, most importantly the notions of a ‘third’ and ‘fourth’ age. The analysis is based on qualitative interviews with 28 employees in the private sector in Norway, aged between 55 and 66 years. Based on the interviews, we propose three ideal-typical approaches to the work–retirement transition: ‘the logic of deadline’, ‘the logic of negotiation’ and ‘the logic of averting retirement’. The ideal-types are defined by the degree to which informants assume agency in the workplace, their orientation towards work versus retirement and the degree to which they expect to exercise agency in retirement. We emphasise how retirement decisions are informed by notions of the meaning of ageing, while also embedded in relationships with employers and partners.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

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