School Segregation and Language-Based Ethnic Divisions

2020 ◽  
pp. 24-48
Author(s):  
Christina P. Davis
Keyword(s):  
Second Language ◽  
Ethnic Difference ◽  
Pedagogical Practices ◽  
School Segregation ◽  
Education Policies ◽  
Language Of Instruction ◽  
Local Education ◽  
School Based ◽  
Everyday Practices ◽  
English Students

Chapter 2 demonstrates the segregation of Sinhala- and Tamil-medium students and how linguistic, ethnic, and religious divisions were reinforced in national and local education policies and everyday practices. It looks at the implementation of the recent Sinhala-as-a-second-language (SSL), Tamil-as-a-second language (TSL), and English programs at Hindu College and Girls’ College in relation to the regimenting of language of instruction, ethnicity, and religion in school-based practices. At Hindu College, pedagogical practices and the school’s orientation as a Tamil-speaking sphere of practice prevented students from improving their skills in SSL and English. Students gained proficiency in English at Girls’ College, but the SSL and TSL programs were unevenly implemented, with Sinhala-medium students writing Tamil but refraining from speaking it. This chapter argues that while the trilingual policies were enacted to create interethnic harmony, national and local education policies and practices continue to use languages as a basis for ethnic difference, the results of which play out far beyond educational settings.

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

2021 ◽  
pp. 136216882199414
Author(s):  
Maite Santiago-Garabieta ◽  
Rocío García-Carrión ◽  
Harkaitz Zubiri-Esnaola ◽  
Garazi López de Aguileta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Educational Systems ◽  
Language Of Instruction ◽  
Dialogic Teaching ◽  
Collaborative Interactions ◽  
Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

scholarly journals E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment

2021 ◽  
pp. 161-181
Author(s):  
Sylvia Christine Almeida ◽  
Marilyn Fleer
Keyword(s):  
New York ◽  
Young Children ◽  
Everyday Life ◽  
Pedagogical Practices ◽  
Scientific Concept ◽  
Environmental Learning ◽  
Everyday Practices ◽  
Key Informant ◽  
The Everyday ◽  
Diverse Community

AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.

Formative experiences: methodological findings of training processes performed during the pandemic

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Everton De Almeida Nunes ◽  
Gilson Pereira dos Santos Júnior ◽  
Dean Lima Carregosa
Keyword(s):  
Qualitative Research ◽  
Research Group ◽  
Research Training ◽  
Methodological Approach ◽  
Pedagogical Practices ◽  
Training Process ◽  
Everyday Practices ◽  
The World ◽  
Formative Experiences ◽  
Digital Cultures

The pandemic has significantly impacted societies' ways of living around the world, reconfiguring everyday practices, including educational ones. Teachers had to become researchers open to experimentation with methodologies and technologies present in digital cultures and the formative experiences of the period became fertile fields of research for education. In this article, we share the methodological didactic findings found in the training process entitled "Use of Digital Interfaces for the Development of Pedagogical Practices in Times of Ubiquity", conducted by members of the Research Group on Education and Digital Cultures (E-CULT) at the Federal University of Sergipe in partnership with CESAD (UFS). It is a qualitative research with methodological approach in Research-Training in Cyberculture and dialogues with the foundations of multi-referentiality and complexity. The main methodological findings, which we analyze analytically, are: "Deconstruction of Hierarchies", "Insertion of Playfulness" and "Relay of Protagonism".

Living with difference: Refugee education and school segregation processes in Greece

Urban Studies ◽  
2019 ◽  
Vol 56 (15) ◽  
pp. 3162-3177 ◽  
Author(s):  
Pinelopi Vergou
Keyword(s):  
Rural Areas ◽  
Spatial Configuration ◽  
Forced Migration ◽  
Local Communities ◽  
Refugee Children ◽  
School Segregation ◽  
Structured Interviews ◽  
Education Policies ◽  
The Social ◽  
The Way

Global challenges and recent changes in conflict areas in the Middle East, Asia and Africa are reasons for the contemporary forced migration into European countries, which have become places of destination or transit posts for a great number of refugees. Cities have become the focus of the socio-spatial debate, as the main units for receiving refugees, either in state camps or in social housing in city centres. In this article, the focus is on the social-spatial configuration of refugee accommodation in local communities and the way these formations generate urban and school segregation. We argue that the placement of urban refugees in large, camp-like structures with low housing standards, mainly in areas outside cities or in rural areas, provides ground not only for social exclusion and ‘territorial stigmatisation’ but also for de facto school segregation. Furthermore, the attempts to house refugees in small cities, through United Nations and NGO-supplied houses, may also raise concerns about the way dispersal policies are implemented, with the distribution of refugee children in specific schools as a result of territorial social-spatial segregation. In both cases, the school segregation of refugees is connected not only with the implications of immigration and education policies but also with the social practices of local communities and the social-spatial characteristics that determine school education. The empirical material of this study is based on information on the socio-economic profiles of neighbourhoods at the census tract level and on qualitative research, through in-depth semi-structured interviews in two different cities in Greece.

Tweetaligheid en Alfabetisering Van Doven

1998 ◽  
Vol 59 ◽  
pp. 9-18
Author(s):  
Bob Kolsters
Keyword(s):  
Second Language ◽  
The Netherlands ◽  
Sign Language ◽  
Theoretical Framework ◽  
Deaf Children ◽  
Language Of Instruction ◽  
Educational Method ◽  
Notation System ◽  
Schools For The Deaf ◽  
Metalinguistic Knowledge

Schools for the deaf in the Netherlands are currently looking for ways of converting their current education into bilingual education. The first language of prelingual deaf children in the Netherlands is Sign Language of the Netherlands (SLN); their second language is Dutch. In the first part of the thesis, the bilingual situation of prelingual deaf children is examined with the help of a theoretical framework designed by J. Cummins and a model designed by J. Kurvers. Cummins' theoretical framework takes a thorough look at language development in different bilingual situations. Kurvers' model examines the different ways for bilingual people to obtain literacy. Both theories support the view that in order to stimulate development of the first and the second language, sign language should be the language of instruction in schools for the deaf as well as the language in which prelingual deaf children obtain literacy. Since this implies the use of a notation system for sign language in deaf education, the second part of the thesis deals with the design of a prototype of an educational method that stimulates metalinguistic knowledge with the help of such a notation system.

scholarly journals EYE GAZE AND PRODUCTION ACCURACY PREDICT ENGLISH L2 SPEAKERS’ MORPHOSYNTACTIC LEARNING

2016 ◽  
Vol 39 (4) ◽  
pp. 851-868 ◽  
Author(s):  
Kim McDonough ◽  
Pavel Trofimovich ◽  
Phung Dao ◽  
Alexandre Dion
Keyword(s):  
Second Language ◽  
Test Performance ◽  
Eye Gaze ◽  
Learning Activities ◽  
Learning Activity ◽  
Pattern Learning ◽  
Gaze Behavior ◽  
Target Pattern ◽  
English Students ◽  
The Relationship

This study investigated the relationship between second language (L2) speakers’ success in learning a new morphosyntactic pattern and characteristics of one-on-one learning activities, including opportunities to comprehend and produce the target pattern, receive feedback from an interlocutor, and attend to the meaning of the pattern through self- and interlocutor-initiated eye-gaze behaviors. L2 English students (N = 48) were exposed to the transitive construction in Esperanto (e.g., filino mordas pomon [SVO] or pomon mordas filino [OVS] “girl bites apple”) through comprehension and production activities with an interlocutor, receiving feedback in the form of recasts for their Esperanto errors. The L2 speakers’ interpretation and production of Esperanto transitives were then tested using known and novel lexical items. The results indicated that OVS test performance was predicted by the duration of self-initiated eye gaze to images illustrating the OVS pattern during the comprehension learning activity and by accurate production of OVS sentences during the production learning activity. The findings suggest important roles for eye-gaze behavior and production opportunities in L2 pattern learning.

Mathematics Learning in English as a Second Language

1984 ◽  
Vol 15 (2) ◽  
pp. 134-144
Author(s):  
Gilberto J. Cuevas
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learners ◽  
Mathematics Curriculum ◽  
Mathematics Learning ◽  
Reliability And Validity ◽  
Language Of Instruction ◽  
Complex Process ◽  
And Mathematics

When the language of instruction is English, the learning of mathematics by students for whom English is a second language raises some important issues. The complex process of learning a second language becomes especially difficult when the language forms learned first arc those of the classroom. The learning of mathematics requires a variety of linguistic skills that second-language learners may not have mastered. Furthermore. special problems of reliability and validity arise in assessing the mathematics achievement of students from a language minority. A mathematics curriculum is needed that would develop second-language skills, and more research is needed into the relation between second-language learning and mathematics learning.

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