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

scholarly journals Treści z zakresu geografii przemysłu w podstawach programowych i wybranych programach nauczania oraz podręcznikach do geografii na poziomie gimnazjum i szkoły ponadgimnazjalnej

2008 ◽  
Vol 10 ◽  
pp. 267-272
Author(s):  
Mariola Tracz
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching Methodology ◽  
Analysis Method ◽  
Lower Secondary School ◽  
Geography Teaching ◽  
Upper Secondary ◽  
Industrial Geography ◽  
Presentation Methods ◽  
Upper Secondary Schools

This research employed the comparative analysis method in order to determine the range of industrial geography issues in secondary schools geography teaching programmes and textbooks. The aim of the research was to identify the factors that determine the choice and presentation methods of topics in industrial geography. The quantitative and qualitative analysis was conducted on the basis of a query of currently used state-approved teaching programmes and textbooks in geography for secondary schools (gymnasium, general, specialized, and technical secondary schools). In total, 15 programmes and 15 textbooks were analysed at the level of lower-secondary school, and 10 programmes and 10 textbooks at the level of upper-secondary schools. Generally, the issues in industrial geography are included in the II- and III-form programmes of both lower- and upper-secondary schools. The amount of time that the teacher can devote to industrial geography topics is rather small, and most often equals from 1 to 3 classes. Therefore it is crucial that the syllabuses and textbooks treat these issues in accordance with the contemporary trends in geography teaching methodology and with the industrial geography scientific state of the art. This article investigates how these assumptions are realized in relation to the industrial geography issues in the syllabuses, teaching programmes and textbooks.

scholarly journals L2 English derivational knowledge: Which affixes are learners more likely to recognise?

2016 ◽  
Vol 6 (2) ◽  
pp. 225-248
Author(s):  
Dmitri Leontjev
Keyword(s):  
Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
Vocabulary Knowledge ◽  
Significant Difference ◽  
Upper Secondary ◽  
Level I ◽  
Segmentation Task ◽  
Upper Secondary Schools ◽  
Different Levels

Knowledge of derivational morphology is considered an important aspect of vocabulary knowledge both in L1 (mother tongue) and L2 (second or foreign language) English language learning. However, it is still not clear whether different derivational affixes vary in their (learning) difficulty. The present study examines whether Bauer and Nation’s (1993) teaching order of L2 English affixes can account for the difficulty learners have with recognising the affixes. The participants in the study were L1 Estonian and Russian learners of English at upper-secondary schools in Estonia (n = 62). Their performance was measured on a word segmentation task. There were significant differences in the number of affixes the learners were able to successfully recognise at different levels, as classified by Bauer and Nation (1993). By and large, with the exception of no significant difference between Level 5 and Level 6 affixes, the higher the affix level was, the less likely the learners were to recognise the affixes at this level. I argue that these results can support the order proposed by Bauer and Nation. The implications of the finding for teaching and further research are also discussed.

A quantitative investigation of the effects of new generation vs traditional upper secondary schools in Cambodia through the lens of STEM transfer model

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sovansophal Kao
Keyword(s):  
Secondary Schools ◽  
Attitudes Toward Science ◽  
Content Type ◽  
Math Teachers ◽  
Upper Secondary ◽  
New Form ◽  
K 12 ◽  
New Generation ◽  
Upper Secondary Schools ◽  
Practical Implications

PurposeThis study aimed to examine the effects of Cambodia's New Generation Schools (NGS), as compared to their traditional counterparts, in enhancing the seven constructs: (1) science and math achievement, (2) science and math self-efficacy, (3) science and math outcome expectations, (4) attitudes toward science, (5) interactive science and math lessons, (6) support from science and math teachers and (7) encouragement and support in science from family.Design/methodology/approachThe two observations data was collected using self-rated questionnaire from 301 11th graders from five upper secondary schools located in three provinces of Cambodia. Independent sample t-test, Analysis of Covariance (ANCOVA) and dependent sample t-test were used to analyze the repeated measures data.FindingsThe study revealed that students from the NGS exhibited statistically higher scores for most constructs, especially for attitudes toward science. However, when controlling for the differences in the first observation data, the significant effects of the three constructs have been neutralized. Moreover, though there was an increase in science activities outside school, there was a negative trajectory in the other two sub-constructs of attitudes toward science and support from science and math teachers, both in NGS and traditional schools.Practical implicationsThese findings point some practical implications for enhancing the effectiveness of the two school types and further research.Originality/valueThere is heavy investment in new form of schools across the world to enhance students' learning and academic achievement in science and math in K-12 and to promote their interest in STEM in higher education. However, there is little document on the effectiveness of this new form of school, particularly in the Cambodian context.

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