Le Maroc francophone en classe du FLE en Pologne : état des lieux et proposition didactique

2021 ◽  
pp. 179-199
Author(s):  
Dorota Pudo
Keyword(s):  
Communication Skills ◽  
Main Part ◽  
Cultural Distance ◽  
Lesson Plan ◽  
The Novel ◽  
Language Class ◽  
Cultural Specificity ◽  
Cultural Goals ◽  
Oral Interaction ◽  
Short Presentation

The article contains an idea for a lesson of French as a foreign language and focuses on the reading of a fragment from the Moroccan writer Tahar Ben Jelloun’s novel Enfant de sable. In the theoretical part, the author of the text analyses modern conceptions of interculturality in a language class as well as the place of literature in teaching foreign languages. The author also analyses the presence of Moroccan culture in French classes in Poland and the reasons why this presence seems so scarce. The objectives of the proposed lesson target communication skills (reading comprehension, oral interaction) and socio-cultural goals (getting to know a Moroccan author writing in French and increased awareness of cultural specificity of a foreign society). The chosen fragment illustrates a problem that is culturally distant to a Polish learner (a father broken by the fact that his seven children are all female, then apparently rejoicing at the birth of a boy). The proposed lesson develops as follows: it opens by an introductive discussion about Morocco and a short presentation of the author; the main part consists of reading the chosen fragment and completing some text-related exercises; finally, there follows a discussion aimed at achieving more cultural distance, focused on two questions: what elements of the fragment should be modified if the novel was to take place in Poland (and remain realistic) and what the learners’ emotions are toward the protagonist. Carrying out the lesson plan in one of Cracow’s high schools proved that the learners were able to achieve the present goals, and seemed genuinely interested in the discussed novel.

Student Attaintment of Skill Sets Through Capstone Course in Diploma in Civil Engineering Programme

2021 ◽  
Vol 8 ◽  
pp. 1-9
Author(s):  
Narita Binti Noh ◽  
Nurul Izziyantie binti Mat Noor ◽  
Syed Muhammad bin Syed Yahya ◽  
Muhammad Bazli Faliq bin Mohd Puad
Keyword(s):  
Problem Solving ◽  
Communication Skills ◽  
Civil Engineering ◽  
Lesson Plan ◽  
Problem Solving Skills ◽  
Skill Sets ◽  
Capstone Course ◽  
Main Programme ◽  
Scientific Skills ◽  
Programme Outcomes

Engineering education has become challenging compared to previous decade, the readiness of graduates before entering employement world is vital for the academician. Students are expected to possess all generic skill sets as needed by a qualified engineer including knowledge profile, engineering ability, communication, teamwork, and other relevant skills. In Malaysia, engineering graduates should possess 12 programme outcomes (PO) according to ETAC requirement, throughout the whole curriculum structure in diploma level. However, capstone course in Diploma Civil Engineering in UiTM only measures 3 main programme outcomes which are problem solving and scientific skills, communication skills, and ethics in engineering. The implementation of capstones course is reviewed for 3 consecutive semesters and student attaintment based on grade and programe outcomes is observed. This paper provides the assesment tools that had been mapped to programme outcomes through out 14 week lesson plan for final year students in Diploma Civil Engineering.This study was conducted in UiTM Pasir Gudang to measure the attainment of student’s skill set based on programme outcomes stated in the syllabus. It shows that, a graduate is considered to be good in communication skills and ethics in engineering but average in problem solving skills and scientific skills. Thus, a few recomandations have been made to improve the skills attainment among students at the faculty level.

Using Mobile Devices to Engage Students in Evolutionary Thinking

2015 ◽  
Vol 77 (8) ◽  
pp. 624-627
Author(s):  
Steven J. Lysne ◽  
Brant G. Miller
Keyword(s):  
Lesson Plan ◽  
Electronic Devices ◽  
Digital Data ◽  
The Novel ◽  
Undergraduate Biology ◽  
Outdoor Activities ◽  
Science School ◽  
Novel Method ◽  
Similarities And Differences ◽  
The University

We used personal mobile electronic devices (PMEDs) to engage students in a lesson to support evolutionary thinking in an undergraduate biology course. Community-college students enrolled in Biodiversity & Evolution, a core majors biology course, met for an optional field trip at the University of Idaho's McCall Outdoor Science School (MOSS) in central Idaho during the summer of 2014. Ten students participated in the classroom and outdoor activities. Students were provided with directions and objectives for the lesson, and students’ own PMEDs were used to capture images of the community of organisms in and around the outdoor campus. After returning from the field, students analyzed their digital data in the context of morphological similarities and differences to construct a phylogenetic hypothesis for the relationships of the organisms observed. Students’ comments were solicited regarding the activity, and feedback was generally positive. From the teachers’ perspective, students appeared highly engaged and the novel method was a success. We discuss the theoretical basis for using PMEDs and provide a detailed lesson plan.

scholarly journals Polska literatura najnowsza i Holokaust – edukacyjny potencjał fikcji?

2020 ◽  
pp. 372-388
Author(s):  
Agnieszka Czyżak
Keyword(s):  
Mental Hospital ◽  
Main Part ◽  
Jewish People ◽  
Second World War ◽  
The Novel ◽  
World War ◽  
German Occupation ◽  
The Holocaust ◽  
History Of ◽  
Second World

The article contains considerations regarding memory of the Holocaust in Polish contemporary prose and analyses the arguments for and against fictitious representations of theShoah. The author discusses the changes in treating fiction which narrates the history of Jewish people during the Second World War – from works of fiction published after the war (e.g. Wielki Tydzień by Jerzy Andrzejewski) to popular thrillers written in the 21st century. The main part of this article is devoted to a novel Tworki written by Marek Bieńczyk in 1999, telling a story of young people – Poles and Jews – employed in a mental hospital during German occupation. The novel was at the centre stage of discussion about relationship between fiction and the Shoah theme, yet the author of the article argues that it may serve as an important stepping stone in exemplifying history. This literary vision of the Holocaust (defined as “pastoral thriller”) shows educational possibilities of fiction.

scholarly journals STUDENTS MATHEMATICAL COMMUNICATION SKILLS ON COOPERATIVE LEARNING OF TGT TYPE TO SET MATERIAL

2017 ◽  
Vol 1 (2) ◽  
pp. 49
Author(s):  
Meinar Yuari Salsabil ◽  
Siti Inganah ◽  
Yus Mochamad Cholily
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Set Theory ◽  
Lesson Plan ◽  
Discussion Group ◽  
Learning Material ◽  
Mathematical Communication ◽  
Model Type ◽  
Qualitative Descriptive ◽  
Communication Ability

This study aims to describe students' mathematical communication skillsboth oral and written. The communication ability is observed through theapplication of cooperative learning model type TGT for set theory. Theresearch design was qualitative descriptive. The subjects of the study were 17students of class VII-B. The learning material were lesson plan,discussion group, game group, worksheet, game question, and written test.The research instruments were observation sheet of teacher activity, writtenand oral mathematical communication ability. The results of the study at thefirst meeting showed that the ability of oral mathematical communication hadsufficient category and written had low category. The second meeting of oralmathematical communication skills had sufficient category and written wasbetter than before. Oral mathematical communication improved at the thirdmeeting, while written in the low category. The fourth meeting was increasedin the ability of oral and written mathematical communication, for high oralmathematical communication and written with high category as well. Thestudents' mathematical communication skills from the first to fourthmeetings had increased. The average overall ability of oral and writtenmathematical communication was sufficient

scholarly journals ABOUT PARAPHRASES AND NICKNAMES IN THE NOVEL OF “CHOLIKUSHI”

2021 ◽  
Vol 02 (07) ◽  
pp. 5-9
Author(s):  
Muazzama Foziliya ◽  
Keyword(s):  
Main Part ◽  
The Novel ◽  
Lexical Unit ◽  
Methodological Tool

This article discusses the phenomenon of renaming events and individuals by describing their characteristics, not by their names. It has also been suggested that people have nicknames that refer to their strengths and weaknesses. Paraphrases are then used to describe speech as a means of stylistics. Paraphrases are said to be renaming by describing objects, events, and types, and their types are listed according to their structure. Paraphrases have been noted to serve not only to enrich charm, imagery, and speech, but also to reinforce its content. The lexical unit of the nickname, in turn, has four different meanings. At the same time, Rashod Nuri Guntekin connects the whole system of events in the novel “Cholikushi” with certain paraphrases and divides them into three parts: “Farida – Cholikushi”, “Farida – Silkworm”, “Farida – Gulbashakar”. It is said that the events of the work are developed by the author around these paraphrases, and the author creates original tools. It is emphasized that each paraphrase and nickname in the work is a unique invention of the author, which is skillfully used in the novel as a methodological tool. It is noted that Rashod Nuri Guntekin’s novel “Cholikushi” effectively used paraphrases and nicknames. The author is in his work “Çalıkuşu”( Cholikushi), “İpekböceği”(Silkworm), “Gülbeşeker”(Gulbashakar), “Evliya parmaklığı”(Saint’s paw), “Küçük”(Small) paraphrases, “Sakallı Amca”(Bearded Uncle), “Gourde”(Gourd), “San çıyanı”(Yellow scorpion), “Ayı Dayı”( Bear wrestler), “Sarı zalim”(yellow cruel), “Sarı mahluk”(yellow monster), “Düldül”(Duldul), “Odabaşı”(Captain), “Sevgili ayıcıklarım”(dear bears) emphasis was placed on the skillful use of nicknames in their place, and analyzed through examples. In the conclusion, the main part of the nicknames are Turkish words, some of which are Persian (gül, dayı) and Arabic (zalim, mahluk) words, only one nickname is French (gourde) which was used to convey the spirit of the time.

Learning to Analyze Unstructured Systems Using Forster's A Passage to India

2003 ◽  
pp. 256-272
Author(s):  
Athar Murtuza ◽  
Muhammad Ali
Keyword(s):  
Experiential Learning ◽  
Communication Skills ◽  
Systems Analysis ◽  
The Novel ◽  
Global Village ◽  
Literary Works ◽  
Teaching Resource ◽  
Managerial Decisions ◽  
Potential Benefits ◽  
Untapped Resource

The chapter seeks to promote use of literary works as a teaching resource for management information systems (MIS) courses. It does so by using a novel written by E.M. Forster to illustrate what may be done. The use of such a resource to supplement MIS teaching can help students’ communication skills and raise their awareness of cultural diversity in the global village. The main focus in this chapter, however, is to provide a way for instructors to impress upon students the need to be aware of the great number of managerial decisions that cannot be made using boiler-plate recipes. Managers who make decisions often must deal with unstructured situations involving non-recurring and non-routine issues. Such situations do not fit established models and conceptual frameworks; consequently, managers have to rely on their expertise in dealing with them. The education of MIS analysts and managers needs to include such awareness so they will be better prepared to deal with a world where the only constant is change. The chapter starts by discussing the various benefits that can result from using literary works in systems analysis courses. Works such as A Passage to India combine elements associated with both case studies and experiential learning. This makes literary works potentially a very useful resource for MIS curricula even though such an idea may seem unconventional. Even though MIS educators do not use literary works, other curricula aimed at various professions, such as medicine and law, are using them as a teaching resource. After discussing the potential benefits of this untapped resource, the chapter provides a synopsis of the novel. It then discusses the specific relevance of Forster’s novel for MIS and suggests ways of using it in systems analysis context.

EMERGENCY REMOTE FOREIGN LANGUAGE CLASS MANAGEMENT AS A TERTIARY TEACHING ISSUE

2021 ◽  
pp. 130-141
Author(s):  
Ol’ga R. Bondarenko ◽  
Keyword(s):  
Foreign Language ◽  
Research Literature ◽  
The Novel ◽  
Pedagogical Strategies ◽  
Language Class ◽  
Computer Mediated ◽  
Tertiary Teaching ◽  
Class Management ◽  
The Moment ◽  
Psychology Of Learning

The article discusses some features of teaching a foreign lan- guage in the context of an emergency remote shift, that is teaching unplanned and urgently switched from offline to online. It is likely that this format will keep a foothold in future to some extent, so it is worth paying attention to the development of teaching methods for such new specific contexts. The author examines such teaching from the perspectives of the general theory of management and the psychology of learning, incorporating the computer- mediated one. The purpose of the article is to propose an approach to op- timizing “classroom work” in an emergency remote format. The problem of management in a remote foreign language session is considered as a problem of teacher’s understanding of the entire focuses of pedagogical attention and selective intervention on those that need to be adjusted at the moment. Based on the generalization of the author’s own observations, the experience of teaching a foreign language under remote conditions, as well as the analysis of modern scientific research literature and a questionnaire survey of students, a conclusion was made about the productivity of using the basic concepts and provisions of the management theory in relation to the novel nonconventional conditions of language teaching. The role of the educator is similar to that of a manager developing successful pedagogical strategies, some of which are recommended in this paper.

scholarly journals “I am no Othello. I am a lie”: A Consideration of Reader-Response Theory as Language Learning Pedagogy and Teacher Philosophy

2017 ◽  
Vol 19 (1) ◽  
pp. 21
Author(s):  
Heba Elsherief
Keyword(s):  
Language Learning ◽  
Reader Response ◽  
Lesson Plan ◽  
The Novel ◽  
Response Theory ◽  
Reader Response Theory ◽  
Teaching Philosophies ◽  
The North ◽  
Educational Processes ◽  
Language Classroom

This paper seeks to articulate the understanding of transactional/reader-response as theory and its use in the language classroom as both teaching philosophy and pedagogy. First, I map the terrain of reader-response theory, its history, in general, and how it has been articulated in literary studies, in particular. Next, I briefly synthesise studies that sought to empirically study reader response in the classroom and question why these inevitably fail to engage meaningfully with it - and seem to instead only result in teacher “lesson plan” ideas. I offer a case study of a language student’s responses to the novel Season of Migration to the North (Salih, 2009) to argue that reader-response should be central to teaching philosophies that hope to centre learners in inclusive educational processes.

scholarly journals Characters’ nomination according to external features in Ilf and Petrov’s “12 chairs”

2019 ◽  
Vol 69 ◽  
pp. 00100
Author(s):  
Ekaterina R. Ratushnaya ◽  
Maria V. Savelyeva ◽  
Tatyana P. Timofeeva
Keyword(s):  
Main Part ◽  
Physiological State ◽  
Physical Characteristics ◽  
The Novel ◽  
Semantic Meaning ◽  
Multiple Levels ◽  
Vivid Description

The paper presents the analysis of nomination according to the external features of the characters in the novel “The Twelve Chairs” by I. Ilf and Eu. Petrov. The characters’ nomination is understood as the main part of the anthroponymic system of the novel. The system of nominations denoting a person according to different aspects is viewed as a complex of multiple levels including several subsystems or semantic unities. One of them is a unity of nominations denoting characters according to their external features. Due to their semantic meaning the units can be divided into two groups: units denoting a person according to permanent physical characteristics (such as age, sex, appearance) and units denoting a person according to situational physiological state or condition. The nominations in question serve to present a vivid description of personages and to express the esthetic impression based on the analysis of physical, physiological and anthropological qualities and states visually perceived by the author of nomination. The article will also touch upon the ways the nominations are translated into English by native speaking translators.

scholarly journals Using Gagne’s instructional design to teach communication skills in phlebotomy education through role-play

F1000Research ◽  
2022 ◽  
Vol 11 ◽  
pp. 46
Author(s):  
Amani Y. Owaidah
Keyword(s):  
Instructional Design ◽  
Communication Skills ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Role Play ◽  
Training Session ◽  
Medical Laboratory ◽  
Blood Collection ◽  
Medical Procedure ◽  
Medical Specialties

Background: Phlebotomy is a medical procedure that is performed frequently in the blood collection activities of medical institutions. The procedure involves close interaction with different types of patients—some of whom are cooperative and others, who, for many reasons, are not (for example, patients who have a fear of needles). Blood extraction is an essential skill in several medical specialties, such as in laboratory sciences. Lesson planning in phlebotomy education is mainly focused on procedural skills, and very little attention is given towards teaching communication skills despite the close patient interaction in phlebotomy. In this paper, I propose a lesson plan for teaching communication skills to medical laboratory sciences and nursing students based on Gagne’s instructional design. Methods: The training session included two main parts: training session using Gange’s instructional design and at the end of the session, the participants were surveyed for the effectiveness of the training session. Results: 17 participants were included in the study. Overall, the majority of the participants were highly satisfied with the effectiveness of the training session in teaching communication skills with all seven survey questions receiving a mean score of 4.58 on a Likert scale of 1-5. Conclusion: We demonstrated the effectiveness of Gange’s instructional beyond theoretical lesson planning to teach communication skills through role-play in phlebotomy education.

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