scholarly journals Reflections on the SWSEEL Russian program from a sociocultural perspective: Challenges and benefits

2014 ◽  
Vol 3 ◽  
pp. 112-126
Author(s):  
Martina M. Barnas ◽  
Snezhana Zheltoukhova
Keyword(s):  
Russian Language ◽  
Learning Theories ◽  
Learning Design ◽  
Sociocultural Perspective ◽  
Indiana University ◽  
Sociocultural Learning ◽  
Language Programs ◽  
The Us ◽  
Sociocultural Learning Theories ◽  
Russian Program

The SWSEEL intensive language summer training program held annually at the Bloomington campus of Indiana University is one of the oldest and most popular intensive Russian language programs in the US. In this paper we reflect on our respective combined experience as a Russian course learner and a Russian course instructor to identify benefits and potential challenges from the perspective of sociocultural learning theories as developed in the field of Learning Sciences. We show the sociocultural lens is well suited for describing learning in the SWSEEL environment, and the Russian SWSEEL course is designed and taught in agreement with perspectives of learning in sociocultural learning theories. Ultimately, sociocultural instructional strategies strengthen the SWSEEL model and validate the application of sociocultural learning design in the context of intensive language programs.

scholarly journals What do sports, learning Japanese, and teaching English have in common? Sociocultural learning theories, that’s what

2006 ◽  
Vol 28 (1) ◽  
pp. 23 ◽  
Author(s):  
Neil Cowie
Keyword(s):  
Cultural Capital ◽  
English Language ◽  
English Language Teaching ◽  
Learning Theories ◽  
Cultural Learning ◽  
Teaching Beliefs ◽  
Sociocultural Learning ◽  
Language Classroom ◽  
Sociocultural Learning Theories ◽  
Perceptions Of School

An analogy is drawn between how sports in Japan are practiced, and how Japanese as a second language is taught. These two areas are examined through the frameworks of sociocultural and cultural learning theories which have led the author to reflect on and adjust his own English language teaching beliefs. These theories are then linked with Bourdieu’s concept of “cultural capital” in which students are socialized into certain educational practices and perceptions in order to succeed in a society. It is argued that when students move from the familiar practices and perceptions of school to the different ones of a university foreign language classroom, both they and their teachers, need to be given time and the means to adapt to new forms of cultural capital. 本論文は日本におけるスポーツ・トレーニングと日本語を外国人に教える方法との間に類似性を指摘する。この二つの分野の教授法を社会文化学習理論及び文化学習理論の枠組みから考察し、これにより著者はこれまでの自己の英語教育への信条を反省し、調整する。さらに社会文化学習理論をBourdieuの提唱するcultural capital概念、つまり学習者は社会で成功するために特定の教育慣行や認識に順応していくという考え方と連動させる。本論文は学習者が従来慣れ親しんできた学習法や認識を脱して大学の外国語授業へと移行できるまでには、学習者が、そしてまた教師が、新しい形のcultural capitalに適合できるだけの時間と手段が必要であることを提唱する。

scholarly journals Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen. "Inquiry Based Science Education and the socio-cultural anchored dialogue in science teaching"

2012 ◽  
Vol 8 (2) ◽  
pp. 162-177 ◽  
Author(s):  
Lars Domino Østergaard
Keyword(s):  
Science Education ◽  
Action Research ◽  
Primary School ◽  
Science Teaching ◽  
Best Practice ◽  
Learning Theories ◽  
Action Research Project ◽  
Sociocultural Learning ◽  
Research Project ◽  
Sociocultural Learning Theories

Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects). The method is central in the action research project NatSats, where focus is on children’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based on the student’s premises is able to support hypothesizing, which initiates explorative and investigative challenges for the students.

scholarly journals High Altitude Makes for High Energy

2018 ◽  
Vol XII (1) ◽  
pp. 99-101
Author(s):  
Tin Wegel
Keyword(s):  
High Energy ◽  
Indiana University ◽  
Lifelong Learners ◽  
Conference Room ◽  
Northern Colorado ◽  
The Us ◽  
Language Classrooms ◽  
University Of Northern Colorado ◽  
Performative Pedagogy ◽  
The University

On January 19, 2018 about 80 people sat in an unassuming conference room on the campus of the University of Northern Colorado in Greeley, chatting and signing away cheerfully with their seat neighbors in anticipation of the keynote address by Susanne Even from Indiana University in Bloomington, IN. The lively crowd of students and faculty members from across the country was clearly already in a chatty mood before the official introduction by Erin Noelliste, the lead organizer of the 5th Scenario Symposium on Performative Pedagogy, kicked off an engaging and interactive evening and day ahead. The idea behind this particular symposium was to focus on the use of drama to enhance learning in education and foreign languages, as the program stated. It was the second of its kind held in the US and thus aimed at broadening readership and scope of the Scenario Journal, with the goal of inspiring creativity and improvisation in foreign language classrooms. The keynote speaker Susanne Even took the podium and I dare say she could not have hoped for a more involved group of lifelong learners. Her keynote talk, made accessible to all participants by sign language interpreters, was the first presentation in the 2018 ...

Evaluating Learning Designs through the Formal Representation of Pedagogical Patterns

2011 ◽  
pp. 86-105 ◽  
Author(s):  
Diana Laurillard ◽  
Dejan Ljubojevic
Keyword(s):  
Learning Theories ◽  
Learning Design ◽  
Design Practice ◽  
Formal Representation ◽  
The Way

To test the approach, in this chapter, we present the way in which several learning theories can be mapped onto the Conversational Framework, and use this to provide the means by which instances of learning design practice can be pedagogically evaluated in a systematic and computationally interpretable way. The chapter concludes with the early findings from the thinking-prototype tests of evaluative capability of the framework.

The Heringen Collection of the US Geological Survey Library, Reston, Virginia

2008 ◽  
Vol 27 (2) ◽  
pp. 242-265 ◽  
Author(s):  
R. Hadden
Keyword(s):  
Third Reich ◽  
Russian Language ◽  
Geological Survey ◽  
Terrain Analysis ◽  
Us Army ◽  
German Army ◽  
The Us ◽  
The Third Reich ◽  
Private Homes ◽  
The Military

A special collection of German, Polish, and Russian language books, maps and reports in the US Geological Survey Library has an interesting and unusual history. The so-called ‘Heringen Collection’ came from Nazi Germany. Many of these items were captured from libraries, offices and even private homes as the German Army advanced into neighboring countries. In the last days of the war, these maps, reports, photos and other records were sent from the Military Geology offices in Berlin to the safety of a deep potash mineshaft in Heringen (Werra), in Hessen, Germany. A group of US Army soldiers found these lost records of the Third Reich. When removed from the Heringen mine, those records that dealt with the earth sciences, terrain analysis, military geology and other geological matters were sent to the USGS, and eventually came to reside at the USGS Library. The printed papers and books were mostly incorporated into the main collection, but a portion of the materials have never been cataloged, calendared or indexed. These materials have many current uses, including projects of value to citizens in their nations of origin.

scholarly journals Systematic Review of Integration and Radicalization Prevention Programs for Migrants in the US, Canada, and Europe

2021 ◽  
Vol 12 ◽  
Author(s):  
Natalia Del Pino-Brunet ◽  
Isabel Hombrados-Mendieta ◽  
Luis Gómez-Jacinto ◽  
Alba García-Cid ◽  
Mario Millán-Franco
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Local Population ◽  
Prevention Programs ◽  
Intervention Programs ◽  
Bibliographic Databases ◽  
Host Countries ◽  
Language Programs ◽  
The Us

Background: International migration processes are some of the most important events of our time. Migrating implies a broad range of factors that affect integration, and which may be linked to radicalization. Host countries use different methods for the integration of migrants. The aim of this systematic review is to analyze intervention programs that aim at promoting social integration and preventing the radicalization of migrants, with the objective of studying actions carried out in the US, Canada, and Europe to this effect.Method: Worldwide known bibliographic databases (PsyCINFO, Sociological Abstracts, Psycarticles, Psychology Database, Medline, SCOPUS, and Google Scholar) were used to search studies published before January 2019 and which analyzed integration or radicalization prevention programs with migrants.Results: A total of 601 studies were screened, from which 18 met the inclusion criteria. The analysis of programs addressed to migrant women points to a decrease in loneliness and depression and an increase of migrants' perception of social support and self-esteem. Programs carried out in schools and families improve children's knowledge of their culture and that of others, increase their feelings of inclusion, and reduce their aggressiveness, stress, and anxiety. Language programs promote communication and employment search, as well as improve migrants' quality of life. One of the most effective activities included in these programs is to connect recently arrived migrants with local population and/or long-term residents. The latter act as mentors and teachers, helping recently arrived migrants understand resources and to be more integrated in the new country, as well as reducing discrimination from the local population.Conclusions: The review concluded the importance of intervention programs for integration, migrants' quality of life, prevention of extreme behaviors, and intercultural cohabitation. Future programs must be more detailed regarding participants' information and carry out more comprehensive assessments.

scholarly journals HOW SCAFFOLDING CONCEPT IS REALISED THROUGH THE USE OF FEEDBACK: A SOCIOCULTURAL PERSPECTIVE

2019 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Entusiastik
Keyword(s):  
Learning Process ◽  
Corrective Feedback ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Sociocultural Perspective ◽  
Learning Context ◽  
The Us ◽  
L2 Learners ◽  
Experimental Researches

The aim of this paper is to discuss how the metaphor of scaffolding is realised through the use of feedback in an ESL class in the US. In doing the analysis, I look at three types of feedback (self-feedback, peer feedback, and teacher feedback) and how each type help to shape the learning process in the learning context which is discussed. A number of experimental researches indicate that L2 learners would benefit from corrective feedback -regardless of the type of the feedback (Alfaajreh and Lantolf, 1994; Caroll and Swain, 1992). In the same vein, from this learning context, it can be concluded that each type of feedback can potentially serve as a mediation tool to scaffold students’ learning process.

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