scholarly journals Direito à educação linguística de alunos migrantes e refugiados: Reflexões sociopolíticas, sociolinguísticas e educativas em torno dos casos Brasileiro e Alemão

2021 ◽  
Vol 29 ◽  
pp. 70
Author(s):  
Tatyana Friedrich ◽  
Sílvia Melo-Pfeifer ◽  
Bruna Ruano
Keyword(s):  
Language Learning ◽  
Comparative Method ◽  
Cultural Perspective ◽  
Right To Education ◽  
Refugee Students ◽  
Learning And Teaching ◽  
Specific Dimension ◽  
Linguistic Human Rights ◽  
The Right ◽  
Concrete Language

In this contribution, we reflect upon migrants’ right to linguistic education as a specific dimension of their right to education. Based on the Linguistic Human Rights approach (Skutnab-Kangas Phillipson, 1995; also Hamel, 1995; Oliveira, 2003), we will argue that migrant and refugee students should see their right to linguistic education acknowledged in parallel to their right to education. Based on bibliographic and documentary research, we use the deductive and, mainly, the comparative method, in order to analyze the similarities and differences between individuals, phenomena and facts involved. Since the migrant and refugee school population is extremely heterogeneous, from a linguistic and cultural perspective, we will reflect upon concrete language policies and practices that can be developed in the Brazilian and German contexts in order to ensure the right to linguistic education. We argue that the implementation of pluralistic approaches to language learning and teaching might be a pedagogical tool to assure that right.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

scholarly journals Grammatical mistakes of Albanian students in learning English as a foreign language

2021 ◽  
Vol 5 (S3) ◽  
pp. 814-822
Author(s):  
Isa Spahiu ◽  
Naim Kryeziu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
English Grammar ◽  
Efl Students ◽  
The Right ◽  
Learning English

Making mistakes is an unavoidable element of learning and teaching a foreign language. Because there are virtually always exceptions to the "rules," English can be tough to master. This study focuses on the most prevalent grammatical errors made by Albanian students during the EFL (English as a foreign language) learning process, as well as the sources of these errors, in order to consider them while teaching English grammar. The purpose of this study is to find out to what extent Albanian EFL students to be successful in the use of prepositions, and how much impact their mother tongue has on their errors. Being aware of such mistakes in teaching and learning English grammar for communicative purpose may help the teacher in choosing the right teaching option that would pose fewer difficulties and problems to their learners and therefore, enhance students learning of English grammar. In this study, the terms error and mistake are used interchangeably to refer to the generation of incorrect forms in learners' linguistic output. It has been highlighted that the effect of the learners' native language is responsible for many of the errors. 

scholarly journals Changes in Prospective Teachers’ Beliefs about Foreign Language Learning in a Teacher Training Program

2020 ◽  
Vol 10 (2) ◽  
pp. 37
Author(s):  
Adel Abu Radwan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Prospective Teachers ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Teaching Experience ◽  
Sultan Qaboos University ◽  
Learning And Teaching ◽  
The Right

This study examines changes in the beliefs of a group of undergraduate students about learning and teaching English as a foreign language. Learners’ beliefs are thought to shape students’ language learning experience and often guide their future teaching practices. Thus, any mistaken beliefs could negatively affect student learning and teaching experience for decades (Peacock, 2001). While some studies suggest that students’ beliefs are stable, inflexible and resistant to change, others show that students’ beliefs are amenable to change with proper intervention. This study uses a questionnaire to collect data from 212 students in the English Department at Sultan Qaboos University. The results show that learners hold strong beliefs about the role of vocabulary, grammar and practice in learning a foreign language. Moreover, their beliefs did not undergo any significant changes during the duration of the program though slight shifts in their beliefs could be noticed in the final year of their training. The study suggests that special attention should be given to this area to eliminate any detrimental beliefs held by prospective teachers. Early intervention may steer students in the right direction and could equip them with the theoretical and pedagogical beliefs necessary to positively influence their future students.   

scholarly journals Editorial

2020 ◽  
Vol 10 (2) ◽  
pp. 235-237
Author(s):  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Rejection Rate ◽  
Special Issue ◽  
Great Pleasure ◽  
Learning And Teaching ◽  
The Right ◽  
The Way

It is with great pleasure that I am sharing with you this new issue of Studies in Second Language Learning and Teaching. Since the first issue in 2020 was a special issue guest-edited by Laura Gurzynski-Weiss, I did not have the chance to emphasize the fact that the journal has entered its tenth year of existence. These ten years have passed very quickly and the journey we have travelled is truly exceptional. When we were putting together the first issues, it was so hard to find good papers and we had to continually struggle trying to convince our colleagues that SSLLT had much potential and was the right choice for publishing their work. At present, we are receiving several hundred submissions per year and the rejection rate by far exceeds 80%. At the same time, an increasing number of submissions represent outstanding scholarship, with the effect that the papers that ultimately get accepted and published are also getting better and better. I would like to take this opportunity to express my gratitude to all those who have supported SSLLT from the get-go – the co-editors, the members of the Editorial Board, the reviewers, the guest-editors of special issues and all the contributors. I will have much more to say about this special anniversary in the December edition where I will also be announcing the way in which we are planning to celebrate it.

scholarly journals The Implementation of Inclusive Education in Arabic Learning for Blind Students/ تنفيذ التربية الشاملة في تعليم اللغة العربية للتلاميذ المعاقين ضعف البصر

2021 ◽  
Vol 1 (2) ◽  
pp. 138-152
Author(s):  
Maftuhaturohmah Maftuhaturohmah
Keyword(s):  
Language Learning ◽  
Inclusive Education ◽  
Arabic Language ◽  
Inclusive Classroom ◽  
Teaching Skills ◽  
Right To Education ◽  
Students With Special Needs ◽  
Physical Limitations ◽  
The Right ◽  
Blind Students

Every citizen has the right to education. Likewise, the right to teach Arabic, which is one of the subjects taught in schools, is not only taught to ordinary students, but also to students with physical limitations. The purpose of this study was to describe the implementation of Arabic language learning in an inclusive class. Learning Arabic in an inclusive classroom is a general class between ordinary students and students with special needs (visually impaired). In learning Arabic in an inclusive class, teachers experience difficulties because they do not have special teaching skills in an inclusive class. The readiness of teachers in preparing teaching materials that can be accessed by blind students is the key to the success of learning Arabic for blind students.  

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

Sign in / Sign up

Export Citation Format

Share Document