scholarly journals English lessons in lower secondary schools in Poland: Reflections based on learner voices

Neofilolog ◽  
2019 ◽  
Vol 1 (42/1) ◽  
pp. 25-38
Author(s):  
Melanie Ellis
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Educational Research ◽  
Teaching And Learning ◽  
Large Scale ◽  
Lower Secondary School ◽  
School Year ◽  
Key Stage 3 ◽  
Lower Secondary Schools

This paper reports on some of the data from a large-scale study Teaching and Learning Foreign Language in lower secondary school, which began in the school year 2011-12 and traces selected groups of learners through the three years of Key Stage 3 (gimnazjum), ending in school year 2013-14. The study was conceived and is managed by the Foreign Language Section of the Educational Research Institute (ERI) in Warsaw with European funding. (see Acknowledgement). In this article the focus is on data obtained from interviews conducted with learners from class one of 120 lower secondary schools, where the students were asked to describe and give opinions about learning English in their school and to imagine an ideal lesson. The learners are the reason that lessons in school take place, but their views are rarely consulted. This study attempts to redress the balance.

scholarly journals An Evaluation of Sub-Skills (Vocabulary, Grammar and Pronunciation) in the Grade 9 English Textbook of Afghan Secondary Schools

2019 ◽  
Vol 8 (5C) ◽  
pp. 1236-1241
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Policy Makers ◽  
School Textbook ◽  
English Textbooks ◽  
Grammatical Structures

English language is a part of the school's curriculum in all levels in Afghanistan as a foreign language. Despite it being including for decades, very little research has been done in regard to the quality and evaluation of the ELT English textbooks. The current study investigates and evaluates English Language Sub-skills of the secondary school textbook “Grade 9” to evaluate the effectiveness of the materials for the teaching and learning of the subskills. The Eclectic Checklist of Demir & Ertas (2014) has been selected for evaluating the selected English textbook. The findings indicate that the selected textbook lacks contextualized usage of vocabulary, systematic representation and sufficient explanations of grammatical structures, and appropriate usage of pronunciation activities. Furthermore, the findings indicate that the textbook needs improvements in developing and presenting the sub-skills of English language appropriately, particularly grammar and pronunciation. These findings will be helpful to policy makers and ELT textbooks developers of Afghanistan to represent the contextualized and appropriate usage of the English Language sub-skills in upcoming versions of ELT textbooks.

scholarly journals B-Learning Teaching Method for the Development of the Teaching and Learning Process: An Experience in the Subject Educational Processes and Contexts of the Master’s Degree in Teaching Compulsory Secondary and Upper Secondary School, Vocational Training and Foreign Language Teaching

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1358
Author(s):  
Antonio José Moreno Guerrero and Jesús López Belmonte
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Master's Degree ◽  
School Year ◽  
Educational Processes ◽  
Upper Secondary ◽  
The Subject ◽  
Master’S Degree

During the 2017/2018 school year, in the Master’s Degree Program developed at the Campus of Ceuta, in the area of Educational Processes and Contexts, we applied the B-learning method, associated with other methods, such as cooperative, collaborative, interactive and by inquiry, through the Prado platform. The experience has been developed with a total of 72 students, who made a portfolio, assessing, among other aspects, the development of the subject.

MANAGING INFORMATION AND COMMUNICATION TECHNOLOGIES APPLICATIONS IN THE LOWER SECONDARY SCHOOLS IN K’RONG PAC DISTRICT, DAK LAK PROVINCE IN THE CONTEXT OF TECHNOLOGY REVOLUTION 4.0

2018 ◽  
Author(s):  
Pham Van Truong
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Software Management ◽  
Active Teaching ◽  
Application Management ◽  
Local Practices ◽  
Information And Communication ◽  
Lower Secondary Schools

The author analyze deeply management status of information and communication technologies (ICTs) application in teaching at the lower secondary schools in Krong Pac District, Dak Lak province today on the back: management status of building and using multimedia classrooms; management status of using teaching software; management status of desining and using active teaching and learning (ATL) lesson plans with using ICTs; management status of using ICTs in the examination and evaluation learning outcomes of pupils from that author proposed 6 application management solutions for ICTs in the lower secondary schools in Krong Pac district, Dak Lak province in the context of technological revolution 4.0 fit the circumstances of local practices.

scholarly journals From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device

2016 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Monika Diehl
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Secondary Schools ◽  
Capitalist Society ◽  
Entrepreneurial Education ◽  
Lower Secondary School ◽  
School Cultures ◽  
Pedagogic Discourse ◽  
Improvement Programme ◽  
Pedagogic Device

<p>This study is part of a school improvement programme on entrepreneurial education and investigates teachers’ understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein’s concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entrepreneurial education. The results indicate different understandings and connotations on a deeper level, and also show that transmission to colleagues and pupils faces a series of challenges. In practise, the findings show different approaches to entrepreneurial education among individual teachers, but also between schools. This can be explained by gaps in the transmitting process, but also by different school cultures and diverse forms of collegial collaboration, which may affect transmission among colleagues and thus the transmission to pupils. Pupils’ backgrounds may also have an impact on the differences. <strong></strong></p>

scholarly journals Training music teachers in England – what is the music that is being taught in secondary schools?

2020 ◽  
pp. 262
Author(s):  
Martin Fautley
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Research Evidence ◽  
Music Teachers ◽  
Policy And Practice ◽  
Governmental Regulation ◽  
International Audience

This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teaching and learning which are contentious, and which can have an exclusory function. Finally, it suggests that an international audience may have much to learn from this situation.

scholarly journals Year of Intensive Language Learning, A Special Program to Rocket Hungarian Students’ Foreign Language Proficiency: A Success Story?

2017 ◽  
Vol 10 (1) ◽  
pp. 150-174
Author(s):  
Enikő Öveges
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Language Education ◽  
Language Competence ◽  
Secondary School Education ◽  
School Year ◽  
Foreign Language Proficiency ◽  
Contact Hours

Summary Hungary has witnessed several major attempts to improve the foreign language proficiency of students in primary and secondary school education since the political changes of the 1990s, as both international and national surveys reflect a dramatically low ratio of Hungarian population that self-reports to communicate in any foreign language at any level. Among other initiatives, a major one to boost students’ foreign language competence has been the Year of Intensive Language Learning (YILL), introduced in 2004, which allows secondary schools to integrate an extra school year when the majority of the contact hours are devoted to foreign languages. The major objectives of YILL are as follows: 1) to offer a state-financed and school-based alternative to the widely spread profit-oriented private language tuition; thus 2) granting access to intensive language learning and 3) enhancing equal opportunities; and as a result of the supporting measures, 4) to improve school language education in general. YILL is exemplary in its being monitored from the launch of the first classes to the end of their five-year studies, involving three large-scale, mixed-method surveys and numerous smaller studies. Despite all the measures to assist the planning and the implementation, however, the program does not appear to be an obvious success. The paper introduces the background, reviews and synthesizes the related studies and surveys in order to evaluate the program, and argues that with more considerate planning, the YILL ‘hungaricum’ would yield significantly more benefits.

Online Scratch Programming With Compulsory School Children During COVID-19 Lockdown

2021 ◽  
pp. 167-186
Author(s):  
Martina Benvenuti ◽  
Laura Freina ◽  
Augusto Chioccariello ◽  
Sabrina Panesi
Keyword(s):  
Teacher Training ◽  
Secondary Schools ◽  
Social Interactions ◽  
Secondary Teachers ◽  
School Children ◽  
Training Period ◽  
Programming Environment ◽  
Compulsory School ◽  
School Year ◽  
Lower Secondary Schools

In Spring 2020, the COVID-19 health emergency caused all Italian schools to close from March to the end of the school year. An intervention was organized with the aim of offering primary and lower secondary teachers the possibility to organize remote coding activities with their students. Nine workshops were held to introduce teachers to the Scratch online programming environment, and then a coding day was organized involving students from the last year of primary and lower secondary schools. The chosen activities proved to be motivating to the students, favoring social interactions and participation, and increasing their interest in coding. Teachers were positively impressed by the ease with which their students managed programming in Scratch, but some of them felt that they did not master programming well enough to autonomously support class activities. A longer teacher training period is needed.

Teaching and learning L2 in the classroom: It's about time

2019 ◽  
Vol 53 (4) ◽  
pp. 422-432 ◽  
Author(s):  
Patsy M. Lightbown ◽  
Nina Spada
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Instructional Time ◽  
Policy Makers ◽  
School Settings ◽  
Intensive Instruction ◽  
Primary And Secondary School

AbstractOne of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of language and content. Studies in schools settings around the world have failed to find long-term advantages for an early start or exclusive use of the L2 in the classroom. Nevertheless, many language educators and policy makers continue to adopt these practices, basing their choice on their own intuitions and public opinion rather than on evidence from research.

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