scholarly journals Findings from “Learning and teaching foreign languages in lower secondary school”, (BUNJO 2012): Implications for the education of teachers of English.

Neofilolog ◽  
2019 ◽  
pp. 171-182
Author(s):  
Melanie Ellis
Keyword(s):  
Longitudinal Study ◽  
Secondary School ◽  
Group Work ◽  
Large Scale ◽  
Independent Learning ◽  
Foreign Languages ◽  
Assessment Practices ◽  
Lower Secondary School ◽  
Learning And Teaching ◽  
Degree Of Confidence

Findings from “Learning and teaching foreign languages in lower secondary school”, (BUNJO 2012): Implications for the education of teachers of English.This paper takes data from the first part of a longitudinal study, “Learn-ing and Teaching Foreign Languages in lower secondary school”, con-ducted by the Educational Research Institute in Warsaw. The sample is large scale and representative at the level of school, which allows us to generalise to the general population with some degree of confidence. From the data several areas appear to give cause for concern. The first is organisation of work in class, where pair and group work were found to be rare. The focus of lessons would currently appear to more often em-phasize grammar, vocabulary or receptive skills than productive skills. What is tested does not always seem to reflect what is taught, which suggests that assessment practices may not be fully informed. Motivating learners and engaging them in the lesson is also reported as a cause of dissatisfaction. Teachers were found to hold mixed views regarding the importance of independent learning, which suggests more emphasis needs to be placed on the understanding of learner autonomy. This pa-per discusses each of these areas in turn, with illustrations from the data, and makes suggestions for how teacher education could be enhanced.

scholarly journals Indywidualizacja nauczania i uczenia się – otwarte formy pracy w gimnazjum oraz w kształceniu akademickim (action research)

Neofilolog ◽  
2017 ◽  
pp. 95-114
Author(s):  
Beata Karpeta-Peć
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Foreign Language ◽  
Empirical Analysis ◽  
Foreign Languages ◽  
Pilot Phase ◽  
Lower Secondary School ◽  
Academic Context ◽  
Learning And Teaching ◽  
Starting Point

The aim of this article is the theoretical and empirical analysis of the issue of individualization of learning and teaching foreign languages with reference to open forms of work at foreign language lessons and in academic study. The empirical part is the report on the author’s own educational studies of open forms of work, conducted at lower-secondary school and in the academic context (at the pilot-phase). The starting point for the analysis is methodological background of educational and language teaching research. The conclusions may serve as the inspiration for further research in this field.

scholarly journals The analysis of electrolyte chemistry pictorial material in lower secondary chool chemistry textbooks in Slovenia based on developed quality criteria

2021 ◽  
Vol 12 (1) ◽  
pp. 5-15
Author(s):  
Nina Zupanc ◽  
Iztok Devetak
Keyword(s):  
Secondary School ◽  
Quality Criteria ◽  
Independent Learning ◽  
Chemistry Curriculum ◽  
Lower Secondary School ◽  
Pictorial Material ◽  
School Students ◽  
9Th Grade ◽  
School Year ◽  
Chemistry Textbooks

The textbook as a learning tool and learning resource contributes significantly to the effectiveness of the teaching or learning process itself, while at the same time promotes and facilitates independent learning. The main purpose of this research was to develop quality criteria after which textbooks for Chemistry in lower secondary school were evaluated. This paper presents the analysis of electrolyte chemistry pictorial material presented in chemistry textbooks. When it comes to validating textbooks in Slovenia, there are no unified criteria. The development of the criteria included an overview of the objectives set in the chemistry curriculum. Criteria were made for textbooks used in 8th and 9th grade of lower secondary school (students age 13–15 years). Chemistry textbooks were validated in the school year 2018/2019. When analysing criteria related to textbook representations, the sub-microscopic representations and hybrid representations are the least common features in the textbooks.

scholarly journals Development of a Mobile Learning Application of Malay Vocabulary for Lower Secondary School Level

2020 ◽  
Vol 12 (6) ◽  
pp. 1-16
Author(s):  
Nor Zuhaidah Mohamed Zain ◽  
Maizatul Hayati Mohamad Yatim ◽  
Ummu Husna Azizan ◽  
Hasrina Baharum
Keyword(s):  
Secondary School ◽  
Mobile Learning ◽  
Modern Technology ◽  
Independent Learning ◽  
School Level ◽  
Game Based Learning ◽  
Lower Secondary School ◽  
Structured Interviews ◽  
School Students ◽  
Secondary School Level

Modern technology has become an integral part of education field. Undeniably, the use of multimedia technology has a major impact on teaching and learning (T&L) process of the new generation. This article focuses on designing and developing a mobile learning application of Malay vocabulary for lower secondary school level. The design and development of the application called “Kuasa Kosa Kata” (3K henceforth) was based on a novel entitled “Sejambak Bakti”. The context of this study is closely related to game-based learning (GBL) method in the 3K application that encourages independent learning among the targeted students. Designing the 3K application was based on a storyboard for the idea and story-making whilst the development of it was done using Adobe Flash. The data on participants’ comments and opinions on the learning application were qualitatively gathered from semi-structured interviews. As conclusion, focus is on the importance of game-based learning implementation in the development of mobile learning application. It is hoped that use of 3K application as teaching material will boost the mastery of Malay Language vocabulary among lower secondary school students.

scholarly journals Promoting Girls in Science - A Longitudinal Study of Self-Concept in Profile Classes

2021 ◽  
Vol 7 (4) ◽  
pp. 972-987
Author(s):  
Alena Schulte ◽  
Claas Wegner
Keyword(s):  
Longitudinal Study ◽  
Gender Difference ◽  
Secondary School ◽  
The Self ◽  
Self Concept ◽  
Lower Secondary School ◽  
Girls In Science ◽  
Regular Classes

Previous studies show that girls have a lower scientific self-concept than boys. Since interest starts declining over the course of lower secondary school, this exacerbates the issue that fewer girls aspire to choose a scientific profession. In this article, we present the concept of scientific profile classes. Profile classes pursue the goal of promoting girls by way of supporting their scientific self-concept. A longitudinal study was conducted to examine the self-concept of students in profile classes (Sample I N=53; Sample II N=54). The development of girls in profile classes was compared to both boys in profile classes and girls in the regular classes. Our results show that there is no gender difference in self-concept between girls and boys in the profile class. This study provides initial indications of how girls in profile classes develop in terms of their self-concept.

scholarly journals Różnice indywidualne w uczeniu się języków obcych w wiejskiej szkole gimnazjalnej

Neofilolog ◽  
2017 ◽  
pp. 61-77
Author(s):  
Melanie Ellis
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Longitudinal Research ◽  
School Achievement ◽  
Foreign Languages ◽  
Common Belief ◽  
Lower Secondary School ◽  
The Common ◽  
One Year

School achievement in foreign languages is often reported in mean scores, or on normalized scales, where schools are compared with each other and against a national average. This has led to the common belief that rural lower secondary schools in Poland are ‘worse’ than schools in larger centres of population. This paper sets out to demonstrate that such a view is erroneous as it fails to take into consideration the context, either at the level of the school as a whole, or at the level of individual learners. Based on data obtained from the first two years of a large scale longitudinal research project, “Teaching and Learning Foreign languages” (BUNJO 2012, 2013), this case study describes the context of one lower secondary school in a village in the east of Poland and profiles four teenage learners (aged 13-14) who attend this school and their achievement in English over the period of one year.

Managing epistemic imbalances in peer interaction during mathematics lessons

2019 ◽  
Vol 21 (3) ◽  
pp. 280-299 ◽  
Author(s):  
Anniina Kämäräinen ◽  
Piia Björn ◽  
Lasse Eronen ◽  
Eija Kärnä
Keyword(s):  
Secondary School ◽  
Conversation Analysis ◽  
Group Work ◽  
Peer Interaction ◽  
Peer Group ◽  
Shared Understanding ◽  
Lower Secondary School ◽  
Mathematical Task ◽  
Peer Group Work ◽  
Knowledge Claims

In this study, we investigated how students manage their lack of/insufficient understanding of the content of a mathematical task with the aim of reaching shared understanding and epistemic balance in peer interaction. The data consist of recordings collected during a mathematics project (6 × 75 minutes) in a Finnish lower secondary school. The findings, drawing on conversation analysis, showed two markedly different sequence trajectories: (1) how interaction between a K+ and a K− (more/less knowledgeable) student proceeded relatively smoothly when these positions were accepted by both participants, and consequently the K+ led epistemic work by designing turns that resembled teachers’ practices; and (2) how the K+/K− interaction became extended when a K− challenged the K+’s knowledge claims, and furthermore, how a K− steered the epistemic work using polar and wh-interrogatives. The findings contribute to a better understanding of the ways the management of epistemic imbalance can progress during peer group work.

scholarly journals Learning, teaching and assessment of second foreign languages in Swedish lower secondary school

2019 ◽  
Vol 13 (1) ◽  
pp. 7-26 ◽  
Author(s):  
Camilla Bardel ◽  
Gudrun Erickson ◽  
Rakel Österberg
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Dropout Rate ◽  
Foreign Languages ◽  
Lower Secondary School ◽  
School Subject ◽  
Current State ◽  
High Dropout Rate ◽  
The Subject ◽  
Swedish School

This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.

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.

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