scholarly journals Internationalization and english language in a public institution

2021 ◽  
Vol 12 (9) ◽  
pp. s794-s811
Author(s):  
Ayla Pereira ◽  
Eliana Kobayashi
Keyword(s):  
High School ◽  
Qualitative Methodology ◽  
English Language ◽  
Science And Technology ◽  
Educational Institution ◽  
Public Institution ◽  
English Teacher ◽  
International Mobility ◽  
Proficiency Level ◽  
Mobility Programs

Internationalization is defined as an integration process of international, intercultural or global dimensions with educational purpose and offers. There are many dimensions of educational institutions internationalization from research partnership to international mobility. Among the several requirements for students to participate in exchanging programs promoted by international universities and organizations is English language proficiency. On the other hand the proficiency level requirements can vary according to the mobility programs which set the minimum English level. One example is the SAKURA Science High School Program promoted by the Japan Science and Technology Agency (JST) which selected science and technology students to participate in an exchanging program in Japan. In order to be selected, applicants needed to have B1 (CEFRR) as minimum English proficiency level. Thus this study aims to investigate if Brazilian students of an educational institution have such required level to successfully take part in mobility programs. The qualitative methodology of this research includes documents analysis - internationalization documents and English course program - and questionnaires to students and English teacher. The results show that students are expected to achieve B1 level by the end of high school according to the English subject program. However students believe that they do not have such level in speaking skill which would be one of the main skill in JST program. Most of them classify their level in A2. Furthermore the English teacher claims that although some students have already achieved B1 or even higher level the majority is at A2.Thus in order to allow more students to participate in mobility programs the institution should invest in extra-curricular English courses to increase study hours and focus more on developing speaking skills.

development of academic mobility among the students of universities

2021 ◽  
Vol 5 (S3) ◽  
pp. 224-236
Author(s):  
Valentyna Slipchuk ◽  
Halyna Yuzkiv ◽  
Nina Batechko ◽  
Maryna Pisotska ◽  
Liudmyla Klymenko
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Student Mobility ◽  
Educational Institution ◽  
Educational Opportunities ◽  
International Mobility ◽  
Academic Mobility ◽  
Quantitative Characteristics ◽  
Mobility Programs ◽  
Students Attitudes

In this article, the concept of "academic mobility" is considered in the framework of internationalization of higher education as a process of moving participants (students and teachers) of higher education from one academic and educational institution to another to exchange experiences and obtain additional educational opportunities for a limited period of time or temporary study. Particular attention is paid to student mobility, which is represented by both internal and external movement of students from one country to another, between regions of the world, or within a region. Information is presented to illustrate the dynamics of changes in the quantitative characteristics of international mobility in the context of a country. Attention is paid to the factors influencing the academic mobility of undergraduate and graduate students. The study uses statistical, analytical, and sociological methods. The study reveals the types of academic mobility preferred by university students. A comparative analysis of undergraduate and graduate students' attitudes toward various forms of academic mobility is presented. Comparing the ratio of students living in student dormitories and students living in families. It turned out that students living in dormitories tend to take a more active part in academic mobility programs.

What is English? Who decides? An interview with Lisa Scherff

2019 ◽  
Vol 100 (6) ◽  
pp. 45-49
Author(s):  
Rafael Heller
Keyword(s):  
High School ◽  
Language Arts ◽  
English Language ◽  
Subject Area ◽  
Classroom Teachers ◽  
English Teacher ◽  
High School English ◽  
College Professors ◽  
Arts Curriculum ◽  
The Subject

In this month’s interview, Kappan’s editor talks with high school English teacher and researcher Lisa Scherff about the ongoing struggle over who gets to define the English language arts curriculum. Dating back to the creation of the subject area, more than a century ago, classroom teachers have advocated for a varied course of study that helps students use language more effectively across a range of contexts. However, explains Scherff, they have always had to contend with college professors, textbook publishers, school boards, and others who’ve sought to constrain the curriculum.

scholarly journals English proficiency test in a logistics postgraduate course admission

2020 ◽  
Vol 11 (5) ◽  
pp. 1532
Author(s):  
Ana Beatriz Aquino ◽  
Eliana Kobayashi
Keyword(s):  
Qualitative Methodology ◽  
English Language ◽  
Proficiency Test ◽  
Multidisciplinary Approach ◽  
English Proficiency ◽  
Language Skills ◽  
Public Institution ◽  
Proficiency Tests ◽  
Complex Activity ◽  
Admission Test

The construction of English proficiency tests applied in college admissions is a complex activity as their content must reflect the language skills required in the program and their results can affect applicants’ lives. This study aims to establish the specifications of English language skills to be tested in an admission test for a postgraduate course in Logistics and Operation of a public institution. The qualitative methodology of this investigation encompasses the course documents analysis, the results of past tests, as well as the application of a questionnaire to the professors and the program coordinator. The investigation has a multidisciplinary approach, integrating different areas like Applied Linguistics and Administration. The preliminary results show that English language is considered important in the program documents although it is not clearly stated. In addition, professors seem to have different expectations on student English level but agree on the main linguistic skill.

scholarly journals Virtual environments and meaningful english language learning as second language L2 in high school students: a case study

2020 ◽  
Vol 5 (3.2) ◽  
pp. 64-78
Author(s):  
Enrique Mauricio Barreno Avila ◽  
Mayra Cristina Egüez Mayorga
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Virtual Environments ◽  
Learning Process ◽  
English Language ◽  
Educational Institution ◽  
Meaningful Learning ◽  
Content Management ◽  
School Students

The research focused on analyzing the virtual environments’ elements and their influence on the English language’ significant learning in students aged 15 to 16 years of high school fifth year of an Educational Institution in the Ambato city, Ecuador. Current educational practices impose changes and challenges necessary for the improvement of the teaching-learning process, which networked applications become learning places such as: "Edmodo". The virtual environment’ main components analyzed are: content management, planning and mapping of the curriculum, participation and administration of students, communication and collaboration, communication in real time. On the other hand, the activities to generate meaningful learning must involve and support combinations of: active, constructive, intentional, authentic and cooperative learning. This information was collected through the survey technique, raised both towards the authorities, teachers and students. Subsequently, the statistical analysis of Chi square was used to detect significant results. Thus, these results showed that most of the students exhibit a lack of knowledge on virtual environments and consider that the use of this alternative educational pedagogical technology would help to improve the Meaningful Learning process in students.

scholarly journals Besoins perçus et adaptation des démarches d’enseignement: le cas de l’enseignement des sciences et technologies au secondaire

2009 ◽  
Vol 19 (1) ◽  
Author(s):  
Sylvie Houde ◽  
Jean-Claude Kalubi
Keyword(s):  
High School ◽  
Data Analysis ◽  
Qualitative Methodology ◽  
Science And Technology ◽  
School Science ◽  
Dynamic Processes ◽  
High School Science ◽  
Teaching Approaches ◽  
Student Needs ◽  
Technology Teachers

Cet article traite de l’adaptation des démarches d’enseignement en cours d’action, adoptées par les enseignants des sciences et technologies de l’école secondaire. Il vise à comprendre les processus dynamiques de l’adaptation de l’enseignement. Il s’appuie sur des données qui ont été obtenues grâce à un protocole de recherche qualitative axé sur des techniques de groupes de réflexion. Les résultats de la recherche mettent en évidence l’hétérogénéité des parcours d’adaptation des enseignants. Ils soulignent la nécessité du professionnalisme de l’enseignant des sciences et technologies. Ils suggèrent de prendre en considération la complexité des besoins d’adaptation. Ceux-ci commandent en définitive la compatibilité entre les démarches de l’enseignant et les besoins de ses élèves. Le processus d’adaptation est aussi guidé par le plaisir de la reconnaissance, les rapports de l’enseignant aux savoirs, de même que par la défense des valeurs collectives.Mots clé: adaptation de l’enseignement, perception des besoins, enseignement des sciences et technologies This article deals with the adjustment of teaching approaches made by high school science and technology teachers while teaching. It aims at achieving a better understanding of the dynamic processes of teaching adjustment. It relies on a qualitative methodology using focus groups. Data analysis shows the multiplicity of ways that teachers use to adjust their teaching. It stresses out the importance of science and technology teachers’ professionalism and suggests taking into account the complexity of teacher and student needs in the equation of teaching adjustment. Those needs call for an increased compatibility between teaching approaches and students’ needs. The adjustment of teaching approaches is also related to the quest for recognition, the teacher relationship with knowledge and the collective values in place. Keywords: Teaching adjustment, students and teachers needs, science and technology teaching

Optimalisasi Key Performance Indicators (KPI) Melalui Pendekatan Balance Scorecard Upaya Mengimplementasikan Performance Management System (PMS) Pada Perguruan Tinggi

CCIT Journal ◽  
2012 ◽  
Vol 6 (1) ◽  
pp. 17-34
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup Eva ◽  
Rosyifa Rosyifa
Keyword(s):  
Performance Indicators ◽  
Management System ◽  
Educational Institution ◽  
Key Performance Indicators ◽  
Individual Performance ◽  
The State ◽  
Public Institution ◽  
Performance Measurement System ◽  
Educational Institutions ◽  
Successful Implementation

SQL Server Reporting Services is a way to analyze data, create reports using the indicators and gauges. Indicators are minimal gauges that convey the state of a single data value at a glance, and most are used to represent the state of Key Performance Indicators. Manage and harmonize the performance of an institution's educational institutions, especially universities with the performance of individuals or resources, no doubt is one of the essential elements for the success of an entity of the institution. Integrate the performance of an educational institution with individual performance is not an easy process, and therefore required a systematic approach to manage it. Implementation of a strategic management system based Balanced Scorecard can be used as a performance measurement system that will continuously monitor the successful implementation of the strategy of any public educational institution and measure the performance of its resources in a comprehensive and balanced, not the quantity but the emphasis is more concerned with the quality, so the performance of educational institutions at any time can be known clearly. Contribution of Key Performance Indicators to manage and harmonize the performance of any public institution is a solution in providing information to realize the extent of work that has set targets, identify and monitor measures of success, of course, with performance indicators show a clear, specific and measurable.

THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Indah Pratiwi And Lince Sihombing
Keyword(s):  
High School ◽  
Experimental Research ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
English Teacher ◽  
Written Test ◽  
Experimental Group

This study is an attempt to discover the effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. The objective of this study were to find out whether applying Think-Talk-Write strategy affect the students’ achievement in writing descriptive text. This study was an experimental research. In conducting the research, the writer used 60 students of Al-Fattah Senior High School Medan as the sample. The 60 students were taken from two classes and they were divided into two groups namely the experimental group who was taught by using Think-Talk-Write strategy and the control group who was taught without Think-Talk-Write strategy. The data of the test were collected by administering written test. The data were analyzed by using t-test formula. The result of the analysis shows that the value of t-observed is higher than the value of t-table (2,3> 2,00 (α = 0.05)) with the degree of freedom (df) = N-2 = 58. It means that there is significant effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. So the alternative hypothesis (Ha) is accepted. The conclusion is that applying Think-Talk-Write strategy can encourage and increase the students’ achievement in writing descriptive text. Therefore, it is suggested that English teacher should try to apply this strategy.

DEVELOPING READING MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON CONTENT AREA

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Anggita Kasanra Lubis And Rafika Dewi Nasution
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Content Area Reading ◽  
Junior High School Students ◽  
Content Area ◽  
English Teacher ◽  
School Students ◽  
First Semester ◽  
Reading Materials

Reading is the basic in learning every subject. The more understanding the text, the more information students can gain. However, the reading materials that the students use is not appropriate based on syllabus. Therefore, the reading materials should be developed to fulfil the syllabus and the students' needs also. Because English is included Content Area Reading, so the development of reading materials is based on content area which focus on strengthen the vocabularies, specifically the unfamiliar ones, by giving glossary and related pictures. The developed text is only focus in the first semester which is descriptive and recount text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was taken from interviewing the English teacher and distributing questionnaires for 30 students in grade VIII-4. The data showed that students need materials which is related to their environment and constructed by familiar vocabularies. Based on the result of the study, conclusion and suggestion are directed to the English teacher who is teaching in that school to provide reading materials based on syllabus and students' needs regularly.

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