scholarly journals Oral proficiency in second and third foreign languages in the Danish education system

2019 ◽  
Vol 13 (1) ◽  
pp. 49-67 ◽  
Author(s):  
Susana Fernández ◽  
Hanne Andersen
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Education System ◽  
International Research ◽  
Oral Proficiency ◽  
Learning Objectives ◽  
Foreign Languages ◽  
Educational Levels ◽  
Similarities And Differences ◽  
Pedagogical Approaches

In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.

Regional Geography Education in Poland

2020 ◽  
Author(s):  
Agnieszka Świętek ◽  
Wiktor Osuch
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Primary School ◽  
Education System ◽  
Geography Education ◽  
School Level ◽  
Lower Secondary School ◽  
Regional Geography ◽  
The Core ◽  
Regional Education

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

scholarly journals The Development of Intercultural Competence of Secondary School Pupils and University Students

2021 ◽  
Author(s):  
Kateryna V. Krotik ◽  
Kateryna V. Krotik
Keyword(s):  
Secondary School ◽  
University Students ◽  
Intercultural Competence ◽  
Training Programs ◽  
Learning Objectives ◽  
Foreign Languages ◽  
Education Standards ◽  
Educational Profession ◽  
Secondary School Pupils

Some issues regarding how secondary school pupils’ and university students’ (majoring in English, Chinese) intercultural competence, which are to be developed under conditions of the coronavirus pandemic COVID-19, are presented in the article. The authors review the literature on the education standards alongside some native and foreign scholars’ definitions of the pedagogical phenomenon “competence.” The purpose of the study is to analyze the model of competence under focus. We introduce some learning objectives aimed at developing secondary school pupils’ and university students’ intercultural competence. The problem`s relevance is preconditioned by the expanded intercultural and interethnic ties within Ukraine and other countries, which are to be observed when dealing with representatives of different countries and considered when elaborating the competence-based framework for secondary school pupils and university students. The leading suggestions (findings) related to the study have been given: systematic formation of the intercultural competence of secondary school pupils and university students, improvement of the existing curricula, and syllabi’s adaptation of the educational profession-oriented training programs intended future translators and teachers of foreign languages.

scholarly journals Sociodemographic Factors and Stage of Cancer at Diagnosis: A Population-Based Study in South India

2019 ◽  
pp. 1-10 ◽  
Author(s):  
Aleyamma Mathew ◽  
Preethi Sara George ◽  
Kunnambath Ramadas ◽  
Beela Sarah Mathew ◽  
Aswin Kumar ◽  
...  
Keyword(s):  
Lung Cancer ◽  
Secondary School ◽  
Primary School ◽  
Cancer Registry ◽  
South India ◽  
Educational Status ◽  
Population Based ◽  
Advanced Stage ◽  
Educational Levels ◽  
Stage Disease

PURPOSE Lower socioeconomic status is associated with inferior cancer survival in high-income countries, but whether this applies to low- and middle-income countries is not well described. Here, we use a population-based cancer registry to explore the association between educational level and stage of cancer at diagnosis in South India. METHODS We used the Trivandrum District population-based cancer registry to identify all cases of breast and cervical cancer (women) and oral cavity (OC) and lung cancer (men) who were diagnosed from 2012 to 2014. Educational status—classified as illiterate/primary school, middle school, or secondary school or higher—was the primary exposure of interest. Primary outcome was the proportion of patients with advanced stage disease at diagnosis defined as stage III and IV (breast, cervix, or OC) or regional/metastatic (lung). RESULTS The study population included 4,547 patients with breast (n = 2,283), cervix (n = 481), OC (n = 797), and lung (n = 986) cancer. Educational status was 22%, 19%, and 26% for illiterate/primary, middle, and secondary school or higher, respectively. Educational status was missing for 33% of patients. The proportion of all patients with advanced stage disease was 37% (breast), 39% (cervix), 67% (OC), and 88% (lung). Patients with illiterate/primary school educational status were considerably more likely to have advanced breast cancer (50% v 39% v 36%; P < .001), cervix cancer (46% v 43% v 24%; P = .002), and OC cancer (77% v 76% v 59%; P < .001) compared with patients with higher educational levels. The proportion of patients with advanced lung cancer did not vary across educational levels (89% v 84% v 88%; P = .350). CONCLUSION A substantial proportion of patients in South India have advanced cancer at the time of diagnosis. This is particularly true among those with the lowest levels of education. Future health awareness and preventive interventions must target less-educated communities to reduce delays in seeking medical care for cancer.

scholarly journals The Development of Intercultural Competence of Secondary School Pupils and University Students

2021 ◽  
pp. 244-263
Author(s):  
Kateryna V. Krotik ◽  
Oleksandra O. Morhun
Keyword(s):  
Secondary School ◽  
University Students ◽  
Intercultural Competence ◽  
Training Programs ◽  
Learning Objectives ◽  
Foreign Languages ◽  
Education Standards ◽  
Educational Profession ◽  
Secondary School Pupils

Some issues regarding how secondary school pupils’ and university students’ (majoring in English, Chinese) intercultural competence, which are to be developed under conditions of the coronavirus pandemic COVID-19, are presented in the article. The authors review the literature on the education standards alongside some native and foreign scholars’ definitions of the pedagogical phenomenon “competence.” The purpose of the study is to analyze the model of competence under focus. We introduce some learning objectives aimed at developing secondary school pupils’ and university students’ intercultural competence. The problem`s relevance is preconditioned by the expanded intercultural and interethnic ties within Ukraine and other countries, which are to be observed when dealing with representatives of different countries and considered when elaborating the competence-based framework for secondary school pupils and university students. The leading suggestions (findings) related to the study have been given: systematic formation of the intercultural competence of secondary school pupils and university students, improvement of the existing curricula, and syllabi’s adaptation of the educational profession-oriented training programs intended future translators and teachers of foreign languages.

Joseph Proudman, 30 December 1888 - 26 June 1975

1976 ◽  
Vol 22 ◽  
pp. 319-333 ◽  
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Primary School ◽  
The Other ◽  
Technical School ◽  
Tenant Farmer

Joseph Proudman was born on 30 December 1888 at Thurston Fold Farm, Unsworth, near Bury in Lancashire. His father was then a farm bailiff; from 1898 to his death in 1943 he was a small tenant farmer at Bold, near Widnes in Lancashire. Joseph Proudman attended primary school at Unsworth from 1894 to 1898, and at Bold from 1898 to 1902. From 1902 to 1907 he was a pupil-teacher at Farnworth primary school between Bold and Widnes. He tells us that in 1902 his salary was £6 10s. Od. per year, and in 1907 it was £24 per year. His secondary education was begun by the headmaster, A. R. Smith, who gave him a lesson each morning from 8 to 8.45 before the school opened at 9. During the winters of 1902-4 he attended evening classes at the Widnes Technical School, studying art, mathematics and physiography. From 1903 to 1907 he only taught for half of each week; the other half he attended classes at the Widnes Secondary School. This was an excellent school, and it was here that the mathematical bent of his life was determined. From that time onwards his chief recreation became reading, especially the reading of history. One result of this interest was the writing of the unusually full autobiographical papers, of which the present writers have made much use.

Language Lite? Learning French Vocabulary in School

2006 ◽  
Vol 16 (2) ◽  
pp. 187-205 ◽  
Author(s):  
JAMES MILTON
Keyword(s):  
Secondary School ◽  
Word Frequency ◽  
Historical Data ◽  
Vocabulary Learning ◽  
Foreign Languages ◽  
Vocabulary Size

We know very little about the French vocabulary that is learned in school and this paper reports a study which measures learners' vocabulary size and progress in secondary school. The methodology for estimating vocabulary size in French is comparable with vocabulary size testing in other foreign languages, and this makes comparison with vocabulary learning in French and other languages possible. Results suggest that learners learn about 170 words per year up to GCSE and about 530 words per year in ‘A’ level study and are influenced by word frequency. On average, learners take GCSE with under 1000 words of French vocabulary and ‘A’ level with about 2000 words. These results appear modest compared with historical data and when compared with other language exams pitched at the same CEF levels as GCSE and ‘A’ level. Vocabulary size predicts ‘A’ level grade particularly impressively. There is a worrying period where progress, even of the best learners, appears to halt for several years.

scholarly journals Diet quality and well-being in children and adolescents: the UP&DOWN longitudinal study

2018 ◽  
Vol 121 (2) ◽  
pp. 221-231 ◽  
Author(s):  
Laura Esteban-Gonzalo ◽  
Anne I. Turner ◽  
Susan J. Torres ◽  
Irene Esteban-Cornejo ◽  
José Castro-Piñero ◽  
...  
Keyword(s):  
Secondary School ◽  
Negative Affect ◽  
Primary School ◽  
Positive Affect ◽  
Children And Adolescents ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Well Being ◽  
School Girls

AbstractThe present study examined the association between high-quality diet (using the Mediterranean diet (MD) as an example) and well-being cross-sectionally and prospectively in Spanish children and adolescents. Participants included 533 children and 987 adolescents at baseline and 527 children and 798 adolescents at 2-year follow-up, included in the UP&DOWN study (follow-up in schoolchildren and adolescents with and without Down’s syndrome). The present study excluded participants with Down’s syndrome. Adherence to an MD was assessed using the KIDMED index. Well-being was measured using the Positive and Negative Affect Schedule and the KIDSCREEN-10 questionnaire. Associations between MD adherence and well-being were assessed using multi-level, mixed-effects linear regression. At baseline, MD adherence was positively related to health-related quality of life in secondary school girls and boys (β=0·41,se0·10,P<0·001;β=0·46,se0·10,P<0·001, respectively) and to positive affect in secondary school girls and boys (β=0·16,se0·05,P=0·006;β=0·20,se0·05,P<0·001, respectively) and in primary school boys (β=0·20,se0·08,P=0·019). At 2-year follow-up, MD adherence was negatively related to negative affect in secondary school adolescent girls and boys (β=–0·15,se0·07,P=0·047;β=–0·16,se0·06,P=0·019, respectively), and MD adherence was associated with higher positive affect scores in secondary school girls (β=0·30,se0·06,P<0·001) and in primary school boys (β=0·20,se0·09,P=0·023). However, MD adherence at baseline did not predict well-being indicators at 2-year follow-up. In conclusion, higher MD adherence was found to behave as a protective factor for positive well-being in cross-sectional analysis.

Sign in / Sign up

Export Citation Format

Share Document