scholarly journals Language Policy in University Education: the Case of Khakassia and Tyva

2019 ◽  
pp. 1796-1818
Author(s):  
Tamara G. Borgoiakova ◽  
Aurika V. Guseinova
Keyword(s):  
Language Education ◽  
University Education ◽  
Foreign Languages ◽  
State University ◽  
Self Assessment ◽  
Native Languages ◽  
Language Competence ◽  
The Status ◽  
Official Languages ◽  
Micro Language Planning

The paper deals with interface of macro- and micro-language policies in the language education of the southern Siberian republics of Tuvan and Khakassia, which includes Russian, foreign languages and indigenous languages, Tuvan and Khakass, which have the status of republican official languages. A comparative study of non-linguistic educational programs at various levels in Khakass State University and Tuva State University made it possible to evaluate the linguistic “weight” of undergraduate curricula and reveal a more obvious linguistic orientation in Tuvan State University. The undisputed leader among the foreign languages studied at two universities is English, German is the second. Sociolinguistic surveys of students of different ethnicity allowed establishing the levels of self-assessment of their language competence in foreign and native languages. Almost a third of respondents rate the quality of foreign language skills as unsatisfactory, which is associated with low level of school language education and minimal prospects for studying and working abroad. Self-assessment of the level of proficiency in ethnic languages is significantly higher — with only 18 % of Khakass respondents not speaking their native language. However, the Tuvinian and Khakass languages included in the Atlas of Endangered Languages of UNESCO are practically not represented in the programs of university non-linguistic education. The introduction of mandatory USE in Russian and foreign languages, became a new challenge and threat to republican state languages and strengthens the role of micro-language planning and its agents at different levels

Organizational and Pedagogical Conditions for Teaching Native Languages That Have the Status of State Languages of the Republics in Basic General Education

2020 ◽  
Vol 9 (3) ◽  
pp. 64-71
Author(s):  
Anna Savvinova
Keyword(s):  
General Education ◽  
Mother Tongue ◽  
Language Education ◽  
Educational Institutions ◽  
Effective Management ◽  
Native Languages ◽  
Language Competence ◽  
Current State ◽  
Technical Control ◽  
The Status

One of the necessary conditions for the successful functioning of a balanced system of language education is a quality study of Russian and native languages. The study of the mother tongue in high school is based on the education of a person who knows and respects his mother tongue, the formation of language competence, which includes the necessary elements of knowledge about the language system. The formation and increase of motivation to learn the native language of students is carried out with the targeted creation of organizational and pedagogical conditions and their effective management. The article discusses the issue of creating organizational and pedagogical conditions for teaching native languages that have the status of the state languages of the republics. The main organizational and pedagogical conditions that are of paramount importance for the formation of balanced bilingualism in children in organizations of basic general education, conducting educational activities in their native languages: motivational, organizational, personnel, material and technical, control and evaluation are identified. The results of a study of the current state of functioning of native languages in the republics of Altai, Komi, Sakha (Yakutia), Tatarstan, Tyva are presented. The concepts of «organizational and pedagogical conditions» and its components are clarified. Based on the results obtained, methodological recommendations have been developed for creating the organizational and pedagogical conditions for teaching mother tongues in educational institutions where two state languages are taught.

scholarly journals FORMATIVE ASSESSMENT OF CRITICAL READING SKILLS IN HIGHER EDUCATION IN RUSSIA IN THE CONTEXT OF EMERGENCY REMOTE TEACHING

2021 ◽  
pp. 137
Author(s):  
Ksenia Antonova ◽  
Nadezhda Tyrkheeva
Keyword(s):  
Formative Assessment ◽  
Reading Skills ◽  
University Education ◽  
State University ◽  
Critical Reading ◽  
Language Competence ◽  
Postgraduate Students ◽  
Saint Petersburg ◽  
Learning Conditions

The paper considers the role of formative assessment of critical reading skills within the framework of distance education in conditions of emergency remote teaching English as a foreign language. A model of descriptors for assessment of critical reading skills at 4 levels of language competence and 3 levels of university education has been developed and tested on undergraduate and postgraduate students majoring in Economics, IT and the Humanities in Saint-Petersburg State University of Economics. The model has been tested and conclusions have been made about the effectiveness of formative assessment as a supplementary/helpful tool for the development of critical reading skills in emergency learning conditions of COVID pandemic.

scholarly journals دراسة تقييمية على برامج القرية العربيّة بقسم تربية اللغة العربية بجامعة جاكرتا الحكوميّة

Al-Ma rifah ◽  
2019 ◽  
Vol 16 (01) ◽  
pp. 114-156
Author(s):  
Syamsi Setiadi ◽  
Ahlan Faruqi
Keyword(s):  
Language Education ◽  
Evaluation Process ◽  
Product Evaluation ◽  
Arabic Language ◽  
State University ◽  
Study Program ◽  
Language Competence ◽  
A Value ◽  
Education Study ◽  
Arabic Speaking

The purpose of this study was to evaluate the 3rd Qoryah Arabiyyah (QA) program carried out by the Arabic Language Education Study Program, Jakarta State University. This QA activity has been carried out for 3 years ago. The method used in this study is program evaluation using the CIPP model which consists of 4 component elements, namely Context, Input, Process, and Product. The results of the study show the following: 1) Context Evaluation got a value of 73.6%, indicating that the context evaluation was in the Good category; 2) Evaluation of input scores 68.7%, these results indicate that evaluation of inputs is in the Good category. 3). Process evaluation gets a value of 67.7%, which indicates that the Evaluation Process is in the Good category; 4) Product evaluation gets a value of 73.7%, which indicates that the product evaluation is in the Good category. Based on the calculation of the interpretation of the four components, a result of 74.4% was found for the evaluation of the QA, these results indicate that the implementation of the 3rd QA is in the category of Good. The results of the study indicate that the QA program is a program that is useful for increasing students' learning motivation and Arabic language competence because of the creation of a good Arabic speaking environment.

scholarly journals Russian language education in Germany

2021 ◽  
Vol 7 (4) ◽  
pp. 65-69
Author(s):  
V. Leonteva
Keyword(s):  
Foreign Language ◽  
Educational Level ◽  
Language Education ◽  
Russian Language ◽  
Foreign Languages ◽  
Cultural Relations ◽  
Russian Culture ◽  
The Status ◽  
History Of ◽  
The Russian Language

Russian is one of the languages which are learnt in Germany at any educational level. Though today it has lost its positions in the rate of foreign languages chosen by the Germans, there are many interesting projects and initiatives supporting and maintaining the status of the Russian language in Germany. In this paper, I am going to give an overview of the history of cultural relations between Russia and Germany, try to explain the reasons of the current situation and describe the perspectives of the Russian language in today’s Germany. By way of examples, I will discuss such events and projects as “To4ka-Treff”, “RussoMobil” and the activities of the Russian culture centers in Germany, as well as programs in Russian as a foreign language at schools and universities in Germany.

scholarly journals Social Status of the Teaching Profession: Self-Determination in Russian Teachers

2017 ◽  
Vol 22 (4) ◽  
pp. 38-48
Author(s):  
M.R. Husnutdinova
Keyword(s):  
General Education ◽  
Social Status ◽  
Teaching Profession ◽  
Professional Status ◽  
State University ◽  
Self Assessment ◽  
Social Prestige ◽  
The Social ◽  
The Status ◽  
Federal Districts

There is a sharp contradiction between the high importance of work performed for society and a low professional status of general education teachers in the Russian society.The article presents outcomes of a sociological survey “Professional Identity of Modern Teacher” carried out by the Monitoring Research Department of the Moscow State University of Psychology & Education in the spring of 2016.This survey reflects the teachers’ self-assessment of the status of their profession.A total of 1,024 teachers of general education organizations were surveyed in 9 federal districts of the Russian Federation, except the Crimea.The survey was conducted on a three-stage stratified probabilistic sample.The research model of the teacher's social status includes the analysis of the three leading components: prestige, respect and satisfaction with work process.According to the results of the survey, despite the teachers' low assessment of the social prestige of their professional group, they perceive their activities as respected by students and their parents, and also feel satisfied with the results of their work.

scholarly journals Using the Zoom Virtual Platform to Learn Foreign Languages Online

2021 ◽  
Vol 7 (6) ◽  
pp. 422-426
Author(s):  
D. Kuzikulova ◽  
M. Kushimova ◽  
N. Sadikova ◽  
M. Muratova
Keyword(s):  
Distance Learning ◽  
Language Education ◽  
Point Of View ◽  
Ease Of Use ◽  
Foreign Languages ◽  
State University ◽  
Advantages And Disadvantages ◽  
Language Classes ◽  
Teachers And Students ◽  
Virtual Platform

The main aim of this article is to study the effectiveness of using Zoom technology to prepare useful lessons to improve the success of students studying foundation of foreign languages by distance mode at a university. We would like to share our analyze the experience of using the Zoom virtual platform in the process of organizing distance learning from the point of view of the students. The article presents the results of students’ surveys that illustrate the perception of students in terms of the usefulness and ease of use of the utilized software. The article pays particular attention to the estimation of the main characteristics and didactic capabilities of the Zoom virtual platform for organizing distance learning foreign language classes at a university. The article draws conclusions on the advantages and disadvantages of the software, describes the stages of work and offers methodological recommendations as well as lists the main difficulties that teachers and students at Tashkent State University of Economics have encountered in the course of language education.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence

PENGEMBANGAN MEDIA VIDEO PEMBELAJARAN RIAS KARAKTER PADA PROGRAM STUDI PENDIDIKAN TATA RIAS

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Irmiah Nurul Rangkuti ◽  
Harun Sitompul ◽  
Naeklan Simbolon
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
University Education ◽  
State University ◽  
Product Model ◽  
Significance Level ◽  
Material Development ◽  
Learning Development ◽  
Media Learning

Abstrak: Penelitian ini bertujuan untuk: (1) menghasilkan media video pembelajaran rias karakter yang layak digunakan, mudah dipelajari mahasiswa dan dapat dipakai untuk pembelajaran individual, (2) mengetahui keefektivitasan media video pembelajaran rias karakter yang dikembangkan pada materi rias karakter. Penelitian pengembangan yang menggunakan model produk Borg dan Gall yang dipadu dengan model pengembangan pembelajaran Dick dan Carey. Hasil penelitian menunjukkan: (1) media video pembelajaran layak digunakan dalam pembelajaran rias karakter pada program studi pendidikan tata arias universitas negeri medan, (2) terdapat perbedaan yang signifikan antara hasil belajar mahasiswa yang dibelajarkan dengan menggunakan media video pembelajaran rias karakter dengan hasil belajar mahasiswa yang dibelajarkan dengan menggunakan media belajar buku teks. Hal ini ditunjukkan dengan hasil pengolahan data (thitung=3,285 )pada taraf signifikansi ɑ = 0,05 dengan dk 56 diperoleh (ttabel = 1,67 ), sehingga (thitung > ttabel), efektivitas penggunaan media video pembelajaran rias karakter = 80,46%. Hasil belajar kelompok mahasiswa yang dibelajarkan tanpa menggunakan media video pembelajaran rias karakter sebesar 71,72%. Dari data ini membuktikan bahwa penggunaan media video pembelajaran rias karakter lebih efektif dalam meningkatkan kompetensi dan pengetahuan mahasiswa pada pembelajaran rias karakter dari pada tanpa menggunakan media video pembelajaran. Kata Kunci: media video pembelajaran, rias karakte, pendidikan tata rias Abstract: This study aims to: (1) produce a suitable use of character makeup learning video media, easy for students to learn and can be used for individual learning, (2) to find out the effectiveness of media character makeup learning videos developed in character makeup material. Development research using the Borg and Gall product model combined with the learning development model of Dick and Carey. The results of the study showed: (1) learning video media is feasible to use in character makeup learning in the field state university education education program, (2) there are significant differences between student learning outcomes learned using the character makeup video learning media with student learning outcomes which was learned by using media learning textbooks. This is indicated by the results of processing data (tcount = 3.285) at the significance level ɑ = 0.05 with dk 56 obtained  (ttable = 1.67), so that (tcount> t table), effectiveness of using media character makeup learning videos = 80.46%. The learning outcomes of the group of students who were taught without using the character makeup learning video media amounted to 71.72%. From these data prove that the use of character makeup learning video media is more effective in increasing students' competence and knowledge in character makeup learning than without using learning video media. Keywords: learning video media, character makeup, makeup education

Rater variation in pragmatic assessment: The impact of the linguistic background on peer-assessment and self-assessment

2020 ◽  
Vol 16 (1) ◽  
pp. 67-85
Author(s):  
Sunni L. Sonnenburg-Winkler ◽  
Zohreh R. Eslami ◽  
Ali Derakhshan
Keyword(s):  
English Language Learners ◽  
Speech Acts ◽  
English Language ◽  
Rating Scale ◽  
Peer Assessment ◽  
Self Assessment ◽  
Native Languages ◽  
Social Rules ◽  
Language Background ◽  
The Impact

AbstractThe present study investigates variability among raters from different linguistic backgrounds, who evaluated the pragmatic performance of English language learners with varying native languages (L1s) by using both self- and peer-assessments. To this end, written discourse completion task (WDCT) samples of requesting speech acts from 10 participants were collected. Thereafter, the participants were asked to assess their peers’ WDCTs before assessing their own samples using the same rating scale. The raters were further asked to provide an explanation for their rating decisions. Findings indicate that there may indeed be a link between a rater’s language background and their scoring patterns, although the results regarding peer- and self-assessment are mixed. There are both similarities and differences in the participants’ use of pragmatic norms and social rules in evaluating appropriateness.

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