scholarly journals Geohistorical, didactic, and linguistic competencies learning through a bilingual (Spanish/English) fieldtrip project with teachers in training

2021 ◽  
Vol 9 (1) ◽  
pp. 65-102
Author(s):  
Carlos Martínez-Hernández ◽  
Sara Albaladejo-Albaladejo
Keyword(s):  
Scientific Literature ◽  
Language Skills ◽  
Integrated Learning ◽  
High Increase ◽  
Significant Difference ◽  
Procedural Tasks

This research is predicated on the hypothesis that a fieldtrip project adhering to a CLIL (Content and Language Integrated Learning) philosophy can be effective in promoting learning of both social and linguistic competencies. The main objective was to evaluate the didactic efficacy of a bilingual urban itinerary with teachers in training (from bilingual and non-bilingual groups) to develop geohistorical, didactic and linguistic competencies. Procedural and consolidated learning was assessed, via a dossier of activities and a statistically validated pretest-posttest. High development values were obtained in procedural tasks (average = 8.8/10), as well as a high increase in consolidated acquisition (average = +24.5% students). The greatest growth was observed in language skills (+ 26.4%). The assessed knowledge after the itinerary was significantly higher than before, for all competencies. However, there was no statistically significant difference between students belonging to bilingual or monolingual groups. Students positively valued these results. It is concluded that a local didactic fieldtrip is an effective CLIL strategy to develop social and linguistic competencies, and yet it is rarely discussed in the scientific literature and curricula. Received: 3 March 2021Accepted: 5 October 2021

EVALUTING THE EFFECTS OF EARLY INTERVENTION PROGRAM FOR CHILDREN WITH DEVELOPMENTAL DISABILITIES IN COMMUNITY

2011 ◽  
pp. 70-76
Author(s):  
Keyword(s):  
Social Cognition ◽  
Early Intervention ◽  
Developmental Delay ◽  
Intervention Program ◽  
Language Skills ◽  
Early Intervention Program ◽  
Self Help ◽  
Home Based ◽  
Significant Difference ◽  
One Year

Objectives: To evualate the effects of early intervention program after one year for 33 disabled children in Hue city in 2010. Objects and Methods: Conduct with practical work and assessment on developing levels at different skills of the children with developmental delay under 6 years old who are the objects of the program. Results: With the Portage checklist used as a tool for implementing the intervention at the community and assessing developing skills on Social, Cognition, Motor, Self-help and Language skills for children with developmental delay, there still exists significant difference (p ≤ 0.05) at developing level of all areas in the first assessment (January, 2010) and the second assessment (December, 2010) after 12 months. In comparison among skills of different types of disabilities, there is significant difference of p ≤ 0.05 of social, cognition and language skills in the first assessment and of social, cognition, motor and language skills in the second assessment. Conclusion: Home-based Early Intervention Program for children with developmental delay has achieved lots of progress in improving development skills of the children and enhancing the parents’ abilities in supporting their children at home.

MENTORING AS A FORM OF TEACHING ACTIVITY IN THE NEW DIGITAL EDUCATIONAL ENVIRONMENT

2021 ◽  
Vol 3 (102) ◽  
pp. 199-210
Author(s):  
ANNA V. POPOVA
Keyword(s):  
Comparative Analysis ◽  
Scientific Literature ◽  
Educational Environment ◽  
Educational Process ◽  
Training Process ◽  
Teaching Activity ◽  
Significant Difference

The article reveals the essential features of mentoring as a special type of pedagogical activity based on the concept of constructivism applying comparative analysis of individual legal acts in the field of education, as well as a thorough study of the Russian and foreign scientific literature. The author determines essential characteristics of this activity in the training process and the peculiarities of the mentor and mentee relationships. The article shows a significant difference between mentoring and coaching in the Russian educational process.

Character introductions in oral narratives of Swedish–German bilingual preschoolers

2020 ◽  
pp. 014272371989744
Author(s):  
Josefin Lindgren ◽  
Valerie Reichardt ◽  
Ute Bohnacker
Keyword(s):  
Language Proficiency ◽  
Language Skills ◽  
Age Groups ◽  
Age Group ◽  
Morphological Form ◽  
Information Status ◽  
Significant Difference ◽  
Old Swedish ◽  
As Effects ◽  
Two Age Groups

Closely related Swedish and German both mark information status of referents morphologically, though little is known about its acquisition. This study investigates character introductions in the narratives of 4- and 6-year-old Swedish–German bilinguals ( N = 40) in both languages, elicited with MAIN Cat/Dog. We analyse effects of age group, language and animacy (human vs nonhuman characters) on the type of referring expression (indefinite NP and pronoun), as well as effects of language proficiency and exposure on the use of indefinite NPs for each language. We also explore which syntactic constructions indefinite NPs occur in. A significant difference was found between the two age groups, but not between languages. No effect was found of language skills or exposure. Four-year-olds used more pronouns and a lower proportion of indefinite NPs than 6-year-olds. Pronouns were more frequent for the human character than for nonhuman animate characters. Whilst animacy (humanness) promoted the use of pronouns, it did not affect the choice of morphological form for lexical NPs (indefinite/definite). The age groups differed in how indefinite NPs were used. Four-year-olds produced fewer narrative presentations (where a character is introduced as part of a typical story opening, e.g. Once upon a time there was a cat) than 6-year-olds, and more labellings (with only an NP, or a clausal predicative, e.g. That’s a cat). Qualitative analyses suggest that the children’s indefinite NPs in labelling constructions can be both referential (when setting the narrative scene), and type-denoting (when naming referents in individual pictures). Whilst the children’s abilities to introduce story characters develop measurably from 4 to 6 years in Swedish and German, appropriateness of character introductions not only depends on whether an indefinite NP is chosen, but also on the syntactic construction this indefinite NP is used in.

scholarly journals Forgiveness among Javanese Ethnic Students: A Mountainous, Highland, Lowland, and Coastal Culture Background Comparison

2020 ◽  
Vol 4 (1) ◽  
pp. 45-63
Author(s):  
Andar Ifazatul Nurlatifah
Keyword(s):  
Scientific Literature ◽  
Reliability And Validity ◽  
Comprehensive Understanding ◽  
Avoidance Motivation ◽  
Multicultural Counselling ◽  
Significant Difference ◽  
Insignificant Difference ◽  
Ethnic Students ◽  
The Rasch Model ◽  
Practical Implications

It has been repeatedly documented in the scientific literature that culture plays an important role in forgiveness. However, research of mountainous, highland, lowland and coastal culture related to forgiveness was rare. The goal of this study was to describe the comparison of forgiveness among Javanese ethnic students who had been raised in mountainous, highland, lowland, and coastal culture background. Forgiveness Scale developed to obtain the data was adapted from TRIM and has been tested for its reliability and validity using the Rasch model. Descriptive statistics, Kruskal-Wallis (H) test, and Mann-Whitney (U) posthoc test were used to analyze the data. The result showed an insignificant difference in forgiveness but showed a significant difference in lessen-avoidance motivation. This finding had practical implications in multicultural counselling, especially in promoting forgiveness to various counselees. For a more comprehensive understanding, further research in forgiveness motives is required.

scholarly journals Features functional coordination force preparedness and girls grades 7—8

2014 ◽  
pp. 15-21 ◽  
Author(s):  
О. М. Худолій ◽  
О. В. Іващенко
Keyword(s):  
Motor Skills ◽  
Functional State ◽  
Motor Coordination ◽  
Scientific Literature ◽  
Structural Factors ◽  
Functional Training ◽  
Significant Function ◽  
Significant Difference ◽  
Hands On ◽  
Proper Power

Purpose — to determine patterns of motion and functional training girls 7—8 grades.Material and methods. To achieve the objectives adopted the following methods: analysis of scientific literature, educational testing and treatment methods of mathematical statistics research results. The study was attended by 31 people grade 7, 14 — 8th grade.Research results. Statistically significant differences between girls 7 and 8 classes observed in tests characterizing coordinating preparedness and proper power (p <0.001). Girls 7 classes have better preparedness of the results of tests 1 «jumping» allowances «times» and 7 «folded hands on Vis, p» (p <0,05: 0,001).Conclusions. Structural factors of the canonical discriminant function show that the most significant function associated with number 8, 4 and 9 variables: mean a significant difference between girls seventh and eighth grades observed in the development of motor skills and functional training: speed strength, motor coordination and functional state of the respiratory and cardiovascular -sosudistoy system.

scholarly journals The Effect of an Integration-Based Instructional Strategy on Developing EFL Students' Listening Skills at Al-Al Bayt University

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Hana' Abu-Mwais ◽  
Oqlah Mahmoud Smadi
Keyword(s):  
Instructional Strategy ◽  
Language Skills ◽  
Instructional Program ◽  
Listening Skills ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
Experimental Group

Listening is a language skill that people in general and students in specific may need it more than some of the other language skills such as reading and writing in their everyday life and communication. Yet, the integration of the four language skills should be always emphasized when learning any foreign language since this reinforces each other and represents the natural acquisition of the language. The current study aims to examine the effect of an instructional program based on integrating the four language skills on Jordanian undergraduate EFL students' listening comprehension skills and to find out their attitudes regarding the effectiveness of this program on improving their listening skills. In order to collect the data , the researchers used two instruments: pre-post test and an interview. The study is a quasi-experimental one, and the subjects of the study were 61 students from Al Al Bayt University in Jordan. The subjects were divided into two groups: the control one had 24 students while the experimental one had 37. The findings of the study reveal that there is a significant difference at ( α= 0.05) between the means of the two groups at the listening post-test due to the program. In addition, the instructional program proves to be effective for the students of the experimental group who believe that the program improved their listening skills.

scholarly journals The Kinds of the Linguistic Interference

2021 ◽  
Vol 11 (2) ◽  
pp. 176
Author(s):  
Sayana Movsum Baghirova
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
Scientific Literature ◽  
Mother Tongue ◽  
Language Skills ◽  
First Language ◽  
The Other ◽  
Target Language ◽  
Teacher Student ◽  
Linguistic Interference

In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.

scholarly journals DIFFERENCES IN LANGUAGE SKILLS FIRST GRADE STUDENTS IN RELATION TO THE LENGTH OF ATTENDING KINDERGARTEN

2016 ◽  
Vol 6 (2) ◽  
pp. 8-14
Author(s):  
Leila Begić ◽  
◽  
Mirela Duranovića ◽  
Karagić Samrab ◽  
◽  
...  
Keyword(s):  
Elementary Schools ◽  
Bosnia And Herzegovina ◽  
Language Skills ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Linguistic Development ◽  
School Year ◽  
Development Period ◽  
Significant Difference

Aim of this research was to examine differences in linguistic abilities of first year students in elementary schools depending on time spent in kindergarten. In research, sample of surveyed students consisted of 190 first year students in elementary schools, both genders and ages between 72 and 89 months. The research was conducted in elementary schools on the territory of municipality Maglaj in Bosnia and Herzegovina. Results of this research have shown that during the evaluation of differences in linguistic abilities of first year students in elementary schools depending on time spent in kindergarten, there is statistically significant difference in grammatical variable that describes morphological completion. Children that attended kindergarten more than three school years, showed statistically better results with recognition abilities, understanding and usage of common morphological forms of Bosnian language, compared to children who attended kindergarten only for legally obliging preschool time (minimal 150 hours during one school year). We have to point out that respondents who attended kindergarten more than three school years showed better results in almost every variable that describes linguistic abilities but obtained difference did not appear as statistically significant. Professionals who deal with education and rehabilitation of children in development period should educate and stimulate parents to enroll their children in kindergarten in order to stimulate their speaking - linguistic development and other areas that children are developing in.

scholarly journals Methodological Approaches to Pedagogical Control in Physical Education of Girls Aged 12-14

2016 ◽  
pp. 13-24 ◽  
Author(s):  
О. Іващенко ◽  
О. Худолій
Keyword(s):  
Physical Education ◽  
Age Differences ◽  
Discriminant Function ◽  
Motor Coordination ◽  
Scientific Literature ◽  
Relative Strength ◽  
Mathematical Statistics ◽  
Significant Difference ◽  
Methodological Approaches

The objective is to determine the methodological approaches to pedagogical control in physical education of girls aged 12-14.Materials and methods. The participants of the study were girls aged 12 (n = 31), aged 13 (n = 26), and aged 14 (n = 28).To achieve the tasks set, the study relied on the following methods: analysis of scientific literature, pedagogical testing and methods of mathematical statistics. To evaluate the functional and motor preparedness of the girls aged 12-14, we recorded the results of Stange and Genchi, Serkin and motor tests.Results. The standardized coefficients of the canonical discriminant function allow to determine the relation of the variables contribution to the function result. The first function explains the results variation by 86.8% (p < 0.001), the second — by 13.2% (p < 0.001). The above proves that pedagogical control is possible in physical education based on the classification of the age differences in girls aged 12-14, by the results of their functional, strength and coordination preparedness tested.The structural coefficients of the first canonical discriminant function indicate that a significant difference between the girls aged 12 and the girls aged 13-14 occurs in the level of development of their motor coordination, speed strength and the results of Stange’s test. The structural coefficients of the second canonical discriminant function indicate that a significant difference between the girls aged 13 and 14 occurs in the level of development of the static and relative strength of their arm muscles.Conclusions. The final pedagogical control of motor and functional preparedness of the girls aged 12-14 can rest on the first discriminant function with emphasis on the most informative variables.  

scholarly journals Involve Me, and I Learn: Preparing English Language Intensive Program Students to the Demands of their Academic Programs

2019 ◽  
Author(s):  
Ali Ayed Alshahrani ◽  
Rashid Mahmood Mohammad
Keyword(s):  
English Language ◽  
Language Skills ◽  
Academic Programs ◽  
Faculty Members ◽  
Actual Performance ◽  
Self Confidence ◽  
Significant Difference ◽  
Efl Students ◽  
Spss Software ◽  
The One

This study aims to identify Saudi English as a Foreign Language (EFL) students' perspectives towards using the English language in their studies. The study explores students self-confident and its association with students' actual performance in English course in their different academic programs. A multimodal methodology was used to fulfill the research purpose and answer the research questions. A 25-item survey questionnaire and final examination grades were used to collect data. Two hundred forty-one students agreed to participate in the study. They completed the questionnaire and agreed to release their final grades to be a part of the collected data. The data were coded and analyzed by SPSS software. The findings indicated a significant difference in students' performance in English courses between participants' academic programs on the one hand. Students' self-confidence in their English language skills, on the other hand, was not significantly different between participants' academic programs. Data analysis also revealed no correlational relationship between students' self-confidence level and their language skills and their performance. The study raises more questions about other vital factors such as course instructors' views of the materials, faculty members of the target department, family belief in the usefulness of the program, protentional employers. These views and beliefs shape the student's preparation process and therefore, should be explored further.

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