scholarly journals Seven common misconceptions in bilingual education in primary education in Spain

2020 ◽  
Vol 15 (2) ◽  
pp. 358-368
Author(s):  
Slavka Madarova ◽  
Jesus Garcia Laborda
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Bilingual Education ◽  
Primary Education ◽  
Immigrant Students ◽  
Social Economic ◽  
12Th Grade ◽  
The World ◽  
Common Misconceptions

Foreign language bilingual education has been common in many countries all over the world for many years after the Quebec issue in the 1970s. However, after all these years, bilingual education still remains as a criticized way of education. This research essay examined the most significant criticism by summarizing it into seven common misconceptions of the bilingual education schooling system in Spain in general education English-Spanish 1st—12th grade. A lot of criticism has been directed towards the differences between regular mainstream classes and bilingual classes especially in Primary education. This paper looks at seven commonly addressed issues. The paper especially focuses on Primary education but most revision matters also relate to secondary and even higher education. Special interest is paid to cognitive, social, economic, mode of bilingual education, role of the immigrant students and parents’ attitudes. The conclusion leads to the understanding that English-Spanish bilingual education is not pernicious but, on the contrary, benefits the cognitive a linguistic development of most school children.     Keywords: bilingual education; misconceptions; CLIL; immersion; cognitive; socio-economic;

The Struggle for Public Recognition: Understanding Early Marriage through the Lens of Honour and Shame in Six Countries in South Asia and West Africa

2020 ◽  
Vol 20 (4) ◽  
pp. 328-346
Author(s):  
Esther Miedema ◽  
Winny Koster ◽  
Nicky Pouw ◽  
Philippe Meyer ◽  
Albena Sotirova
Keyword(s):  
International Development ◽  
Female Sexuality ◽  
Social Economic ◽  
Early Marriage ◽  
Social Standing ◽  
Public Recognition ◽  
The World ◽  
Economic Future ◽  
Different Parts

There is a burgeoning body of research on the role of ‘shame’ and ‘honour’ in decisions regarding early marriage in different parts of the world. Conceptualizing shame and honour as idioms through which gendered socio-economic inequalities are created and maintained, we examine early marriage decisions in Bangladesh, Nepal, Pakistan, Ghana, Burkina Faso and Senegal. While we acknowledge the existence of important differences between countries in terms of the nature and manifestations of shame and honour, we argue that regardless of setting, neither shame and honour, nor female sexuality and chastity can be separated from the socio-economic hierarchies and inequalities. Thus, in this article we seek to identify the cross-cutting dynamic of marriage as a means to overcome the shame associated with young single women’s sexuality, protecting family honour and social standing, and/or securing young women’s social-economic future. Building on our data and available scholarship, we question the potential of emphasizing ‘choice’ as a means of reducing early marriage and advancing women’s emancipation in international development efforts. Instead, we argue in favour of initiatives that engage with young people and caregivers on the ways in which, at grassroot levels, communities may revise narratives of respectability, marriageability and social standing.

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

The use of humor in the foreign language classroom: Funny and effective?

2011 ◽  
Vol 24 (4) ◽  
Author(s):  
Manuela Wagner ◽  
Eduardo Urios-Aparisi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multidisciplinary Approach ◽  
World Language ◽  
Long Term Study ◽  
Language Classroom ◽  
The World ◽  
World Language Classroom

AbstractThe present paper deals with the role of humor in world language teaching and learning. The goal is to enable educators and researchers to address the phenomenon of humor in the world language classroom in its complexity by suggesting a multidisciplinary approach and by introducing a coding scheme for investigating the use of humor in the world language classroom. Finally, we will introduce an ongoing long-term study planned with the proposed design.

scholarly journals General education role of foreign language teaching in General education schools and higher educational institutions

2020 ◽  
Vol 6 (1) ◽  
pp. 20-30
Author(s):  
Natalya Bashlueva ◽  
Mariya Bashlueva
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Teaching ◽  
General Purpose ◽  
Point Of View ◽  
Foreign Languages ◽  
Educational Role ◽  
Language Communication ◽  
Definition Of

the article deals with the directions in the methodology of teaching foreign language to students of secondary schools and cadets and students of educational organizations of the Ministry of internal Affairs. The issue of the General educational role of teaching foreign languages is discussed. Attention is paid to the discussion of the point of view of some Methodists about the place and role of the theoretical and descriptive aspect of teaching. Proponents of this theory believe that this aspect is the essence of the General educational function of language teaching, and sometimes argue that it should be considered as the main content of learning and its main purpose. In the existing methodological concepts, two points deserve the sharpest criticism: the wrong understanding of the General educational meaning of foreign languages and the resulting erroneous definition of the content and essence of teaching. Ready-made signs of a language, its systems of elements and structures can and should be studied separately as the sum of phenomena and facts of language in the corresponding theoretical courses; but specific types of communicative activity are always mastered, where the "lexical", "grammatical" and "phonetic" aspects appear in an indissoluble organic unity, because not only in any act of language communication, but also in any sign of a sound language, there are both "vocabulary", "grammar", and "phonetics". From the General purpose of teaching a foreign language at school, it follows that it cannot be reduced to the development of any one type of communication activity (for example, reading or speaking), since this would unacceptably narrow the practical value of learning; the school should lay the Foundation for using all four main types: speaking, listening, reading to oneself and writing.

scholarly journals Electronic language Portfolio in bilingual education as the latest method of presenting a pupils' foreign language activities

2021 ◽  
pp. 113-119
Author(s):  
Mariya Vynarchyk
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Language Skills ◽  
Educational Process ◽  
Foreign Languages ◽  
Scientific Article ◽  
European Language ◽  
Present Stage ◽  
Education Development

The scientific article explores the problem of using the electronic language Portfolio in bilingual education as the latest method of presenting a pupils' foreign language activities. Its importance at the present stage of education development is substantiated. The role of the electronic platform in the educational bilingual process is analyzed, as with the development of the latest digital technologies there have also been changes in its organization. It is established that the electronic Portfolio is used in bilingual education as the latest method of storage and presentation of the works carried out by the pupils. It presents feedback, recommendations of teachers regarding foreign language activities of the student. It is a kind of platform for discussions, as the Portfolio can serve in the educational environment to connect the pupil and the teacher, to present the achievements and successes of the pupil in foreign language activities. It is established that in the context of bilingual education, the European language Portfolio offers clear, systematic descriptors of pupils' knowledge and skills in mastering foreign languages, and is also used to assess student achievement. This motivates them to work better, allows them to identify gaps in their learning. In the context of bilingual education, the Portfolio can be used to compare and evaluate the level of foreign language skills of the pupils, which allows the teacher to adjust their intervention in the bilingual educational process. It is stated that in today's conditions the electronic language Portfolio is especially effectively used in bilingual education, as it provides interaction between peers, serves as a means of communication between the pupil and the teacher, the teacher and the parents. The use of electronic language Portfolio in bilingual education promotes the integration of positive experience of foreign language activities, encourages pupils to implement its practical aspects, establishes the foundation for professional development.

Not Another Don Quixote!

2018 ◽  
pp. 428-450
Author(s):  
Rowan McLelland
Keyword(s):  
Social Economic ◽  
Don Quixote ◽  
Political Capital ◽  
People's Republic Of China ◽  
Republic Of China ◽  
Dance Teachers ◽  
The World ◽  
Training Institutions ◽  
Teachers Training

This chapter discusses international ballet competitions through exploring their contributions to ballet as a transnational practice. It provides an ethnographic account, specifically focused on the multilayered significance of competing for aspiring dancers in the People’s Republic of China, in addition to assessing the role of competitions in the broader institution of ballet in China. The chapter investigates the value found in engaging with ballet competitions in terms of physical, social, economic, and political capital. It explores how value operates differently for individual competitors, dance teachers, training institutions, and even nations, both within China and in the rest of the world, to indicate the significance of competitions as a contributing factor to China’s increasing status in ballet more widely.

scholarly journals Levi’s Periodic System vs. Mendeleev’s Periodic System: two engaged views of chemistry between science and literature

2019 ◽  
Vol 91 (12) ◽  
pp. 1941-1947
Author(s):  
Elena Ghibaudi
Keyword(s):  
Periodic System ◽  
Social Economic ◽  
Life Experiences ◽  
Human Condition ◽  
Cultural Issues ◽  
Science And Literature ◽  
The World ◽  
Life Context ◽  
Historical Periods

Abstract A comparison between the figures of Levi and Mendeleev is proposed, based on their peculiar ways of conceiving their professional role of chemist, their life experiences, their achievements and their thought. The Weltanschauung of these two figures, despite their having lived in distinct historical periods and their belonging to distinct cultures, was deeply influenced by the fact of being chemists: chemistry was – for both of them – a tool for interpreting the world around them and acting effectively in it. The chemistry Levi talks about in his writings is not just a narrative pretext: it is part of his vision of the world and a means of survival in the hellish context of the extermination camp. Similarly, Mendeleev’s idea of chemistry was always related to the life context and the human condition: this explains his pedagogical concerns and the attention payed to social, economic and cultural issues typical of his time. Both Levi and Mendeleev were chemists for whom chemistry was a means of civil engagement. Their writings show that chemistry was a source of inspiration for their ethics.

The Role of Advocacy in Shaping Immigrant Education: A California Case Study

2009 ◽  
Vol 111 (3) ◽  
pp. 817-850 ◽  
Author(s):  
Laurie Olsen
Keyword(s):  
Public Schools ◽  
Bilingual Education ◽  
Media Coverage ◽  
Immigrant Students ◽  
Proposition 227 ◽  
Immigrant Education ◽  
Ballot Initiative ◽  
English Only

Background Context Throughout United States history, immigrant education has been shaped and defined by political struggles over immigration, language rights, national security, and educational equity and access. Bilingual education has become the contemporary battleground for these struggles. In 1996, in California, a struggle ensued between supporters of bilingual education and the English Only movement, culminating in a public ballot initiative, Proposition 227, designed to end bilingual education. Purpose/Focus This article explores the ways in which advocacy groups engage in efforts to protect immigrant students’ access to, and inclusion in, schools, and how that engagement is shaped and seeks to impact on prevailing policies and ideologies. Design This qualitative case study is based on historical records from the Proposition 227 campaigns, analysis of media coverage, and interviews, and was written as a reflective piece by a social scientist who was active in the campaigns. Conclusions and Recommendations The battle over Proposition 227 was just one episode in a historically broader and deeper societal struggle between fundamentally different perspectives about the role of public schools in a diverse society. Although the explicit conflicts between English Only and bilingual education forces in California before, during, and after Proposition 227 were focused on English learner program design—the language to be used for instruction, materials, and credentialing—this was and is an ideological struggle. Advocates for bilingual education were unprepared for fighting this battle in the public arena of a ballot initiative. In the course of the Proposition 227 campaign, advocates drew lessons that informed a revised strategy: to shift the basic paradigm within which immigrant education is framed beyond the framework of civil rights and a compensatory program to redefine immigration schooling in an affirmative, additive 21st-century global vision. This has resulted in a renewed advocacy movement, illustrating the role that advocacy organizations play in adapting and reshaping the dialogues and policies over immigrant education.

scholarly journals Modernity and human rights: beyond a simple association

2016 ◽  
Vol 28 (43) ◽  
pp. 99
Author(s):  
Leno Francisco Danner
Keyword(s):  
Human Rights ◽  
Social Economic ◽  
Social Rights ◽  
Basic Income ◽  
Normative Model ◽  
Modern Culture ◽  
Institutional Politics ◽  
The Social ◽  
The World

Beginning with the Jürgen Habermas’ reconstruction of a normative model of European cultural modernity as basis to a contemporary notion of epistemological-moral universalism as condition to critic, to integration and to intervention, which leads to the affirmation that democracy and human rights represent the modernity’s fundamental legacy, I will discuss that such theoretical reconstruction only can be possible from a historical-sociological blindness which is based on the separation between a normative notion of European cultural modernity and the Realpolitik of colonialism – just from this theoretical-political standpoint it is possible to sustain a universalistic normative paradigm which is capable to ground the criticism, the integration and the intervention of all social-cultural contexts, which means that modern culture and normativism can serve as medium and guide of all particular cultures, at least in a strong way. Against that optimistic role of the Habermasian normative model of European cultural modernity, I will argue that democracy and human rights as modernity’s legacy have basically two tasks in the contemporary Realpolitik: first, to restrain the modernity’s totalizing tendency to rationalization and to globalization, i.e. its movement of assimilation of all cultures and societies in a model of epistemological, cultural and economic universalism; and to ground an international institutional politics based on the social-economic reparation for the colonialism, which implies in a universalistic extension of the social rights to all people in the world (for example, the Philippe van Parijs’ idea of basic income).

scholarly journals Tematski rječnici kao nastavno sredstvo u p(r)oučavanju jezika

2021 ◽  
pp. 203-215
Author(s):  
Ljudmila Vasiljeva
Keyword(s):  
Foreign Language ◽  
National Culture ◽  
Teaching Methods ◽  
Native Language ◽  
Alphabetical Order ◽  
Teaching Process ◽  
Slavic Languages ◽  
The World ◽  
Methodological Status

The purpose of this article is to present the methodological status of the dictionary in the process of learning/teaching other Slavic languages and to determine the features of the bilingual thematic educational Ukrainian-Croatian dictionary. Dictionaries play an important role in the development of national culture and in the supporting and improving a particular native language. During the thirty-year period of independence both Croatia and Ukraine can boast only a small amount of Croatian and Ukrainian lexicographic editions that could simultaneously apply to Croatian and Ukrainian. The important role of vocabulary in learning a foreign language does not require any comments. In fact it is generally accepted in teaching methods, which means that dictionary, as well as textbook, are necessary means in the teaching process. Noting and grouping words in dictionary also has a fairly long history. The alphabetical order of lexical units is traditional and commonly accepted in the world lexicography. Hence, thematic and ideographic lexicography are supposed to be alternatives to alphabetic lexicography.

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