scholarly journals Using Teacher -SWOT Analyses as a Tool for Pedagogic Practice Efficiency: The Case of Some Selected English-Speaking Primary Schools in the Diamare Division, Far North Region of Cameroon

2021 ◽  
Vol 8 (4) ◽  
Keyword(s):  
Primary Schools ◽  
Far North ◽  
English Speaking ◽  
Practice Efficiency ◽  
Swot Analyses

scholarly journals The Negative Influence of Native-Speakerism on the Sustainability of Linguistic and Cultural Diversities of Localized Variants of English: A Study of Local and Expatriate Teachers in South Korea

2019 ◽  
Vol 11 (23) ◽  
pp. 6723
Author(s):  
Kumju Hwang ◽  
Su Yon Yim
Keyword(s):  
Primary Schools ◽  
English Education ◽  
Symbolic Capital ◽  
Negative Influence ◽  
Negative Attitudes ◽  
South Korean ◽  
Teacher Identities ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

This study explores teacher identities of native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) based on interview data collected from twenty teachers who teach English to young learners in South Korean primary schools. The participants comprised ten NESTs and ten NNESTs. Bourdieu’s concept of three pillars was used to explore hegemonic relations between NESTs and NNESTs. The interview analysis showed that two different types of symbolic capital—one specified as native-speakerism and the other concretized as qualified tenured teacher positions—shape the dynamic nature of hegemonic relations that have constructed an antagonistic collective habitus between NESTs and NNESTs. This study revealed that power fluctuations and lack of institutional cultural capital shaped NESTs and NNESTs’ fragmented teacher identities which increased their dissatisfaction with their current roles. Bourdieu’s concepts provide a sociological vocabulary for understanding NESTs and NNESTs’ teacher identities and social status trajectories. This study provides an important theoretical and policy implication that English education practices and policies based on the ideology of native-speakerism fortify students’ preference for native English and negative attitudes towards localized variants of English which threatens the sustainability of linguistic and cultural diversities of localized variants of English.

Bilingual Education—What can We Learn from the Past?

1988 ◽  
Vol 32 (1) ◽  
pp. 95-114 ◽  
Author(s):  
Michael Clyne
Keyword(s):  
Second Language Acquisition ◽  
Bilingual Education ◽  
Primary Schools ◽  
South Australia ◽  
Time Of Day ◽  
Day Schools ◽  
Language Programs ◽  
Part Time ◽  
English Speaking ◽  
The 19Th Century

This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.

The declining role of primary schools in the revitalisation of Irish

AILA Review ◽  
2008 ◽  
Vol 21 ◽  
pp. 49-68 ◽  
Author(s):  
John Harris
Keyword(s):  
Primary Schools ◽  
Rapid Evolution ◽  
Rapid Expansion ◽  
Negative Effects ◽  
Educational Structures ◽  
English Speaking ◽  
Language Revitalisation ◽  
New Generation ◽  
Changing Role

Although the vast majority of people in Ireland have at least some knowledge of Irish, only a small minority speak it as a community language (in Gaeltacht areas in the west) or in the more widely dispersed Irish-speaking households in the large English speaking area. Primary schools have had a central role in language revitalisation since the late 19th century, by transmitting a knowledge of the language to each new generation. This paper examines how well primary schools have performed in recent decades. Results of a national comparative study over a 17 year period show that there has been a long-term decline in pupil success in learning Irish (speaking and listening) in ‘ordinary’ schools. Proficiency in Irish in all-Irish immersion schools in English-speaking areas have held up well despite rapid expansion. Reasons for the decline in ordinary schools include time pressures in the curriculum, a reduction in Irish-medium teaching, changing teacher attitudes and a lack of engagement by parents. The changing role of the Department of Education and Science in relation to Irish and the rapid evolution of new educational structures, have also have had negative effects. Implications for the revitalisation of Irish are discussed.

Teacher Attitudes to Multicultural Curriculum Development

1987 ◽  
Vol 31 (2) ◽  
pp. 129-144 ◽  
Author(s):  
Dennis M. McInerney
Keyword(s):  
Education Policy ◽  
Multicultural Education ◽  
Teacher Attitudes ◽  
Primary Schools ◽  
Multicultural Curriculum ◽  
Minority Children ◽  
Policy Document ◽  
South Wales ◽  
Ethnic Language ◽  
English Speaking

This study reports teacher attitudes towards multicultural curricula developments in a sample of New South Wales state primary schools and the assimilation orientation of the respondents prior to the publication and dissemination of the state Multicultural Education Policy document. In general, teachers were favourably disposed to non-English-speaking minority children maintaining their ethnic identity, particularly through the use of their ethnic language. However they were negatively disposed to schools being actively involved in teaching ethnic languages, and to schools extending multicultural curricula. Teachers of English as a second language were more favourably disposed to the propositions than either of the other two groups (administration and class teachers). Class teachers were less favourably inclined to community language teaching and to the development of multicultural curricula. The second part of the study measured the assimilation orientation of teachers on a three-point scale: angloconformism, interactionism and pluralism. The most popular alternative was interactionism, with pluralism being an unpopular choice. The argument is presented that little attitudinal change has occurred since the implementation of the Multicultural Education Policy.

scholarly journals Case Study of Phonics among Primary School Students

2016 ◽  
Vol 4 (10) ◽  
pp. 11-16
Author(s):  
Liu Xiaojing ◽  
Junying Zhang ◽  
Huang Jing
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Ability ◽  
Teaching Approach ◽  
Primary School Students ◽  
School Students ◽  
New Words ◽  
English Speaking ◽  
Grade 3

Phonics is a widely implemented teaching approach in primary schools in many English speaking countries. Through a flexural development, the teaching approach has been proved to be an efficient way of improving children’s decoding, spelling and general reading ability. This paper reports case study of presenting phonics to 10 students in Grade 3 in China. The study shows that phonics teaching can help the students to form a connection between words and their pronunciation, hence help students to acquire the ability to decode and spell new words in their further reading.

Living in two worlds

2009 ◽  
Vol 32 (1) ◽  
pp. 5.1-5.18 ◽  
Author(s):  
Lin Zheng
Keyword(s):  
Family Communication ◽  
Primary Schools ◽  
Chinese Language ◽  
School Education ◽  
Code Switching ◽  
Bilingual Children ◽  
Family Communication Patterns ◽  
Length Of Residence ◽  
Leading Role ◽  
English Speaking

This paper is based on an analysis of interviews, conducted at three primary schools in Melbourne, which sought to explore the determinants of code-switching between English and Chinese. Specifically, it examined school education and other specific possible determinants of code switching amongst Chinese-Australian bilingual children. The specific determinants of codeswitching that emerge from this study include: the length of residence in an English speaking community; the exposure to languages in schools and family communication patterns. The nature of school education played a leading role in Chinese language maintenance for the bilingual children.

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