scholarly journals INTEGRATING REFUGEES INTO SOCIETY AND EDUCATION THROUGH LANGUAGE TRAINING: A CASE STUDY IN ORDU, TURKEY

2018 ◽  
Vol 6 (1) ◽  
pp. 097
Author(s):  
Halis Gözpınar
Keyword(s):  
Foreign Language ◽  
Language Training ◽  
Refugee Students ◽  
Face To Face ◽  
Reference Guide ◽  
The Core ◽  
Speed Up ◽  
Iraqi Refugee ◽  
Iraqi Refugee Students

This paper approaches addressing the linguistic needs of Iraqi refugee students living in Turkey.  Having a command of Turkish and English will allow them to feel more self-confident, more easily establish communication with their peers, receive a better education, have broader employment opportunities, and eventually earn a better income. Language will also help remove the distance between them and society, enable healthy dialogue, and speed up their process of social integration. Turkey is trying to find solutions to this language and social barrier. The core of this research is comprised of eighty-three Iraqi refugee students receiving education at a middle as well as high school in the province of Ordu. The students’ educational progression was evaluated through classroom observation, interviews, e-mails, telephone conversations, face-to-face discussions, family visits, and casual talks with parents, children, youth, and teachers, and then defined as the sample group. The aim of this paper is to show what benefits that the foreign language training we provide has on institutions, communities, and individuals in order to accelerate guest students’ adaptation into the society within which they are living, as well as into education. This paper is also expected to serve as a reference guide for language training programs in especially multicultural environments as is based on the results obtained from our research and experience.  

scholarly journals Assumptions vs the reality – a case study on developing writing in a foreign language at the level of early school education in Poland and Lithuania

2019 ◽  
Vol 45 (2) ◽  
pp. 102-112
Author(s):  
Paula Budzyńska ◽  
Gerda Mazlaveckiene
Keyword(s):  
Foreign Language ◽  
National Level ◽  
Writing Skills ◽  
School Education ◽  
The Core ◽  
Scientific Background ◽  
Early School

The study aims at providing a potential answer to the question about the extent to which selected currently available ELTs for early school education in Poland and Lithuania allow developing pupils’ writing skills in English described in the most recent academic studies and official regulations at both European (e.g. the CEFR Volume Companion) and national level (e.g. the Core Curriculain the countries in question). The analysis of selected ELTs is performed with the use of a model created by the authors and based on the scientific background and the aforementioned documents. The study demonstrates changes that should be introduced to the content of the examined textbooks in order to make them possibly the most compliant with researchers’ stands and valid recommendations, for instance, (1) it would apparently be beneficial to diversify the types of writing activities included in the chosen ELTs, and (2) pupils could significantly benefit from introducing to the analysed textbooks more writing activities referring to their experience.

Educational gaps and their impact on Iraqi refugee students’ secondary schooling in the Greater Detroit, Michigan Area

2018 ◽  
Vol 13 (2) ◽  
pp. 299-318 ◽  
Author(s):  
Hyeyoung Bang ◽  
Bruce A Collet
Keyword(s):  
School Adjustment ◽  
Academic Failure ◽  
The United States ◽  
Refugee Students ◽  
Secondary Schooling ◽  
Transitional Countries ◽  
Residency Restrictions ◽  
Iraqi Refugee ◽  
Iraqi Refugee Students ◽  
Educational Gaps

In this piece we examine educational gaps among Iraqi refugee students while living in Iraq and while in transitional countries, challenges resulting from those educational gaps since they have arrived in the United States, and Iraqi students’ needs to overcome their challenges for school adjustment. Thirty Chaldean Iraqi refugees who attended various high schools in the greater Detroit area, their parents, and their teachers participated in interviews and focus groups. Educational gaps in Iraq are due to precarious conditions involved in access to schooling, and threats and dangers experienced as Chaldean religious minorities. Gaps in transitional countries are due to lack of access to schooling due to residency restrictions, discriminatory treatment, and financial difficulties. Iraqi students are highly anxious about academic failure and their ability to obtain a high school diploma. We recommend educational policies and practices that might best address the serious problem of educational gaps.

scholarly journals Twittering About Research: A Case Study of the World’s First Twitter Poster Competition

F1000Research ◽  
2016 ◽  
Vol 4 ◽  
pp. 798 ◽  
Author(s):  
Edward P. Randviir ◽  
Samuel M. Illingworth ◽  
Matthew J. Baker ◽  
Matthew Cude ◽  
Craig E. Banks
Keyword(s):  
Social Media ◽  
Knowledge Exchange ◽  
Proof Of Concept ◽  
Face To Face ◽  
The Public ◽  
Speed Up ◽  
Use Of Social Media ◽  
Online Format ◽  
Poster Presentations

The Royal Society of Chemistry held, to our knowledge, the world’s first Twitter conference at 9am on February 5 th, 2015. The conference was a Twitter-only conference, allowing researchers to upload academic posters as tweets, replacing a physical meeting. This paper reports the details of the event and discusses the outcomes, such as the potential for the use of social media to enhance scientific communication at conferences. In particular, the present work argues that social media outlets such as Twitter broaden audiences, speed up communication, and force clearer and more concise descriptions of a researcher’s work. The benefits of poster presentations are also discussed in terms of potential knowledge exchange and networking. This paper serves as a proof-of-concept approach for improving both the public opinion of the poster, and the enhancement of the poster through an innovative online format that some may feel more comfortable with, compared to face-to-face communication.

scholarly journals La didattica dell’italiano a distanza: un case study

2021 ◽  
Vol 12 (1) ◽  
pp. 19
Author(s):  
Paolo Matteucci
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Third Party ◽  
Distance Teaching ◽  
Fall Semester ◽  
Face To Face ◽  
Distance Instruction ◽  
Indicators Of Success ◽  
The Impact

ABSTRACT: Questo saggio si propone il fine di misurare l’impatto della transizione dalla didattica in aula a quella a distanza nel contesto dei corsi di italiano per principianti offerti, nel semestre autunnale 2020, dal Programma di Italiano dell’università canadese Dalhousie. Prendendo simultaneamente in considerazione i risultati del feedback formale e informale fornito dagli allievi, i dati raccolti tramite la ricerca-azione e l’osservazione dei corsi da parte di specialisti esterni, e una molteplicità di parametri valutativi, il presente intervento mira a delineare alcuni vantaggi e svantaggi dell’insegnamento a distanza dell’italiano come lingua straniera.Parole-chiave: Didattica dell’italiano. Glottotecnologie. Ricerca-azione. RESUMO: Este artigo analisa o impacto da transição das aulas presenciais ao formato virtual, especificamente no contexto das três seções do curso “Italiano para Iniciantes” oferecido no segundo semestre de 2020 pelo Programa de Italiano da Universidade de Dalhousie, Canadá. Justapondo os feedbacks formais e informais dos alunos, os dados recebidos da observação de terceiros através de pesquisa-ação e as avaliações de diversos indicadores de sucesso, este artigo visa delinear algumas vantagens, bem como os principais desafios, do ensino a distância do italiano enquanto idioma estrangeiro.Palavras-chave: Didática do italiano. Glototecnologias. Pesquisa-ação. ABSTRACT: This paper scrutinizes the impact of the transition from face-to-face teaching to online instruction, in the context of the Italian for Beginners courses offered in the fall semester 2020 by the Italian Program at Dalhousie University, Canada. By juxtaposing the student’s formal and informal feedback, the input received from third-party observation via action-research, and the assessment of a variety of indicators of success, this paper aims at outlining some advantages, as well as the main challenges, inscribed into at-distance teaching of Italian as a foreign language.Key words: Teaching Italian as a foreign language. At-distance instruction. Action-research.

scholarly journals Five Learning Design Principles to Create Active Learning for Engaging with Research in a MOOC

2020 ◽  
Vol 23 (1) ◽  
pp. 32-45
Author(s):  
Halvdan Haugsbakken
Keyword(s):  
Active Learning ◽  
Foreign Language ◽  
Digital Technologies ◽  
Design Principles ◽  
Learning Design ◽  
Language Training ◽  
Learning Content ◽  
Massive Online Open Course ◽  
Classroom Study

AbstractCreating a Massive Online Open Course (MOOC) based on analysis from research requires the adaptation of MOOC pedagogies. For example, course designers need to follow certain design principles and adapt learning content to the pedagogies and constraints of a MOOC platform. That said, this paper outlines five different learning design principles that create active learning in a MOOC. These emerged when adapting knowledge from a research case study. To exemplify the adaptation, this paper examines how research from a sociological, qualitative classroom study about a teacher who used digital technologies in foreign-language training at a Norwegian high school was adapted for a MOOC that ran on FutureLearn.

scholarly journals Twittering About Research: A Case Study of the World’s First Twitter Poster Competition

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 798 ◽  
Author(s):  
Edward P. Randviir ◽  
Samuel M. Illingworth ◽  
Matthew J. Baker ◽  
Matthew Cude ◽  
Craig E. Banks
Keyword(s):  
Social Media ◽  
Knowledge Exchange ◽  
Proof Of Concept ◽  
Face To Face ◽  
The Public ◽  
Speed Up ◽  
Use Of Social Media ◽  
Online Format ◽  
Poster Presentations

The Royal Society of Chemistry held, to our knowledge, the world’s first Twitter conference at 9am on February 5 th, 2015. The conference was a Twitter-only conference, allowing researchers to upload academic posters as tweets, replacing a physical meeting. This paper reports the details of the event and discusses the outcomes, such as the potential for the use of social media to enhance scientific communication at conferences. In particular, the present work argues that social media outlets such as Twitter broaden audiences, speed up communication, and force clearer and more concise descriptions of a researcher’s work. The benefits of poster presentations are also discussed in terms of potential knowledge exchange and networking. This paper serves as a proof-of-concept approach for improving both the public opinion of the poster, and the enhancement of the poster through an innovative online format that some may feel more comfortable with, compared to face-to-face communication.

scholarly journals Twittering About Research: A Case Study of the World’s First Twitter Poster Competition

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 798
Author(s):  
Edward P. Randviir ◽  
Samuel M. Illingworth ◽  
Matthew J. Baker ◽  
Matthew Cude ◽  
Craig E. Banks
Keyword(s):  
Social Media ◽  
Knowledge Exchange ◽  
Proof Of Concept ◽  
Face To Face ◽  
The Public ◽  
Speed Up ◽  
Use Of Social Media ◽  
Online Format ◽  
Poster Presentations

The Royal Society of Chemistry held, to our knowledge, the world’s first Twitter conference at 9am on February 5th, 2015. This paper reports the details of the event and discusses the outcomes, such as the potential for the use of social media to enhance scientific communication at conferences. In particular, the present work argues that social media outlets such as Twitter broaden audiences, speed up communication, and force clearer and more concise descriptions of a researcher’s work. The benefits of poster presentations are also discussed in terms of potential knowledge exchange and networking. This paper serves as a proof-of-concept approach for improving both the public opinion of the poster, and the enhancement of the poster through an innovative online format that some may feel more comfortable with, compared to face-to-face communication.

The Case Study of a Multicultural Classroom Environment: Syrian and Iraqi Refugees

2020 ◽  
Vol 38 (2) ◽  
pp. 81-99
Author(s):  
İlkay Doğan Taş
Keyword(s):  
Classroom Environment ◽  
First Grade ◽  
Classroom Observations ◽  
Iraqi Refugees ◽  
Teacher Interviews ◽  
Refugee Students ◽  
Multicultural Classroom ◽  
Iraqi Refugee Students ◽  
Education Process

This study aims to determine the positive and/or negative situations and the reactions of the students and teachers to these situations emerged during the education process carried out in a multicultural class with Syrian and Iraqi refugee students. This study is a case study in which the data were collected from classroom observations and teacher interviews. The findings of the study show that the integration of Syrian and Iraqi refugees into Turkish education system is affected both positively and negatively by teachers’ multicultural classroom experiences, students' being in the first grade, learning Turkish as a second language, and the socio-cultural environment.

Sign in / Sign up

Export Citation Format

Share Document