scholarly journals An Instructional Framework for Technology-Based Classroom Tuition of ELP Students

2021 ◽  
Vol 66 (1) ◽  
pp. 45-60
Author(s):  
Anastasia Ignatkina
Keyword(s):  
Language Learning ◽  
Cognitive Architecture ◽  
Law Students ◽  
The Other ◽  
Positive Trend ◽  
Structured Interviews ◽  
Processing Style ◽  
Instructional Framework ◽  
Use Of Technology ◽  
The One

Abstract In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning. On the one hand, a multiplicity of strengths of online environments such as YouTube channels, Apps, podcasts, etc. is highlighted in the studies exploring the potential of multimedia applications for language learning. On the other hand, there is a significant number of studies which demonstrate opposite observations resulting from the research of the effects of the medium (printed and technology-based) on learning outcomes: some authors argue that students overwhelmingly prefer print over electronic formats for learning purposes, others infer that multiple factors affect learners’ actual behaviors and there is no solid evidence proving the priority of one over the other. Cognitive psychologists are more precise in this point: looking into how people process information they affirm that to be effective instructional framework should not ignore human cognitive architecture. Drawing upon recent studies in the field of designing educational media with regard of cognitive, behavioral, and attitudinal aspects of learning the exploratory study reported in this paper attempts to bridge the cognitive and educational theories to specify the framework of technology-based classes for ELP students. Through three courses of in-depth structured interviews with 58 Russian undergraduate law students doing an ELP course in Saratov State Law Academy, Russia, particular focus was placed on an individual learner’s (1) information coding style, (2) information processing style and (3) reading style. The results of the research suggest some ideas on developing an instructional framework for ELP technology-based classroom tuition taking considering the principles of cognitive teaching.

The Other Entrepreneurs - Migrant Economies as Spaces for Social Innovation?

2019 ◽  
Vol 16 (2) ◽  
pp. 265-271
Author(s):  
Claudia Lintner
Keyword(s):  
Social Innovation ◽  
Close Relation ◽  
The Other ◽  
Structural Level ◽  
Structured Interviews ◽  
Economic Activities ◽  
Migrant Entrepreneurship ◽  
False Dichotomy ◽  
Migrant Entrepreneurs ◽  
The One

This article analyses the relationship between migrant entrepreneurship, marginalisation and social innovation. It does so, by looking how their ‘otherness’ is used on the one hand to reproduce their marginalised situation in society and on the other to develop new living and working arrangements promoting social innovation in society. The paper is based on a qualitative study, which was carried out from March 2014- 2016. In this period, twenty semi-structured interviews were conducted with migrant entrepreneurs and experts. As the results show, migrant entrepreneurs are characterised by a false dichotomy of “native weakness” in economic self-organisation against the “classical strength” of majority entrepreneurs. It is shown that new possibilities of acting in the context of migrant entrepreneurship are mostly organised in close relation to the lifeworlds and specific needs deriving from this sphere. Social innovation processes initiated by migrant entrepreneurs through their economic activities thus develop on a micro level and are hence less apparent. Supportive networks are missing on a structural level, so it becomes difficult for single innovative initiatives to be long-lasting.

scholarly journals How Will the Use of Technology in Translation and Testing Affect Language Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 22 ◽  
Author(s):  
David Michael Bourne
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Educational Institutions ◽  
Human Element ◽  
Use Of Technology ◽  
The One ◽  
Impact Of Technology ◽  
Age Range ◽  
The Impact

Technology has an ever increasing impact on how we work and live. Article adressed the issue of the impact of technology in two key areas of language learning. On the one side learners increasingly used technology to translate. Given this trend, was there any real need to learn a language. On the other side, educational institutions increasingly used technology to rate language proficiency. Given this trend, would the work of the teacher become less and less important. The survey was conducted by using quantitative method. The respondents’ age range was 18-25. There were 53 respondents, 35% were male and 65% were female. The instrument was a questionaire having 9 questions describing the students’ reliance on computer in translation. It can be concluded that learners of English indicate that they accept and welcome the role of technology in language learning, but there is a doubt that the role and participation of humans in the learning process will be completely replaced. The human element remains an important ingredient. (EE)

scholarly journals Klubpædagogen mellem demokrati, frihed og markedsgørelse?

2020 ◽  
Vol 4 (2) ◽  
pp. 16
Author(s):  
Lea Ringskou ◽  
Christoffer Vengsgaard ◽  
Caroline Bach
Keyword(s):  
Professional Identity ◽  
Leisure Time ◽  
Final Section ◽  
The Other ◽  
Structured Interviews ◽  
Research Project ◽  
The One

ResuméArtiklen omhandler et toårigt forskningsprojekt på VIA Pædagoguddannelse om klubpædagogisk professionsidentitet. I forskningsprojektet er der udført 11 kvalitative semistrukturerede interviews. Ud fra interviewene konstruerer vi analytisk tre dominerende narrativer: klubpædagogen som demokratisk medborgerskaber, frihedens klubpædagog og klubpædagogen som sælger. Ud fra narrativerne præsenterer vi tre større historisk og kulturelt forankrede nøglefortællinger om klubpædagogisk professionsidentitet. De to første narrativer indeholder nøglefortællinger om demokrati og frihed, der trækker på klassisk reformpædagogik og kritisk frigørende pædagogik. Heroverfor indeholder narrativet pædagogen som sælger en historisk nyere nøglefortælling om markedsgørelse. Vi betragter mødet mellem nøglefortællingerne som en mere overordnet fortælling om klubpædagogisk professionsidentitet mellem tradition og forandring. Afslutningsvis diskuterer vi, hvilke udfordringer og muligheder mødet mellem nøglefortællingerne, nærmere bestemt mødet mellem demokrati og frihed på den ene side og markedsgørelse på den anden, potentielt kan indeholde i forhold til klubpædagogisk professionsidentitet og omverdenens anerkendelse. På den ene side kan markedsgørelsen tolkes som risiko for dekonstruktion af klubpædagogisk professionsidentitet, der vil kunne udhule nøglefortællingerne om demokrati og frihed. På den anden side kan der argumenteres for, at netop nøglefortællingen om markedsgørelsen kan tolkes som mulighed for at styrke de to andre nøglefortællinger og at den sigt vil kunne bidrage til stabilisering og anerkendelse af klubpædagogisk professionsidentitet. AbstractLeisure time pedagogue working in youth clubs: between democracy, freedom and marketing? Three key narratives in professional identity of leisure time pedagogues working in youth clubsIn this article, we present the results of a research project about the professional identity of leisure time pedagogue working in different forms of youth clubs with children and teenagers from 10 to 18+ years of age. We base the analysis on 11 qualitative semi-structured interviews. Through the analysis, we construct three key narratives: a key narrative concerning democracy, a key narrative concerning freedom and a key narrative concerning marketing (sale). We use these three key narratives to illustrate the complexity of the professional identity of the leisure time pedagogue. Both tradition and renewal characterizes the professional identity of the leisure time pedagogues. In the final section, we discuss the encounter between the key narratives of democracy and freedom on the one hand and the key narrative of marketing on the other. What are the possible pitfalls and potentials in this encounter, when the pedagogues strives for the acknowledgement and acceptance of professional identity?

scholarly journals Favouritism: Exploring the ‘uncontrolled’ spaces of the leadership experience

Leadership ◽  
2018 ◽  
Vol 15 (3) ◽  
pp. 381-397 ◽  
Author(s):  
Ofelia A Palermo ◽  
Ana Catarina Carnaz ◽  
Henrique Duarte
Keyword(s):  
Ethical Issues ◽  
Social Process ◽  
The Other ◽  
Structured Interviews ◽  
Organisational Justice ◽  
Other Hand ◽  
The Social ◽  
Leadership Experience ◽  
The One ◽  
The Way

In this paper, we argue that a focus on favouritism magnifies a central ethical ambiguity in leadership, both conceptually and in practice. The social process of favouritism can even go unnoticed, or misrecognised if it does not manifest in a form in which it can be either included or excluded from what is (collectively interpreted as) leadership. The leadership literature presents a tension between what is an embodied and relational account of the ethical, on the one hand, and a more dispassionate organisational ‘justice’ emphasis, on the other hand. We conducted 23 semi-structured interviews in eight consultancy companies, four multinationals and four internationals. There were ethical issues at play in the way interviewees thought about favouritism in leadership episodes. This emerged in the fact that they were concerned with visibility and conduct before engaging in favouritism. Our findings illustrate a bricolage of ethical justifications for favouritism, namely utilitarian, justice, and relational. Such findings suggest the ethical ambiguity that lies at the heart of leadership as a concept and a practice.

Wie Zijn 'Onze' Leerders?

1999 ◽  
Vol 62 ◽  
pp. 87-97
Author(s):  
Anne-Mieke Janssen-van Dieten
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Language Teachers ◽  
The Other ◽  
Learning And Teaching ◽  
Highly Educated ◽  
Other Hand ◽  
L2 Learners ◽  
The One

There is an increasing awareness that the number of non-native speakers in the category of 'adult, highly educated, advanced L2-learners' is rapidly increasing. This paper presents an analysis of what it means to teach them a second language - whether it is Dutch or any other second language. It is argued that, on the one hand, conceptions about language learning and teaching are insufficiendy known, and that, on the other hand, there are many widespread misconceptions that prevent language teachers from catering adequately for people's actual communicative needs, and from providing tailor-made solutions to these problems.

scholarly journals Factors Affecting Technology Integration in EFL Classrooms: The Case of Kuwaiti Government Primary Schools

2020 ◽  
Vol 9 (4) ◽  
pp. 10
Author(s):  
Maha Bader Alghasab ◽  
Anaam Alfadley ◽  
Amel M. Aladwani
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Parental Support ◽  
Primary Schools ◽  
Computer Assisted ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Efl Teachers

Previous Computer Assisted Language Learning (CALL) research has shown that technology is beneficial for promoting language learning, but some teachers neither use technology as an assisted tool nor integrate it into their language classrooms. It has also been argued that the integration of technology has been unsuccessful in Kuwait. This study aims to explore the factors influencing teachers’ use of technology in English as a foreign language (EFL) classroom in Kuwaiti government primary schools. More specifically, it aims to highlight factors promoting and hindering EFL teachers’ use of technology. For the purpose of this study, 55 questionnaire responses were collected from different primary school teachers in Kuwait, followed up with 15 semi-structured interviews. The study findings show that Kuwaiti primary school EFL teachers who participated in the current study demonstrated positive attitudes towards using technology and acknowledged the implementation of some cutting-edge technologies in their classrooms. Enhancing students’ language learning, innovation and school support were the main factors that encouraged the participating teachers to use technology. Other factors hindered the use of technology; particularly those related to lack of parental support, personal expenses and health problems, teachers’ lack of skills and training, poor classroom infrastructure, and time constraints/workload. The findings also reveal that the lack of professional development training workshops provided by the Ministry of Education led the Kuwaiti teachers to rely more on informal training in which they worked and learnt together with their colleagues in small sub-groups to improve their use of technology. The study findings have implications for policymakers and other stakeholders intending to integrate technology in Kuwaiti primary schools.

Family Context Surrounding the Use of Technologies and Their Impact in Adolescents’ Media Multitasking

2021 ◽  
pp. 0192513X2110648
Author(s):  
Modesta Pousada ◽  
Sara Malo ◽  
Ferran Viñas ◽  
Mercedes Martín-Perpiñá ◽  
Beni Gómez-Zúñiga
Keyword(s):  
Significant Relationship ◽  
Information And Communications Technology ◽  
The Other ◽  
Family Context ◽  
Media Multitasking ◽  
Communications Technology ◽  
Use Of Technology ◽  
The Family ◽  
The One ◽  
The Relationship

Recent studies pointed out that practically all adolescents are regular users of information and communications technology (ICT). Since the most usual context for the use of technology is the home, our aim is, on the one hand, to characterize the family technology context among adolescents aged between 11 and 18 years and, on the other hand, to analyse the relationship between multitasking and the different variables found within this family context. Participants were 977 adolescents. Significant relationship between the number of devices in the home and the frequency with which these are used are showed. Although a 60% of the adolescents have no parental rules over this use, there does not appear to be any relationship between the existence, or lack thereof, of rules over the use of ICT and multitasking. To reduce adolescents amount of media multitasking, we would recommend having fewer devices in the home rather than imposing rules about their use.

scholarly journals Nasib Bahasa Jawa dan Bahasa Indonesia dalam Pandangan dan Sikap Bahasa Generasi Muda Jawa

2018 ◽  
Vol 13 (2) ◽  
pp. 244 ◽  
Author(s):  
Suharyo Suharyo
Keyword(s):  
Negative Attitude ◽  
Target Population ◽  
The Other ◽  
Young Generation ◽  
Structured Interviews ◽  
Central Java ◽  
Java Language ◽  
Younger Generation ◽  
The One ◽  
Bahasa Indonesia

Abstract This study aims to reveal the fate of the Java language on the one hand and the Indonesian language on the other hand through the selection and defense of language (Indonesia and Java) by the younger generation. How young people choose language as a means of expression in the realm of house and the realm of friendship. (A) determining the location and population and sample, (b) questionnaire distribution to a number of respondents who were then analyzed qualitatively and quantitatively, (c) nonparticipant observation in the daily life of the younger generation, (d) structured interviews and depth using snowball method which then analyzed qualitatively. The population of this research is the entire younger generation of Javanese who live in Central Java. The target population of this study is the younger generation of the various regions who live in Solo, Boyolali, Pekalongan, and Tegal, while the sample was selected randomly. The result shows that (1) the younger generation of Java uses more BI (Bahasa Indonesia) than Javanese (BJ) both in the home and friendship, (2) the young generation of Java will use 100% BI when someday have a spouse, (3) the younger generation of Java has a negative attitude towards BJ, being ignorant of BI, and not proud of BI, (4) the younger generation is more familiar with the vocabulary such as downloads, stakeholders, gadgets, than in BI, and (5) estimated BJ (especially manners) in the next 2 or 3 generations will be abandoned by the younger generation of Java. Intisari Penelitian ini bertujuan mengungkap nasib bahasa bahasa Jawa di satu sisi dan bahasa Indonesia di sisi lain melalui  pemilihan dan pemertahanan bahasa (Indonesia dan Jawa) oleh generasi muda. Bagiamana kaum muda memilih bahasa sebagai alat ekspresinya pada ranah rumah dan ranah persahabatan. Untuk menjawab pertanyaan tersebut dilakukan (a) menentukan lokasi dan  populasi  serta sampel, (b) penyebaran angket ke sejumlah responden yang kemudian dianalisis secara kualitatif dan  kuantitatif, (c) observasi nonpartisipan pada kehidupan sehari-hari generasi muda, (d) wawancara terstruktur dan mendalam dengan menggunakan metode snowball yang kemudian dianalaisis secara kualitatif. Populasi penelitin ini adalah seluruh generasi muda Jawa yang tingal di Jawa Tengah. Adapun populasi sasaran penelitian ini adalah generasi muda dari berbagai daerah yang tinggal di Solo, Boyolali, Pekalongan, dan Tegal, sedangkan sampel dipilih secara acak.  Hasilnya menunjukkan bahwa (1) generasi muda Jawa lebih banyak mengunakan BI (Bahasa Indonesia) daripada bahasa Jawa (BJ) baik pada ranah rumah maupun persahabatan, (2) generasi muda Jawa akan menggunakan 100 % BI ketika kelak memiliki pasangan hidup, (3) generasi muda Jawa memiliki sikap negatif terhadap BJ, bersikap abai terhadap BI, dan tidak bangga terhadap BI, (4) generasi muda lebih familiar terhadap kosakata-kokata seperti download, stakeholder, gadget, daripada padan katanya dalam BI, dan (5) diperkirakan BJ (terutama ragam krama) pada 2 atau 3 generasi mendatang akan ditinggalkan oleh  generasi muda Jawa.

Language Disabilities, Comorbid Developmental Disorders and Risk for Drug Abuse in Adolescence

2000 ◽  
Vol 1 (2) ◽  
pp. 165-176 ◽  
Author(s):  
Pamela Snow
Keyword(s):  
Academic Success ◽  
Protective Factors ◽  
Language Learning ◽  
Developmental Disorders ◽  
Learning Disorders ◽  
The Other ◽  
Vulnerable Groups ◽  
Developmental Problems ◽  
Attentional Disorders ◽  
The One

AbstractThis paper deals with research which makes links between developmental problems such as language-learning disorders, attentional disorders, and behaviour disturbance on the one hand, and risk for misuse of alcohol and other drugs (AOD) in adolescence on the other. Poor academic performance is frequently cited as a risk for adolescent AOD misuse, however few workers have critically examined the role of linguistically-based academic sub-skills (e.g., oral and written language competence; strong social skills) which normally contribute to academic success, and hence operate as protective factors with respect to risk for AOD misuse. Studies which specifically address language skills and their association with risk for AOD misuse are reviewed, as are investigations which deal with patterns of comorbidity which are typically evident in clinical populations. Particular emphasis is placed on comorbidities between language-learning difficulties on the one hand, and behavioural or attentional disorders, on the other. It is argued that more explicitly investigating and intervening at the level of core language/social skill competencies might serve to strengthen protective factors in vulnerable groups. It is also noted that comorbid problems need to be considered as important covariates in studies of language disordered children and adolescents, rather than being treated as exclusionary criteria.

scholarly journals Passive, Victims or Unintended Misrepresentation?

2021 ◽  
Vol 14 (4) ◽  
pp. 13
Author(s):  
Fidel C. T. Budy
Keyword(s):  
Rural Women ◽  
Lived Experiences ◽  
The Other ◽  
African Women ◽  
Equal Access ◽  
Land Grabbing ◽  
Structured Interviews ◽  
The Everyday ◽  
The One ◽  
The Impact

Sustainable development efforts to mitigate the challenges that women face in the midst of land grabbing could be significantly undermined or they could fail to address the concerns of rural African women if they are not driven by the everyday lived experiences of rural African women. Evidence suggests that current accounts of how rural African women experience land grabbing oversimplify the homogeneity of their experiences, depicting them as entirely passive and victims who lack the agency to react to the loss of their land. Addressing this gap in our appreciation of the impact of land grabbing on rural African women is significant to ensure equal access to land and secure tenure rights for women actually work. To this end, there are some in the literature that have, and continue to challenge the depiction of rural African women as entirely passive and victims, lacking agency. This paper builds on those studies to expand the parameter of inquiry by bringing fresh perspectives to the debate from Senjeh District in Liberia. Utilising data collected through qualitative semi-structured interviews in the district over a period of four months, this paper argues that there is a divergence between the well held notions by the literature and experts on the one hand and, women in Senjeh on the other hand. The paper also argues that rural women in Senjeh District exhibited various agency in multiple ways against the loss of their land to Sime Darby.

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