scholarly journals CLIL: il punto di vista degli studenti

2018 ◽  
Author(s):  
Sonia Bailini ◽  
Cristina Bosisio ◽  
Silvia Gilardoni ◽  
Mario Pasquariello
Keyword(s):  
Secondary Schools ◽  
Learning Environment ◽  
Qualitative Data ◽  
Point Of View ◽  
Foreign Languages ◽  
Human Sciences ◽  
Integrated Learning

This paper aims to investigate the students’ perception about the implementation of the Content and Language Integrated Learning (CLIL) methodology (D.P.R. 88 and 89/2010) in languages other than English. The research focuses on students attending foreign languages and human sciences secondary schools in Lombardy. Quantitative and qualitative data were collected through a questionnaire focusing on the students’ perception of the CLIL learning environment in French, Spanish and German. Results outline CLIL reception in the first years of its implementation in Italy and highlight its strengths and weaknesses as they are perceived from the learners’ point of view.

scholarly journals Educational prospects of Techno-CLIL strategies and implementation in the subject of History for the last triennium of Secondary schools

2021 ◽  
Vol 1 (3) ◽  
pp. 79
Author(s):  
Maria Elisabetta Porcedda
Keyword(s):  
Secondary Schools ◽  
Applied Linguistics ◽  
Foreign Languages ◽  
Minority Languages ◽  
Integrated Learning ◽  
Top Down ◽  
Long Time ◽  
The Subject

Content and Language Integrated Learning (CLIL) was born in the ‘90s, explicitly aimed at fostering the European multilingualism at school, by means of the embedding content and foreign/minority languages, whose implementation non-linguistic subject teachers have been the only main characters for a long time. As a matter of fact, by now CLIL does not seem to be as widespread as wished in the European schools, often because it is not seen as an opportunity for teachers, but as a demanding top-down policy, both in training them and in workload for them. So, it is not perceived primarily in its global importance for a new kind of schooling, in which multilingualism is part of the holistic knowledge required to students of the XXI century, not the only real aim of CLIL, as the almost exclusively interest in it of the Foreign Languages (FLs) and Applied Linguistics Departments could demonstrate.

ЕКАТЕРИНА ВЕЛИКАЯ И ДИАЛЕКТИКА ПРОСВЕЩЕННОЙ МОНАРХИИ

2020 ◽  
Vol 15 (1) ◽  
pp. 39
Author(s):  
С. И. Дудник ◽  
И. Д. Осипов
Keyword(s):  
Cultural Policy ◽  
Separation Of Powers ◽  
Point Of View ◽  
Human Sciences ◽  
The Rule Of Law ◽  
Political Ideas ◽  
The People ◽  
Specific Interpretation ◽  
The Difference ◽  
Conservative Values

The article discusses the problems of evolution and the formation of the ideology of an enlightened monarchy in Russia. In this regard, the philosophical and political ideas of Catherine the Great, as well as their theoretical and ideological premises, are analyzed. It is noted that the philosophy of education in Russia was closely connected with the concepts of Voltaire, Didro, Montesquieu, Beccaria, Bentham, their views on natural law and human freedom, humanism and the rule of law. These concepts in the philosophy of Catherine received a specific interpretation, due to the sociocultural conditions of Russia. This was manifested in the famous work of Catherine the Great “The Nakaz”, which recognized Montesquieu's argument in favor of the autocracy, but at the same time, his point of view on the separation of powers was rejected. The specificity of the doctrine of enlightened monarchy lies in the combination of liberal and conservative values, which form eclectic forms. This was the dialectic of the supreme power, the difference between the enlightened monarchy and the ideology of absolutism. The article also notes that education in Russia is associated with fundamental socio-political reforms, processes of secularization of culture. At this time, the natural and human sciences are developing. The changes positively influenced the development of medicine, beautification of towns and public education. Also considered are the views on the autocracy of the opposition nobility intelligentsia: A. N. Radishchev and noted that his criticism of the autocracy was determined by an alternative cultural policy, proceeding from the protection of the interests of the people. The doctrine of enlightened monarchy is characterized by internal worldview inconsistency and political inconsistency, which did not allow solving the pressing social problems of the establishment of legal state, democratization of society and the abolition of serfdom.

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

Boards of Governors' Roles and Management of Government Aided Secondary Schools in Kyenjojo District, Uganda

2018 ◽  
Vol 1 (2) ◽  
pp. 138-150
Author(s):  
Hellen Kabasinguzi Wataba ◽  
Nafiu Lukman Abiodun
Keyword(s):  
Secondary Schools ◽  
Significant Relationship ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Head Teachers ◽  
Correlational Research ◽  
Interview Guide ◽  
Major Predictor ◽  
And Control ◽  
The Relationship

This study sought to establish the relationship between boards of governors' (BOGs) roles and management of government aided secondary schools in Kyenjojo District. The objectives were to establish the relationship between BOGs' planning role and management of government aided secondary schools, to establish the relationship between BOGs' supervisory role and management of government aided secondary schools, to establish the relationship between BOGs' control role and management of government aided secondary schools; and to determine the major predictor of management of government aided secondary schools out of the three aspects of BOGs' roles. A correlational research design was used. A total of 90 respondents drawn from 108 BOGs and nine head teachers were selected as sample for the study using stratified random sampling and census inquiry respectively. The instruments used were questionnaire and interview guide. Quantitative data was analysed using Pearson product-moment correlation and regression, while thematic analysis was used on qualitative data. The study found a statistically moderate positive and significant relationship between BOGs' planning role and management of government aided secondary schools (r=.626, p=.000); a statistically moderate positive and significant relationship between BOGs' supervisory role and management of government aided secondary schools(r=.591, p=.000); and a statistically weak positive and significant relationship between BOGs' control role and management of government aided secondary schools(r=.280, p=.015). All the three aspects of BOGs roles account for 38.4% of the influence on management of government aided secondary schools in Kyenjojo district (adjusted r2=0.384, p=.000). The researchers recommend that BOGs should be well trained in management of schools in order to be effective in their work. Head teachers should not be dictators but create a conducive climate for planning, supervision and control by the BOGs.

A web-based language learning environment: general architecture

ReCALL ◽  
1999 ◽  
Vol 11 (S1) ◽  
pp. 31-39
Author(s):  
Pierre-Yves Foucou ◽  
Natalie Kübler
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Computer Science ◽  
Subject Area ◽  
Point Of View ◽  
Learning Activities ◽  
Web Based ◽  
Wide Range ◽  
General Architecture ◽  
The Web

In this paper, we present the Web-based CALL environment (or WALL) which is currently being experimented with at the University of Paris 13 in the Computer Science Department of the Institut Universitaire de Technologie. Our environment is being developed to teach computer science (CS) English to CS French-speaking students, and will be extended to other languages for specific purposes such as, for example, English or French for banking, law, economics or medicine, where on-line resources are available.English, and more precisely CS English is, for our students, a necessary tool, and not an object of study. The learning activities must therefore stimulate the students' interest and reflection about language phenomena. Our pedagogical objective, relying on research acquisition (Wokusch 1997) consists in linking various texts together with other documents, such as different types of dictionaries or other types of texts, so that knowledge can be acquired using various appropriate contexts.Language teachers are not supposed to be experts in fields such as computer sciences or economics. We aim at helping them to make use of the authentic documents that are related to the subject area in which they teach English. As shown in Foucou and Kübler (1998) the wide range of resources available on the Web can be processed to obtain corpora, i.e. teaching material. Our Web-based environment therefore provides teachers with a series of tools which enable them to access information about the selected specialist subject, select appropriate specialised texts, produce various types of learning activities and evaluate students' progress.Commonly used textbooks Tor specialised English offer a wide range of learning activities, but they are based on documents that very quickly become obsolete, and that are sometimes widely modified. Moreover, they are not adaptable to the various levels of language of the students. From the students' point of view, working on obsolete texts that are either too easy or too difficult can quickly become demotivating, not to say boring.In the next section, we present the general architecture of the teaching/learning environment; the method of accessing and using it, for teachers as well as for students, is then described. The following section deals with the actual production of exercises and their limits. We conclude and present some possible research directions.

scholarly journals Professional Growth Opportunities and Its Influence on Job Performance of Deputy Principals of Public Secondary Schools in Lugari Sub-County, Kenya

2021 ◽  
Vol 4 (1) ◽  
pp. 119-128
Author(s):  
Nancy Maino ◽  
Stephen Tomno Cheboi
Keyword(s):  
Secondary Schools ◽  
Job Performance ◽  
Professional Growth ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Growth Opportunities ◽  
Interview Guide ◽  
Service Training

This study sought to explore the influence of professional growth opportunities on the job performance of deputy principals of public secondary schools in Lugari Sub-County, Kenya. Adopting the descriptive research design, the study utilised mixed methods approach engaging both questionnaires and interview guide. The focus population for the study included 28 principals, 28 deputy principals and 420 teachers of public secondary schools within Lugari Sub- County. All the 28 principals and 28 deputy principals were purposively sampled for study whereas, 200 teachers were identified for study by simple random sampling technique. A pilot test-retest study was conducted in three public secondary schools from nearby Uasin Gishu County and a reliable Cronbach’s Alpha coefficient of 0.79 and 0.81 was obtained for the deputy principal response questionnaire and teacher response questionnaire, respectively. Supervisors and researchers from Mount Kenya University School of education were engaged to ascertain the validity of the research instruments and necessary adjustments effected on the tools before use. The questionnaires gathered quantitative data from teachers and deputy principals whilst the interview guide assembled qualitative data from the principals. The statistical Package for Social Sciences version 23.0 was used for the analysis of quantitative data yielding frequencies, percentages, means, and standard deviation. Qualitative data were analysed thematically based on the objectives and presented along with the quantitative data. The findings established that schools in Lugari Sub County hardly support deputy principals for in-service training, the majority of deputy principals perceived unfairness in promotion procedures and that the position of deputy principal did not adequately prepare deputy principals for principal-ship. The study recommends that deputy principals need to be supported by the school management to collaborate and improve their requisite skills to discharge their duties effectively.

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