scholarly journals A Proposal to Introduce Japanese Language Education in Primary Schools in Hong Kong: A case study of Primary School with Japanese Language as a Compulsory Subject

Nihon Gakkan ◽  
2013 ◽  
Vol 16 ◽  
pp. 215-232
Author(s):  
Noriko MIYAZAKI
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Primary Schools ◽  
Language Education ◽  
Japanese Language ◽  
Compulsory Subject

scholarly journals Teaching Tamazight in Mostaganem: Challenges and Perspectives

2019 ◽  
Author(s):  
Yasmina Sakina BELKHIR ◽  
Bakhta ABDELHAY
Keyword(s):  
Research Methods ◽  
Primary Schools ◽  
State Of The Art ◽  
Language Education ◽  
Education Planning

Teachers are crucial agents of any language education planning as they can make it succeed or fail. In this article, we intend to provide state of the art, concerning teaching Tamazight in Algeria through a case study. We conducted research in Mostaganem city where Tamazight is introduced in 9 primary schools. This investigation aims to study the role of Tamazight teachers’ entry- profiles and the challenges they are facing. We collect data by employing questionnaires and interviews. These research methods help to give insightful information about the reality, needs, and challenges of Tamazight’s instructors. The findings reveal that educators need training, and involvement of specialists to arrange the contexts where Tamazight is being introduced (attitudes). So, more efforts should be spent to improve the situation for achieving the objectives behind the formulation of the Tamazight policy.

Alternation of Curriculum Delivery Mode in Primary Schools

2021 ◽  
pp. 95-111
Author(s):  
Matlala Violet Makokotlela ◽  
Nomvula Monica Nxumalo
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Document Analysis ◽  
Depth Information ◽  
Delivery Mode ◽  
Face To Face ◽  
Interpretive Paradigm ◽  
Curriculum Delivery ◽  
Content Coverage

This investigation aimed to explore the mode of curriculum delivery in Primary School in Tshwane South District during the Covid-19 pandemic because there is insufficient research on this subject. A case study of a Primary School was used to obtain in-depth information about the mode of curriculum delivery during the Covid-19 pandemic. Using a case study was also practical because the pandemic's restrictions posed a challenge to research many schools. Data was gathered through document analysis. A qualitative approach was employed to analyze and identify categories and emerging themes from the data. An interpretive paradigm was used while connectivism theory was employed as a lens. The findings revealed that schools used face-to-face mode of curriculum delivery during the lockdown and after schools re-opened during Covid-19, resulting in a challenge with content coverage that led to revising the annual teaching plans and trimming the curriculum.

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