scholarly journals EDUCATIONAL ISSUE IN THE ACTIVITIES OF JEWISH PARLIAMENTARIANS IN THE LEGISLATIVE SEJM OF THE POLISH STATE (1919–1922)

2020 ◽  
Vol 8 ◽  
pp. 3-18
Author(s):  
Oksana RUDA
Keyword(s):  
Fundamental Rights ◽  
National Language ◽  
Educational Institutions ◽  
Medium Of Instruction ◽  
Left Wing ◽  
Bilingual Instruction ◽  
Educational Rights ◽  
National Minorities ◽  
Educational Issue ◽  
Role Of Religion

Jewish ambassadors' activities in the Legislative Sejm (1919–1922) aimed at protecting and developing national schooling are analyzed. Emphasis is placed on Jewish deputies defending their voters' educational rights during parliamentary speeches, political debates, submissions, and interpellations. The ambassadors raised such important educational issues as the adoption of educational legislation agreed with national minorities, the development of non-Polish educational institutions of all types, the "utraquisition" and liquidation of minority schooling, and the persecution of Jewish, Ukrainian, Belarusian, and German teachers. There are differences in Jewish ambassadors' views on the interpretation of the place of Jews in Poland, approaches to determine the role of religion in education, the national language, and the medium of instruction in educational institutions (Yiddish, Hebrew, Polish). Such differences partially hindered the consolidated activities of Jews to protect the educational rights of their people. It is noted that some of the parliamentarians supported the development of schools with Hebrew as the medium of instruction, others - Yiddish. At the same time, some advocated for religious schools and the rest for secular ones. Despite the lack of a unified vision of solving the educational issue among Jewish politics, Jewish parliamentarians, getting the support of German deputies and representatives of Polish left-wing political parties, used the parliamentary platform to protect the educational interests of electors. They joined in providing Jews with fundamental rights guaranteed by domestic law and international agreements, as well as in expanding the network of schools with Yiddish, Hebrew, or bilingual instruction.

scholarly journals EDUCATIONAL ISSUE IN THE POLISH SOCIALIST PARTY ACTIVITIES DURING THE INTERWAR YEARS OF THE 20TH CENTURY

2019 ◽  
Vol 32 ◽  
pp. 86-96
Author(s):  
OKSANA RUDA
Keyword(s):  
Educational Activity ◽  
Socialist Party ◽  
Educational Institutions ◽  
National Consciousness ◽  
Polish Population ◽  
Educational Activities ◽  
Native Languages ◽  
Educational Rights ◽  
National Minorities ◽  
Polish Language

The article analyses the educational activities of the Polish Socialist Party during the interwar years that were aimed at the development of educational institutions with the Polish language of instruction, extra-curricular education, the raising of the teachers’ professional qualifications, and level of national consciousness of the Polish population. Members of the party joined the establishment of schools, libraries, reading halls, and organized courses: Polonistics, teaching, courses with an elementary and secondary school curricula, theatre and vocal groups, party schools, and universities. Founded by the members of the Polish Socialist Party, the Society of the Labour University with its educational activities played an important role in combating the illiteracy of the population and in formation of the national consciousness of Poles. It was shown that the Polish Socialist Party paid due attention to the protection of the cultural, linguistic and educational rights of the national minorities. These problems repeatedly appeared on the agenda of the party congresses, however they were violated by the parliamentarians from the Polish Socialist Party in the Sejm. There were analysed the party's projects, designed to provide territorial autonomy to the non-Polish population which was compactly inhabiting the south-eastern province of Poland. While defending the rights of the national minorities, the members of the Polish Socialist Party spoke in favour of the development of schooling with education in their native languages, the opening of a separate Ukrainian university in L’viv. They protested against the persecution of students and teachers of the Secret Ukrainian University in L’viv, introduction of utraquism in the school, numerus clausus, and the «ghetto benches» in the higher education institutions for the Jewish students. Keywords: Polish Socialist Party, Poland, educational activity, educational institutions, national minorities

Language policies for Hong Kong schools since 1997

2010 ◽  
Author(s):  
Vincent Kan ◽  
Bob Adamson
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Language Policy ◽  
Mother Tongue ◽  
International Communication ◽  
National Language ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Mother Tongue Education ◽  
Important Means

Francis of Education (print)/1474-8479 (online) Article 2010 Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997–1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.

scholarly journals The Council of Europe and the European Union frameworks in the legal protection of minority languages: unity or diversity?

2011 ◽  
Vol 2 (1) ◽  
pp. 347-366
Author(s):  
Alessia Vacca
Keyword(s):  
European Union ◽  
Legal Protection ◽  
Fundamental Rights ◽  
Minority Languages ◽  
The European Union ◽  
Council Of Europe ◽  
Treaty Of Lisbon ◽  
National Minorities ◽  
Charter Of Fundamental Rights ◽  
Regional Or Minority Languages

This article focuses on the comparison between European Union Law and Council of Europe Law in the field of the protection of minority languages and looks at the relationships between the two systems. The Council of Europe has been very important in the protection of minority languages, having created two treaties of particular relevance: the European Charter for Regional or Minority Languages in 1992 and the Framework Convention for the Protection of National Minorities in 1995; both treaties contain many detailed provisions relating to minority languages. Not all countries, even of the European Union, have ratified these treaties. 12 out of 27 EU countries did not ratify the European Charter for Regional or Minority Languages. The European Union supports multilingualism because it wants to achieve unity while maintaining diversity. Important steps, with respect to minority languages, were taken in the European Community, notably in the form of European Parliament Resolutions. The Charter of Fundamental Rights of the European Union, approved in Nice the 7th December 2000, contains art. 21 and art. 22 related to this topic. The Treaty of Lisbon makes a cross reference to the Charter of Fundamental Rights of the European Union which is, consequently, legally binding under the Treaty of Lisbon since December 2009. The Charter could give ground for appeal to the European Court of Justice in cases of discrimination on the grounds of language

scholarly journals THE ROLE OF THE «MIZRACHI» POLITICAL PARTY IN THE DEVELOPMENT OF JEWISH PRIVATE SCHOOLING IN INTERWAR POLAND

2020 ◽  
Vol 33 ◽  
pp. 69-80
Author(s):  
Oksana RUDA
Keyword(s):  
Public Schools ◽  
Political Party ◽  
Jewish History ◽  
Mother Tongue ◽  
Educational Institutions ◽  
Medium Of Instruction ◽  
Jewish State ◽  
Interwar Poland ◽  
Jewish Students ◽  
The Government

The activity of the Jewish party «Mizrachi» in the 20s and the 30s of the 20th century, aimed at developing private Jewish schooling with Hebrew as the medium of instruction, is analyzed. In interwar Poland, Jewish students were deprived of the opportunity to receive primary education in public schools in the mother tongue as the medium of instruction, as government officials only partially implemented the Little Treaty of Versailles of 1919. The development of Jewish schooling was also complicated by the Polonization policy, the cultural and linguistic heterogeneity of Poland's Jews. Polish-speaking «szabasówka», who implemented a nationwide program of educating Jewish students in the spirit of loyalty to the government, facilitated their assimilation. That part of the Jewish community, which perceived these schools as an assimilation factor, actively participated in expanding the network of private Jewish schools with Yiddish or Hebrew mediums of instruction. An important part in the development of such religious and national educational institutions took the Mizrachi party, whose program principles combined the Jewish religious tradition with activities aimed at forming a Jewish state in Palestine. The author examines the activities of the Jewish cultural and educational societies «Jabne» and «Micyjon tejce Tora», which were cared for by «Mizrachi». The societies took part in establishing preschools, primary and secondary schools, teachers' seminaries, evening courses, public universities, reading clubs, libraries, and more. Both Judaic and secular subjects were taught in these educational institutions. Paying due attention to the teaching of Hebrew, Jewish literature, and Jewish history in schools helped preserve Jewish students' national identity. Keywords «Mizrachi» political party, Poland, cultural and educational societies, religious and national schools, Hebrew, Yiddish.

scholarly journals An exploration of the teaching and learning of mathematics word problems in English to second language grade 8 learners in the Mafukuzela-Gandhi Circuit

2012 ◽  
Author(s):  
◽  
Annaleah Pooran
Keyword(s):  
Teaching Strategies ◽  
Word Problems ◽  
Teaching And Learning ◽  
National Language ◽  
Class Discussion ◽  
Medium Of Instruction ◽  
Mathematics Word Problems ◽  
Mathematics Educators ◽  
Esl Learners ◽  
Grade 8

The abolition of apartheid in South Africa in the late 1980s and the advent of democracy in 1994 resulted in dramatic changes in the education system. Of great significance to this study is the freedom African parents were allowed in choosing the medium of instruction to be used at schools. Surprisingly African parents encouraged their children to study through the medium of English mainly due to the education and employment opportunities English will provide them in the future (Mda, 1997). Now, seventeen years into democracy, English as a national language and the preferred medium of instruction has been blamed for poor results among ESL learners (Moreosole, 1998). Taylor, Muller and Vinjevold (2003: 54) point out that the difficulties associated with studying in a language other than one’s home language are more pronounced in mathematics, a subject which is strongly dependent on technical language proficiency. A section in the Grade 8 mathematics syllabus that is generally problematic for ESL learners is that of word problems (Wetzel, 2008). This is because ESL learners lack the language and reading skills needed to comprehend word problems, and the listening skills required to understand the educator’s explanation of the solution (Crandall, Dale, Rhodes and Spanos, 1985). To address the aims and objectives of this study, relevant literature was reviewed and various teaching strategies were examined to determine which strategies may be most effective in helping ESL learners solve word problems. Grounded within the Constructivist Learning Theory, this study was based on Vygotsky’s zone of proximal development and Bruner’s concept of scaffolding. Using a mixed methods approach, this study investigated problems that mathematics educators and ESL learners experience in the teaching and learning of word problems through the medium of English, and also identified strategies that mathematics educators use to teach word problems to ESL learners. iv Analysis of the educator questionnaire and the focus group interviews with learners revealed that ESL learners are experiencing difficulty solving word problems in English and educators are, to a large extent, adapting their teaching strategies when teaching them. The data also indicated that groupwork was considered by the majority of educators to be the most suitable method in the teaching of word problems to ESL learners, but sadly this method was used less frequently compared to whole class discussion and individual work due to discipline problems, the educators’ inability to handle group dynamics and the tendency for learners not to contribute to the group discussion. The findings also suggest that it is necessary for the educator to use a variety of teaching strategies to ensure that ESL learners enjoy success in mathematics. Based on the findings, this study makes recommendations regarding the teaching and learning of word problems and the use of adapted teaching strategies to foster active participation in lessons and group discussions, thereby increasing learner confidence and aiding in the understanding of English terminology used in mathematics word problems.

scholarly journals Is English language as a medium of instruction a hurdle for first year MBBS teaching learning? Perceptions of students and teachers

2017 ◽  
Vol 5 (9) ◽  
pp. 4195 ◽  
Author(s):  
Madhur M. Gupta ◽  
Mahesh Deshmukh ◽  
Suresh Chari
Keyword(s):  
English Language ◽  
Abrupt Change ◽  
National Language ◽  
Medical Graduate ◽  
First Year ◽  
Medium Of Instruction ◽  
Indian Medical ◽  
Perceptions Of Students ◽  
Teaching Learning ◽  
Medical Teachers

Background: Presently there is a linguistic dualism i.e. thinking in one language and studying in the other. Proficiency in English is the need of the hour. However, for some an abrupt change in the medium of language along with introduction of terminologies can become a potential barrier to academic success.Methods: A questionnaire based study was carried out in 150 students and 25 teachers of first MBBS.Results: Majority of the students and teachers considered that English as a medium of instruction is not a problem. They also opined that English should be retained as a medium of instruction since it is of global importance; use of regional /national language should be allowed since it will help in dealing with patients and thus better patient care.Conclusions: Since English is the language of global importance, medical teachers should work together to find out a practical approach in addressing some of the problem areas faced by few medical students to help them perform better as an Indian medical graduate.

scholarly journals Variation in the official female onomasticon of Ukraine: between norm and abnormality

2020 ◽  
pp. 183-195
Author(s):  
Iuliia Makarets
Keyword(s):  
Social Relations ◽  
Legal Protection ◽  
Legal Regulation ◽  
Russian Language ◽  
National Language ◽  
Language System ◽  
National Minorities ◽  
First Case ◽  
The Status ◽  
Morphological Variants

The article deals with sociolinguistic analysis of modern official female onomasticon of Ukraine. Its dynamics reflects processes, which are taking place in language system, and changes in society, social demographic and ethnic pattern, cultural markers and values, even the extent of legal regulation of social relations. Sociologists are interested in personal names as a means of social categorization and differentiation of individuals. Legists see them as a tool for one’s legalization and as an object of legal protection. Anthropologists study them as special units of communication and interaction between generations. For linguists they are a specific typexplore them linguists – ists of means of lexical nomination. Linguistically onomasticon is a valuable source of information on the current state of language norms, level of linguistic culture of the population, and the status correlation between languages in society. According to the date of the Ministry of Justice of Ukraine, the repertoire of newborn girls’ names in 2015–2019 exceeded half a thousand units. It’s due to the magnitude of globalization processes in naming, restoration of national naming traditions, rising social freedom in choosing names, and, sometimes, the decay of sense of responsibility in naming and insufficient language culture. About third part of female names appears as phonetic, orthographic and morphological variants. Ukraine is a multinational state and representatives of other nationalities and national minorities maintain their own naming traditions. Ukrainian spelling of these names in documents often is inconsequent. Often variants arise due to the ambiguity of transliteration, Ukrainian-Russian language interference and violation of Ukrainian spelling standard. Much less it is a result of alive alternation in the Ukrainian language. Rows of variants of the same official female name consist from two to five or six units. Among them there are normative and anomalous variants. In first case main and optional variants can be distinguished. Optional variants are not conventional in language practice but they do not violate the essential features of national language system (over time, some of them may become more popular than the main variant). Linguistically such variants are the same unit, the natural manifestation of potentialities of language system. But legally, person’s name can’t be spelled differently in her documents.

scholarly journals Challenges and Strategies of University Students in English-medium Instruction (EMI) Classes: A case study

2021 ◽  
pp. 9-25
Author(s):  
Kamran Akhtar Siddiqui ◽  
Hassan Syed ◽  
Zafarullah Sahito
Keyword(s):  
Higher Education ◽  
English Language ◽  
Linguistic Diversity ◽  
National Language ◽  
School Level ◽  
Medium Of Instruction ◽  
Structured Interviews ◽  
English Medium Instruction ◽  
Continuous Use

English language has grown to be a lingua franca of the present day world. Therefore, even non- English European and Asian countries have adopted English as a medium of instruction. English has continuously been the medium of instruction in the higher education of Pakistan in spite of having a great linguistic diversity and national language Urdu as the medium of instruction at school level. This study aims to explore the perceptions of undergraduates about EMI, challenges they face in EMI classrooms and solutions they suggest for mitigation of their issues. The qualitative data collected through semi-structured interviews reveals that students perceive EMI to be beneficial for higher education, employment and progressive thought. However, they face challenges related to teachers’ English proficiency, code-switching, vocabulary and receptive as well as productive skills. They suggest that English-proficient instructors, continuous use of English, language support from university can help them overcome these challenges effectively.

scholarly journals SOCIO-POLITICAL LITERATURE OF THE 1920'S ON THE “KORENIZATION” OF NATIONAL MINORITIES IN THE UKRAINIAN SSR

2017 ◽  
pp. 27-31
Author(s):  
V. Kolesnyk
Keyword(s):  
Cultural Revolution ◽  
Cultural Factors ◽  
Educational Institutions ◽  
Practical Implementation ◽  
Political Literature ◽  
Indigenous Cultures ◽  
Cultural Autonomy ◽  
National Minorities ◽  
Marxist Ideology ◽  
National Question

The article analyses the process, how the socio-political literature of the 1920s presented the Bolshevik policy of so-called “korenization” (supporting development of indigenous cultures) of national communities on the territory of the Ukrainian SSR. The Bolsheviks skillfully made use of national, ethnic, linguistic and cultural factors for their authority’s consolidation and gaining support among all national communities of the USSR, including ethnic minorities in particular Soviet republics. In the socio-political literature of the 1920's both goals of that policy and its practical implementation were propagated. Even the party’s and state’s leaders could be authors of publications on this subject, together with officials directly implementing above mentioned policy, members of the People's Commissariat for Education of the Ukrainian SSR, and publicists. The publications were based on Marxist ideology and on party programme and other documents of the Bolshevik Party related to the national question. At the same time, those documents contained materials illustrating the practice of “korenization” policy, including so-called "Soviet construction" among national minorities, national-territorial administration, creation of national, cultural-educational institutions, elimination of illiteracy among ethnic groups and minorities, activity of “village (cultural) houses”, reading-houses, clubs and libraries, as well as publication of newspapers and magazines in the languages ​​of national minorities, preparation of national cadres, and, finally, successes and difficulties of “korenization”. However, the socio-political literature considered the temporary "national-cultural autonomy" of national minorities through the prism of the "cultural revolution", treating such policy as an important component of the plan for building socialism.

scholarly journals Women Empowerment through Agriculture in Chapainawabganj, Bangladesh

2021 ◽  
Vol 3 (1) ◽  
pp. 153-160
Author(s):  
Mithun Kumar Ghosh ◽  
Shaikh Shamim Hasan ◽  
Rezuana Fariha ◽  
Md. Obaidul Bari ◽  
Mst. Arina Parvin
Keyword(s):  
Gender Discrimination ◽  
Crop Production ◽  
Family Income ◽  
Participation Rate ◽  
Fundamental Rights ◽  
Present Condition ◽  
Women Empowerment ◽  
Government Organizations ◽  
Educational Rights ◽  
Northern District

Women constitute almost half of the population of Bangladesh and are heavily involved in different agricultural activities though their contributions are neglected as mainstream labor force which hinders their expected development. Considering this fact, the present study was designed to determine the women empowerment through agriculture in Chapainawabganj, a northern district of the country. A pre-structured questionnaire was used to collect data through face to face interview from randomly selected sample size of 120 respondents from four selected village namely Babudying, Hossaindying, Ramjibonpur and Thakurjoubon in Chapainawabganj district. The main findings indicated that about 83.3% respondents were middle age and 60% of the respondents were illiterate with 56.7% belonged to small size family which consists of up to 4 members. Agriculture was the main occupation among the respondents. Most of the respondents were found without own land although they continue their livelihood mostly by crop production, livestock rearing, and day laboring. They take lease (23.3%) of cultivable land from others. The respondents had an average monthly family income of about 9351.38 BDT whereas 95% of the respondents were under medium income category. The respondents had no extension contact (0%), having high farming experience (50%) and no cosmopolitan behavior (0%). Most of the respondents (71.7%) were unable to make their own decision and 33.3% of the respondents had educational rights. The economic participation rate of the respondents was very high (100%), on the other hand they had no economic opportunities (0%). The attitude of the respondents towards women empowerment were mostly moderately favorable (70%). Most of the respondents of the study area were lied between low to medium empowerment (96.7%) with minimal high empowerment (3.30%). Study suggests that there is need a lot of work for women to improve their present condition. Government and Non-government organizations should take proper step to decrease gender discrimination as well as ensure women’s fundamental rights to make their life easy and make them more empowered.

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