scholarly journals Stakeholders’ Inquiries About the Systemic Inclusion of Late Adolescent Newcomers to Canada: Moving From Questions to Understandings

2014 ◽  
Vol 7 (2) ◽  
pp. 41-58
Author(s):  
Katy Arnett
Keyword(s):  
Education System ◽  
Language Education ◽  
Phenomenological Approach ◽  
Ethnographic Study ◽  
Pilot Program ◽  
Late Adolescent ◽  
Education Policies

Drawing on data collected during a larger, year-long ethnographic study of a pilot program designed to serve late adolescent newcomers to Canada, this paper uses notions of the phenomenological approach to consider the "inclusion" of late adolescent newcomers in Canada’s education system. The present consideration seeks to frame how some stakeholders implicated in a pilot program to help this particular learner population came to understand the forces that seemingly perpetuated the students’ oppression within the education system. In particular, issues of the parameters of language education, federal and provincial education policies, and funding were identified as the key influences within the phenomenon.

Challenges and Experiences Of EFI Teachers And Newly Arrived Refugee Students: An Ethnographic Study in Turkey

2021 ◽  
pp. 147-164
Author(s):  
Halis Gözpinar
Keyword(s):  
Qualitative Research ◽  
Secondary School ◽  
Foreign Language ◽  
Education System ◽  
Language Education ◽  
Ethnographic Study ◽  
Multiple Sources ◽  
Refugee Students ◽  
Ethnographic Approach ◽  
Efl Teachers

The need within the Turkish education system to educate the overwhelmingly large influx of refugees is becoming a never pressing issue. This present paper examines the challenges and experiences of Turkish secondary school English as a Foreign Language (EFL) teachers and newly arrived refugee students towards the current refugeeoriented education. It also aims to gain suggestions from them to improve education, particularly language education. This study was based on qualitative research. It used an ethnographic approach and provided information by using multiple sources of data in a culturally inclusive and multilingual environment. The participants were eighteen EFL teachers from five different schools and eight refugee students. The results indicated that most of the teachers had fears, stress and insufficient experience. They also agreed that EFL classrooms were unique, neutral and safer places to encourage and increase the active participation of refugee students.

scholarly journals CRITICAL ANALYSIS OF PAKISTAN NATIONAL EDUCATIONAL POLICIES OF 1992, 1998 AND 2009 WITH SPECIAL REFERENCE TO EXAMINATION REFORMS IN SINDH BOARD

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Sajida Perveen, Syed Abdul Aziz
Keyword(s):  
International Education ◽  
Education System ◽  
Phenomenological Approach ◽  
Study Data ◽  
Educational Policies ◽  
Boards Of Education ◽  
Education Policies ◽  
Policy Makers ◽  
Public Examination ◽  
Examination Process

The objective of the study was to analyze the Educational Polices of Pakistan with specific focus on examination reforms during 1992 to 2009. .The scope of the study focused on the recommendations made by the policy makers regarding examination reforms which were included in the educational policies of 1992, 1998 and 2009. It reviews the observed phenomenon of service delivery failures in public examination in Pakistan although various initiatives ,programs and policies since 1947 to were introduced to increase the inputs to examination but do not produce effective services outputs where it may counts as students cognitive development as it required for competing the international education system. This was a mix-method study using a phenomenological approach for which a questionnaire and an interview protocol were designed to collect the data. Participants were identified through stratified random sampling design in which teachers were included from secondary and higher secondary level schools/colleges. Two hypotheses were formulated for the study. Data was analyzed by using t- test and through content analysis and it was found that education policies do not comprehensively focus on this important area of education system by which students and teacher learning may be measured due to dearth of research culture. This results in no major reforms in the process of reforms and improvement in the examination process both in academic and administrative sides and working of Boards of Education. On the basis of the findings concrete recommendations have been made

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context

2021 ◽  
pp. 074171362199151
Author(s):  
Ekaterina Tour ◽  
Edwin Creely ◽  
Peter Waterhouse
Keyword(s):  
Black Hole ◽  
Professional Learning ◽  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Ethnographic Study ◽  
Digital Literacies ◽  
Strength Based ◽  
Approach To Teaching ◽  
Teachers Perspectives

A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.

scholarly journals Teaching the Romanian neighbors Hungarian: language ideologies and the Debrecen Summer School

Multilingua ◽  
2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Attila Gyula Kiss
Keyword(s):  
Discourse Analysis ◽  
Summer School ◽  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Education ◽  
Minority Language ◽  
Ethnographic Study ◽  
The One ◽  
Hungarian Language ◽  
Historical Discourses

AbstractThis article is a contribution to the hitherto scant literature on learning a historical minority language and on language ideologies in the context of a study abroad program in Hungary, Debrecen. I analyse the language ideologies of the decision makers in Hungary and in the Debrecen Summer School in relation to the teaching of Hungarian to the neighboring peoples. Drawing on interactional data of participants from Romania, the perspective of learning Hungarian as a historical minority language is examined. The present article combines a historical approach with language ideologies by focusing on an institution offering language education. Language ideologies are presented as they appear in the larger historical discourses, contemporary documents, and media interviews. I briefly outline the major turning points in the history of the institution which also reflects the changing language ideologies and cultural politics of Hungary. The qualitative discourse analysis of interviews and the conclusion of this ethnographic study demonstrate that language ideological positions in relation to the teaching and learning of Hungarian have been firmly located in historical and cultural contexts. Discourse analysis of various data demonstrates that, on the one hand, the course providers have espoused competing ideologies of who the learners should be as well as how to present the country and the culture, while, on the other hand, showing that the learners have had to negotiate prejudice and stereotype rooted in discourses about the often burdened history.

TBL METHOD IN INTENSIVE FOREIGN LANGUAGE EDUCATION SYSTEM AT THE UNIVERSITY

2020 ◽  
Vol 76 (4) ◽  
pp. 159-165
Author(s):  
JULIA M. FOKINA ◽  
◽  
NADEZHDA V. PORSHNEVA ◽  
Keyword(s):  
Foreign Language ◽  
Education System ◽  
Group Work ◽  
Language Education ◽  
Foreign Language Education ◽  
Teaching English ◽  
University System ◽  
Training Methodology ◽  
Language Environment ◽  
The University

This article discusses the features of the personal-oriented training methodology TBL (Task-Based Learning), which is based on communicative tasks with the aim of immersion in the language environment. The authors of the article emphasize the advantages of the TBL method compared to traditional methods of teaching English in the university system. In the article the features of group work at the lessons of English are revealed and the factors which influence on its efficiency are formulated. The TBL method is actively used by the authors in their work with students of economic specialties, the experience of implementing the method is also reflected in the analysis of one of the communicative situations.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

English Education Reform in Asian Countries

2021 ◽  
Author(s):  
Wenyang Sun ◽  
Xue Lan Rong
Keyword(s):  
Education Reform ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Asian Countries ◽  
Education Policies ◽  
English Language Education ◽  
Rapid Urbanization ◽  
The Status ◽  
Globalized World

Language education is becoming an increasingly important topic in education in Asian countries, especially as schools in Asian countries have become more multilingual and multicultural as a result of rapid urbanization and globalization. A comparative analysis of the issues in language education reform in Asian countries—using China, India, Japan, South Korea, and Singapore as examples—shows that, historically and currently, English language education policies are shaped by various underpinning ideologies such as linguicism, nationalism, and neoliberalism. English can serve as a vehicle for upward socioeconomic mobility, or an instrument of linguistic imperialism, or both, in Asia contexts. These ideologies, through language education policies and reforms, impact the status as well as the pedagogy and promotion of the English language. There is a trend and a need with regard to addressing critical consciousness in English education in order to counter the forces of linguicism and neoliberalism in an increasingly multilingual, multicultural, and globalized world.

ACTUAL ISSUES OF THE STATE LANGUAGE TEACHING

2021 ◽  
Vol 4 (6) ◽  
pp. 43-47
Author(s):  
Xalima Yuldasheva ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Language Teaching ◽  
Language Education ◽  
The State ◽  
Higher Education System ◽  
Future Leaders ◽  
Human Spirituality ◽  
State Language ◽  
Formal Style

This article analyzes the current issues of teaching the state language and solutions of teaching problems. Especially in the system of higher education, the meaning of scientific methodsand terms is revealed that bring students closer to the language of their specialization. Particular attention is paid to the importance of language education for the development of human spirituality and the improvement of methods of teaching languages. The higher education system prepares not only qualified specialists,but also future leaders. Future leaders will need to master and master formal style literacy. Therefore, a deep study of the official style -the Munshaot language is required. It is important to pay attention to documents that belong to a person, institution, enterprise

scholarly journals Inuit education in Alberta and Nunavik (Canada)

2010 ◽  
Vol 33 (1-2) ◽  
pp. 173-190 ◽  
Author(s):  
Michelle Daveluy
Keyword(s):  
School Board ◽  
Education System ◽  
Western Canada ◽  
Curriculum Content ◽  
Education Policies ◽  
Administrative Control ◽  
Educational Issues ◽  
Canadian Context ◽  
French And English

During the reorganisation of education in Nunavut that led to the passing of Bill 21 in 2009, reliance on curricula developed in other parts of Canada was mentioned and sometimes perceived as problematic. In this article, I describe how Inuit concerns have recently been integrated into education policies and programming developed by the Alberta government. To examine educational issues that concern Inuit students at southern schools, I have compared Alberta’s efforts and activities with those of the Kativik School Board in Nunavik (Northern Quebec) where the education system is trilingual with programs in Inuktitut, French, and English. The comparison shows how curriculum content, languages of instruction, and administrative control interrelate in the Canadian context. In particular, curricula seem to be more spiritually focused in Western Canada than in Nunavik or Nunavut.

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