scholarly journals The Effect of Interactional Adjustments on the Overall Comprehension of Spoken Texts: A Case Study

2005 ◽  
Vol 27 (2) ◽  
pp. 187
Author(s):  
Marcos Peñate ◽  
Geraldine Boylan
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Primary School ◽  
Target Language ◽  
Primary School Pupils ◽  
Primary And Secondary School ◽  
Secondary School Pupils

One of the basic conditions required for pupils to learn a foreign language is that their teachers must speak to them in the target language—and always at a level which is understandable to them. The effectiveness of interactional adjustments such as repetitions, comprehension checks, and nonlinguistic aspects used by a teacher to help primary and secondary school pupils with their general understanding of spoken texts delivered in English is analysed in this article. Once the effectiveness of such adjustments is confirmed, a comparison is made between the teacher’s use of adjustments when teaching a group of 10-year-old primary school pupils and when teaching a group of 17-year-old secondary school pupils. 外国語指導の重要な要件の一つとして、当該外国語を指導言語とし、しかもそれを学習者が理解できるレベルで使わなければならないということが挙げられる。そのために教員は学習者とのやり取りの最中、理解の確認、繰り返し、あるいは非言語行動により絶えず調整を行わなければならない。このような調整がどのくらい効果があるのかを、小学校、中学校の授業を観察し分析した。さらに10歳の小学生対象の授業、17歳の中学生対象の授業でどのように違うかをあわせて考察した。

scholarly journals Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School

2020 ◽  
Author(s):  
Evija Latkovska ◽  
◽  
Endija Zustrupa ◽  
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Learning ◽  
Inclusive Education ◽  
English Language ◽  
Equal Rights ◽  
Or Groups ◽  
Primary School Pupils ◽  
Collection Methods

In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences for learning a foreign language both academically and socially (for example, having problems with reading and understanding the read material, focusing and keeping attention, working in pairs or groups). Therefore, the use of differentiated activities to enhance primary school pupils’ acquisition of the English language is explored. The chosen research method is a case study in which 14 primary school pupils take part. Data collection methods used in the research are observation (a teacher’s diary to notice the pupils’ strengths and weaknesses of learning English and checklists to gather the evidence of the pupils’ learning achievement) and document analysis (test evaluation forms to record the pupils’ learning results and progress). The analysis of the gathered data shows that the use of the chosen differentiated activities, which are based on the ideas of mixed-ability teaching and inclusive education, has helped the pupils improve the acquisition of the English language The results of the case study allow the authors to conclude that the varied needs and preferences pupils have for learning a foreign language are a compelling reason for teachers to find new ways of teaching to be able to help each learner prosper.

scholarly journals Psychosocial factors and indoor environmental quality in respiratory symptom reports of pupils: a cross-sectional study in Finnish schools

BMJ Open ◽  
2020 ◽  
Vol 10 (9) ◽  
pp. e036873 ◽  
Author(s):  
Kateryna Savelieva ◽  
Marko Elovainio ◽  
Jussi Lampi ◽  
Sari Ung-Lanki ◽  
Juha Pekkanen
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Psychosocial Factors ◽  
Environmental Quality ◽  
Respiratory Symptoms ◽  
School Buildings ◽  
Indoor Environmental Quality ◽  
Three Samples ◽  
Primary School Pupils ◽  
Secondary School Pupils

ObjectivesPoor indoor environmental quality (IEQ) in schools is related to higher respiratory symptoms of pupils, but little is known about the importance of other factors. This study examined the associations between different psychosocial factors and other pupils’ individual and allergic characteristics, beyond school IEQ, and reporting of respiratory symptoms in pupil-administered and parent-administered questionnaires.SettingAll primary and secondary schools in two areas of Helsinki, Finland.ParticipantsPrimary school pupils (grade 3–6, n=8775, 99 school buildings) and secondary school pupils (grade 7–9, n=3410, 30 school buildings) reported their respiratory symptoms, as well as psychosocial factors and individual characteristics. Parents of primary school pupils (grade 1–6, n=3540, 88 school buildings) also filled in questionnaires, but the response rate was low (20% in 2017 and 13% in 2018).Main outcome measureRespiratory symptoms were reported in relation to the school environment and in general (without such relation) by pupils or parents.ResultsWorry about IEQ and low school satisfaction, and asthma and hay fever were related to higher reporting of respiratory symptoms in three samples. The variance between schools in respiratory symptoms was low (intraclass correlation=0.6%–2.4%). Psychosocial factors, especially worry about school’s IEQ, explained more of the variance between schools in symptoms than IEQ among secondary school pupils and parents, but not among primary school pupils for symptoms in general. Worry about IEQ also modified the associations between IEQ and respiratory symptoms, but only in parental reports.ConclusionIn addition to IEQ, psychosocial factors and pupils’ individual and allergic characteristics were related to higher reporting of respiratory symptoms in all three samples. Psychosocial factors explained more variance between schools than IEQ, although it was 2.4% at most. Other factors beyond IEQ should be considered when interpreting symptom reporting in indoor air questionnaires.

scholarly journals Influence of problematic child-teacher relationships on future psychiatric disorder: population survey with 3-year follow-up

2013 ◽  
Vol 202 (5) ◽  
pp. 336-341 ◽  
Author(s):  
lain A. Lang ◽  
Ruth Marlow ◽  
Robert Goodman ◽  
Howard Meltzer ◽  
Tamsin Ford
Keyword(s):  
Secondary School ◽  
Psychiatric Disorder ◽  
Primary School ◽  
Secondary Analysis ◽  
Population Based ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Primary School Pupils ◽  
Secondary School Pupils

BackgroundTeacher-pupil relationships have been found to mediate behavioural, social and psychological outcomes for children at different ages according to teacher and child report but most studies have been small.AimsTo explore later psychiatric disorder among children with problematic teacher-pupil relationships.MethodSecondary analysis of a population-based cross-sectional survey of children aged 5-16 with a 3-year follow-up.ResultsOf the 3799 primary-school pupils assessed, 2.5% of parents reported problematic teacher-pupil relationships; for secondary-school pupils (n=3817) this rose to 6.6%. Among secondary-school pupils, even when children with psychiatric disorder at baseline were excluded and we adjusted for baseline psychopathology score, problematic teacher-pupil relationships were statistically significantly related to higher levels of psychiatric disorder at 3-year follow-up (odds ratio (OR) = 1.93, 95% CI 1.07-3.51 for any psychiatric disorder, OR=3.00, 95% CI 1.37-6.58 for conduct disorder). Results for primary-school pupils were similar but non-significant at this level of adjustment.ConclusionsThis study underlines the need to support teachers and schools to develop positive relationships with their pupils.

scholarly journals Regional content in geography textbooks from the cartographic viewpoint

Geografie ◽  
2004 ◽  
Vol 109 (1) ◽  
pp. 53-64
Author(s):  
Tomáš Hudeček
Keyword(s):  
Comparative Analysis ◽  
Secondary School ◽  
Regional Geography ◽  
Gis Application ◽  
Primary And Secondary School ◽  
Secondary School Pupils

The article discusses further possibilities how to use GIS application in geography didactics. It describes an aid for assessment of regional geography textbooks - i.e. teaching map - and provides methodological analysis how to create such maps. It deals with the application of the method for sample assessment of selected textbooks. The analysis covers 12 teaching maps, which were created on the basis of 12 selected geography textbooks for primary and secondary school pupils. These books are being assessed by comparative analysis and a comment of their contents and suitability is added. The article also evaluates other possible uses of the method.

Dare to Dream: A Vignette Survey on Self-Selection in Secondary Education Track Choice

2018 ◽  
Vol 23 (2) ◽  
pp. 354-373
Author(s):  
Tamás Keller
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Grammar School ◽  
Time Of Application ◽  
Vignette Study ◽  
The Past ◽  
School Grades ◽  
Self Selection ◽  
Secondary Track ◽  
Primary School Pupils

This article investigates applications to schools on the highest secondary track in Hungary (grammar schools). In Hungary, primary school pupils can apply to any secondary school. Pupils’ primary school grades play a crucial role only in the admissions procedure, and the exact cut-off point for admission is not known at the time of application. Pupils, however, might adjust their preferences according to their school grades and thus may not apply to schools on their preferred track. Dealing with the endogeneity of pupils’ preferences, the article applies an experimental vignette study. The respondents are primary school pupils who will shortly be applying to secondary schools. They assess the likelihood of a hypothetical pupil (described in the vignette) applying to schools on the highest track. The characteristics of the ‘vignette-person’ (such as his or her grades and preferences) are randomly allocated, and thus preferences are exogenous to grades. The results show no interaction between preferences and grades, which means that a clearly positive preference for grammar school does not compensate for poor grades. This may lead to self-selection, if pupils with a clearly positive preference for grammar school but poor primary school grades do not apply to their preferred secondary track. Since admission cut-off points are not known ahead of application, ignorance of the schools’ requirements is assumed to lie behind this self-selection. The article discusses the implications of the findings and suggests that schools should provide transparent information for applicants about the grades of pupils who have been admitted to those schools in the past.

Teaching and learning L2 in the classroom: It's about time

2019 ◽  
Vol 53 (4) ◽  
pp. 422-432 ◽  
Author(s):  
Patsy M. Lightbown ◽  
Nina Spada
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
First Language ◽  
Instructional Time ◽  
Policy Makers ◽  
School Settings ◽  
Intensive Instruction ◽  
Primary And Secondary School

AbstractOne of the challenges facing second and foreign language (L2) teachers and learners in primary and secondary school settings is the limited amount of time available. There is disagreement about how to meet this challenge. In this paper we argue against two ‘common sense’ recommendations for increasing instructional time – start as early as possible and use only the L2 (avoiding the use of the first language (L1)) in the classroom. We propose two better ways to increase the instructional time: provide periods of intensive instruction later in the curriculum and integrate the teaching of language and content. Studies in schools settings around the world have failed to find long-term advantages for an early start or exclusive use of the L2 in the classroom. Nevertheless, many language educators and policy makers continue to adopt these practices, basing their choice on their own intuitions and public opinion rather than on evidence from research.

A contextualised examination of target language use in the primary school foreign language classroom

2004 ◽  
Vol 27 (1) ◽  
pp. 104-119 ◽  
Author(s):  
David R. Carless
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Language Proficiency ◽  
Language Use ◽  
Study Data ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Classroom Language

Abstract This article discusses an issue which is of longstanding and central importance to foreign language teachers in a variety of contexts, namely teacher use of classroom language. It uses detailed qualitative case study data to explore how and why an expert practitioner uses English in her Hong Kong Primary school language classroom. Through the interplay between teacher beliefs, experiences and classroom transcript data, the paper develops a contextualised picture of classroom language use with young foreign language learners. The paper suggests that it is not necessarily the language proficiency of the learners which plays a major role in the quantity of target language use, but the teachers’ own proficiency, experience and beliefs.

Sexual and reproductive health among primary and secondary school pupils in Mwanza, Tanzania: Need for intervention

AIDS Care ◽  
1998 ◽  
Vol 10 (5) ◽  
pp. 571-582 ◽  
Author(s):  
E. MATASHA ◽  
T. NTEMBELEA ◽  
P. MAYAUD ◽  
W. SAIDI ◽  
J. TODD ◽  
...  
Keyword(s):  
Reproductive Health ◽  
Secondary School ◽  
Sexual And Reproductive Health ◽  
Primary And Secondary School ◽  
Secondary School Pupils
Sign in / Sign up

Export Citation Format

Share Document