Teachers' Perspectives on the Use of Home Language in the Acquisition of Standard English

2021 ◽  
pp. 205-224
Author(s):  
Benita Patricia Thompson
Keyword(s):  
Primary School ◽  
Upward Mobility ◽  
Code Switching ◽  
Home Language ◽  
Standard English ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perspectives

This study sought to investigate the perceptions of Barbadian primary school teachers regarding the use of home language (HL) in the acquisition of Standard English (SE). To this end, 42 teachers completed questionnaires. The data revealed that teachers (87%) considered SE as the language of prestige, education, commerce, and upward mobility. Conversely, teachers (89%) agreed that there was a place for HL in the SE classroom. However, teachers held contradictory views on whether HL hinders the acquisition of SE. The data also indicated that teachers use HL in the SE classroom to help students grasp and understand difficult concepts, to act as a bridge between the two languages, for translation, and to facilitate code-switching. In contrast, some teachers believed that HL limits the SE vocabulary, contradicts SE rules, and hinders SE speech and writing. These findings are significant to consider when examining HL use in the SE classroom.

scholarly journals A Thorough Analysis on the Primary School Teachers’ Belief in Modeling Balinese Local Wisdom of Tri Hita Karana

2021 ◽  
Vol 36 (2) ◽  
pp. 257-264
Author(s):  
Kadek Wirahyuni ◽  
I Nengah Suandi ◽  
I Nengah Martha ◽  
I Nyoman Sudiana ◽  
I Gede Yoga Permana
Keyword(s):  
Primary School ◽  
Character Education ◽  
Elementary School Teachers ◽  
Selection Process ◽  
Selection Procedure ◽  
Learning Activities ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teaching Learning ◽  
Teachers Perspectives

When there is no selection procedure, the introduction of other cultures as a result of globalization has the potential to diminish the culture of local populations. When a country has a good character basis, the selection process should be carried out. As a reference for education in Indonesia, the 2013 curriculum emphasizes eighteen characteristics derived from native wisdom that must be incorporated into the teaching - learning activities. The present research aims to examine primary school teachers' perspectives on incorporating a Balinese local value known as Tri Hita Karana into character education instruction. It's a survey research that included 94 primary school teachers. The findings indicate that elementary school teachers in Buleleng, Bali are conscious of the importance of incorporating Tri Hita Karana values into learning process; they trust that Tri Hita Karana idea is really in line with character education values, and that incorporating Tri Hita Karana values into the teaching - learning activities will enhance students' personality and national pride.

scholarly journals Teachers’ Perspectives on the Intertwining of Tangible and Digital Modes of Activity with a Drawing Robot for Geometry

2020 ◽  
Vol 10 (12) ◽  
pp. 387
Author(s):  
Anna E. Baccaglini-Frank ◽  
George Santi ◽  
Agnese Del Zozzo ◽  
Eric Frank
Keyword(s):  
Action Research ◽  
Primary School ◽  
Mathematical Knowledge ◽  
Ethical Issues ◽  
Group Discussion ◽  
School Teachers ◽  
Primary School Teachers ◽  
Emergent Features ◽  
Semiotic Systems ◽  
Teachers Perspectives

The GeomBot is a drawing robot that combines the well-known strengths and opportunities offered by Scratch with those of Papert’s original robotic drawing-turtle. In this study we look at the GeomBot as a physical programmable artifact around which action research with a group of teachers and a researcher was carried out with the aim of designing, implementing and discussing geometry activities for primary school classes. The aim of this article is to investigate teachers’ positioning and perspectives with respect to the activities and the educational environment emerging around the Geombot in the action research. The action research meetings between September 2018 and June 2019 included nine primary school teachers from seven different Italian schools, who met regularly with the first author. After the design and experimentation sessions, in June 2019, the teachers shared their experiences during a final meeting and group discussion guided by the first author. The data collected from the teachers were analyzed using cultural categories from the Semiotic Systems of Cultural Signification, theorized by the Theory of Objectification, to identify the most significant features defining the teachers’ perspectives and identity. The seven emergent features cover teachers’ positioning with respect to: forms of rationality and language and languages: sensuous cognition and the use of ideal and material semiotic resources; accepted teaching practices, problems and situations; mathematical knowledge; the conception of the student; social interaction and forms of rationality; ethical issues; technology.

scholarly journals Teachers' Perspectives on the Acceptability and Feasibility of Wearable Technology to Inform School-Based Physical Activity Practices

2021 ◽  
Vol 3 ◽  
Author(s):  
Georgina K. Wort ◽  
Gareth Wiltshire ◽  
Oliver Peacock ◽  
Simon Sebire ◽  
Andy Daly-Smith ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Physical Activity Promotion ◽  
Wearable Technology ◽  
School Teachers ◽  
Primary School Teachers ◽  
Wearable Technologies ◽  
Activity Promotion ◽  
Teachers Perspectives ◽  
Children’S Physical Activity

Background: Many children are not engaging in sufficient physical activity and there are substantial between-children physical activity inequalities. In addition to their primary role as educators, teachers are often regarded as being well-placed to make vital contributions to inclusive visions of physical activity promotion. With the dramatic increase in popularity of wearable technologies for physical activity promotion in recent years, there is a need to better understand teachers' perspectives about using such devices, and the data they produce, to support physical activity promotion in schools.Method: Semi-structured interviews were conducted with 26 UK-based primary school teachers, exploring their responses to children's physical activity data and their views about using wearable technologies during the school day. Interview discussions were facilitated by an elicitation technique whereby participants were presented with graphs illustrating children's in-school physical activity obtained from secondary wearable technology data. Interview transcripts were thematically analyzed.Results: Most teachers spoke positively about the use of wearable technologies specifically designed for school use, highlighting potential benefits and considerations. Many teachers were able to understand and critically interpret data showing unequal physical activity patterns both within-and between-schools. Being presented with the data prompted teachers to provide explanations about observable patterns, emotional reactions—particularly about inequalities—and express motivations to change the current situations in schools.Conclusion: These findings suggest that primary school teachers in the UK are open to integrating wearable technology for measuring children's physical activity into their practices and can interpret the data produced by such devices. Visual representations of physical activity elicited strong responses and thus could be used when working with teachers as an effective trigger to inform school practices and policies seeking to address in-school physical inactivity and inequalities.

scholarly journals Teaching Non-Italian Students: Italian Adaptation of the Questionnaire on Teachers’ Perspectives

2020 ◽  
Author(s):  
Ceyda Sensin ◽  
Guido Benvenuto ◽  
Emiliane Rubat du Mérac
Keyword(s):  
Primary School ◽  
Classroom Environment ◽  
Primary Schools ◽  
Immigrant Students ◽  
Likelihood Method ◽  
Pedagogical Practice ◽  
Validity And Reliability ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perspectives

The survey of teachers’ perspectives on the teaching of refugees and immigrant pupils by Kurbegovic (2016) is used to evaluate five dimensions of teachers’ self-perception: Selfefficacy, Implementation Practices, Cultural Competence, Competence/Preparation and Student Needs. The present study is aimed at analysing the self-awareness of primary school teachers of the teaching of refugee and immigrant students in Italy. The survey of Kurbegovic within its 30 items (Cronbach’s Alpha = .86) was conducted on a sample of 190 teachers who teach in primary schools in Rome. After removing 2 items that are cross loading, the exploratory factor analysis (Maximum likelihood method with Oblimin rotation) confirms a five-factor structure and shows a good construct validity and reliability. Current research reveals that the survey of teachers’ perspectives on refugee and immigrant populations is appropriately adapted to assess Italian primary school teachers’ views. This tool demonstrates its usefulness not only for research but also for pedagogical practice and can help to create an inclusive classroom environment that provide students with equal access to the curriculum and learning experiences.

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