A bilingual English-Sesotho rubric explanation guide for the marking of Sesotho home language creative writing essays

2021 ◽  
Vol 51 (1) ◽  
Author(s):  
Johannes Sibeko

Language classes are marked using rubrics. Nevertheless, using the same rubric does not necessarily automate a uniform interpretation  of the rubric. It is important to clearly define rubric criteria for teachers in order to counter the problem of misalignment in the usage of the rubric to mark learner essays. This article presents and explains a rubric explanation guide for the marking of Sesotho Grade 10 HomeLanguage creative writing essays based on the interpretations of nine teachers from six schools in the Metsimaholo education district. The explanation guide is presented bilingually in English and Sesotho. This article presents a more in-depth explanation guide for the rubricwhich was proposed in Sibeko (2016). The aim hereof is to ensure that teachers comparably understand rubric criteria and approach marking from the same point of view. For the purpose of this article, the rubric used by teachers in the said district is discussed. Both  novice and experienced teachers stand to benefit from this explained rubric guide.  

Babel ◽  
2014 ◽  
Vol 60 (4) ◽  
pp. 445-463
Author(s):  
Helena Casas-Tost

Onomatopoeia are words with peculiar phonological features and expressive capacity which distinguish them from other types of words. These traits together with other elements related to their use in each language often pose a challenge for translators of specific language combinations. This article analyses how Chinese onomatopoeia are translated into Spanish, and it is based on a case study of the Spanish version of the Chinese novel Huozhe (活着) (To live). This piece of creative writing has been chosen because the original text contains many onomatopoeia and because the target text can be regarded as a fine example from a translation point of view. The article begins with a brief overview of the main features of these words and their role in literary texts, as well as the general results of the analysis of a corpus of seven contemporary Chinese novels and their translations into Spanish. Subsequently, the study explores the translation of onomatopoeia in the selected work of fiction in order to identify the mechanisms and translation techniques the translator has adopted and the results in the Spanish target text.


2015 ◽  
Vol 21 (2) ◽  
pp. 115-118
Author(s):  
Mark Darby

Creative writing can be used to enhance professional skills by changing point of view and imagining a different ending. An example of one nurse’s use of creative writing to improve nursing skills is demonstrated and explained.


2012 ◽  
Vol 21 (26) ◽  
pp. 11-23
Author(s):  
Anastasija Belovodskaja

The focus of the whole “Internet space” on communication and the availability of technical possibilities makes the spread of information on the Internet practically unrestricted. This in turn leads to the transformation of the Internet communication model, which could be represented as “WE” – ”WE” in relation to anonymous Internet texts, when not an individual, but “the faceless crowd” or “Anonymous” appears to be both the sender and the addressee of the message. This article points out that in anonymous creative writing, even “mute” text sending and its placement on Internet diary pages is an expression of a particular attitude; in the case of parody, it is also a means of rethinking the events within the context provided by the parody. Alongside parody’s entertaining character, which contributes to the text’s attractiveness and ease of perception, it can be a powerful weapon allowing the author to reframe a particular situation. At the same time, the monitoring of anonymous Internet parodies from the point of view of the underlying prototexts may be a means of identifying the most important precedent phenomena, which are used repeatedly and form a part of the Internet-users’ collective cognitive base. The transformations of texts that occur when the texts are parodied reflect corresponding changes in the consciousness of their anonymous author-users. Thus, the analysis of anonymous “Internet creative writing” may appear to be quite an effective way to study the processes of social consciousness, both declared overtly and covert.


2020 ◽  
pp. 82-93 ◽  
Author(s):  
Julia Belyasova ◽  
Michel Martin

This article aims to analyze, from a didactic point of view, readings offered to students of several schools in Belgium and the choices made by their teachers to support them in their task. This article is devoted to examining the methods used by teachers, explaining why and how they use them, and looking for consistency in their teaching practices. This data, based on theoretical axes, makes possible to know and identify the elements that make teaching devices effective. This research is therefore oriented towards the creation of a model representing the original operating mode on which the students in the French first language and the French foreign language classes worked.


Author(s):  
S. HORBUNOVA ◽  
Yu. DZEKUN ◽  
V. ISCHENKO

The article considers discussion as an active approach to teaching foreign languages and the development of communicative competencies, given the use of a communicative approach to learning. The phenomenon of discussion, stages of its organization, presence of discussion tasks in educational materials are analyzed. The possibility of using discussion in foreign language classes as an interactive form of learning is considered. It was found that the main task of the discussion is to involve different points of view in the active discussion of problems in a foreign language, which, in turn, stimulates the cognitive interest of students. The main role of the teacher in ensuring the effectiveness of the discussion in the classroom is determined. The results of research on the efficacy of discussion show that the correct use of this method will increase the effectiveness of foreign language classes. Wide application of the method of discussion in solving problem situations promotes the development of logical, independent and critical thinking of students, allows them to acquire important personal and social activities skills to express and defend their point of view and at the same time listen to other people's opinions.


1983 ◽  
Vol 16 ◽  
pp. 7-35
Author(s):  
Dorian de Haan

While research data indicate that Dutch education is problematic for Surinamese children, Dutch educational policy takes the view that the children can adapt to the curriculum quickly or even im-mediately, because they supposedly have a Dutch-speaking background. However, the language situation of Surinamese children is complex: a vast proportion of the children is bilingual and speaks a non-standard variety of Dutch: Surinamese Dutch (SN). Therefore, it is important to find out how the school fits the specific situa-tion of these children. The curriculum and the demands of the school, as well as the expectations of the teachers toward the children partly define the success of failure of the child. Language attitudes, too, can lead to a self fulfilling prophecy as regards to teacher expectations. This article deals with the perceptions of teachers with respect to language problems in the school and with teacher attitudes con-cerning the language use of Surinamese children. According to the majority of the teachers. Surinamese children have difficulties with a number of schoolsubjects as a consequence of their different home language. In particular the 'concentration schools', schools with a population of more than 15% Surinamese children, experience these problems most acutely. The majority of teachers indicate that they pursue command of the standard language as an objective. Most of the teachers locate the problems with the chil-dren, not with the school system itself. Investigating to what extent teachers-attitudes influence the educational results of the children is a complex task. First of all, the question needs to be answered wether teachers already have specific attitudes toward SN, since it is a rather new phenomenon to have Surinamese children in the classroom. The data suggest that, at this point, many teachers do not view SN as a seperate language variety, but as 'poor Dutch'. Nevertheless they are reasonably positive about the characteristics of SN, which may reflect their insecurity about this variety of Dutch. Comparing attitudes towards urban dialects and SN shows that teachers have a more pronounced and somewhat more negative attitude towards the urban dialects of their Dutch pupils. There is an important attitudinal difference between teachers from different cities. Teachers do not express stereotypes about the consequences of bilingualism for a child's intellectual development, but as regards the specific classroom situation, the majority of the teachers reports difficulties for children with a different home language. However, most teachers oppose special provisions in the school for use of the home language as a medium of instruction or as a subject. It seems that the views of teachers are linked to societal norms and educational policy, in which an ethnocentric point of view predominates. While information about sociolinguistic insights may not on its own change these norms, ignoring such information will certainly not bring about a change. Therefore, specific language curricula need to be developed.


1922 ◽  
Vol 15 (1) ◽  
pp. 28-29
Author(s):  
Joseph K. van Denbuhg

From the administrators’ point of view the next step in administration of high school mathematics is that of clearing the minds of many old and experienced teachers of the idea that there can be no improvement in secondary school courses in mathematics. As I see it this is the one great barrier to the advancement of the new work.


2018 ◽  
pp. 461-472
Author(s):  
Dorota Dziewanowska

The author of the article points out the advantages of using the discussion method (which is one of the strategies of problem teaching) during foreign language classes. This strategy creates the possibility to develop various competences in learners, for example: the competence of formulating their own opinion; the competence of expressing their point of view; the competence of achieving consensus and formulating decisions reached through solving the problem together with a group of learners; the competence  of summing up. In the process of foreign language teaching, discussion is the most effective and also the most complicated form of language practice, and one which requires multi-stage preparation.


Author(s):  
Zeiad Barakat

This study aimed to determine the extent of organizing justice within governmental schools' principals in Palestine from school teacher's point of view. Some demographic variables were used such as gender, major, qualification and experience. A questionnaire that consisted of 33 items was developed. The questionnaire consisted of three domains: organizational justice, procedural justice and interactive justice. A stratified random sample was drawn and consisted of 284 teachers. The results showed that teachers evaluated their principals as having high organizational justice on the sub- domains and the total. The results showed differences due to years of experience on the distributing justice domain and the total in favor of more experienced teachers. The results showed no significant difference in the domains of procedural and interactive justices. The results also showed no significant differences in organizational justice due to: gender, major and qualification. These results were discussed and recommendations were suggested.


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