Religious orientation and English language achievement in secondary education

2018 ◽  
pp. 135-152
Author(s):  
Beheshteh Shakhsi Dastgahian ◽  
Ebrahim Khodadady
Keyword(s):  
Secondary Education ◽  
Religious Orientation ◽  
English Language ◽  
Language Achievement

scholarly journals Boundaries Through the Prism of Post-secondary and Professional Orientation: The Views of Young Québec Adults of Immigrant Background

2020 ◽  
Vol 7 (2) ◽  
pp. 50
Author(s):  
Fahimeh Darchinian ◽  
Marie-Odile Magnan
Keyword(s):  
Young Adults ◽  
Secondary Education ◽  
Qualitative Study ◽  
English Language ◽  
Life Stories ◽  
Educational Institutions ◽  
Post Secondary Education ◽  
Professional Orientation ◽  
Post Secondary ◽  
Immigrant Background

Based on our collection of life stories (n = 25), our qualitative study seeks to better understand, after the fact, how young, immigrant-background adults in Québec negotiate ethnocultural boundaries through their post-secondary and professional orientation experiences, particularly in terms of linguistic choices. The analyses highlight the strengthening of boundaries within Québec’s educational institutions and workplaces. The results expose different examples of racism experienced by young adults in their relations with the Québec francophone majority that led them to integrate into English-language post-secondary education and workplaces. In addition, young adults from “black” and “Arabic” minorities more frequently report racist attitudes from francophone Quebecers.

scholarly journals Difficulties in the Development of English-Language Competence in Reading in High School Students of General Secondary Education

2021 ◽  
Vol 7 (1) ◽  
pp. 71-78
Author(s):  
Iryna V. Vlasiuk
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary Education ◽  
Foreign Language ◽  
English Language ◽  
Industrial Society ◽  
School Students ◽  
Language Competence ◽  
Personal Skills ◽  
English Competence

The relevance of the study is conditioned by the growth of intercultural communication in modern post-industrial society, resulting in the need to change opinions on the development of foreign language competence in school-age students for its effective improvement and further use in professional activities. The purpose of the study is to determine the features of the development of English language competence in reading in high school students of general secondary education and to find methods of overcoming difficulties in the process of mastering a foreign language. In the process of the study, the author used general scientific theoretical methods, including methods of analysis, synthesis, generalisation, and classification. Based on research results of Ukrainian and foreign scholars, the study characterised the basic opinions on the development of foreign language competence in reading, in particular, in high school students. The study defines the term “reading” and considers its main categories, such as types of reading, levels of comprehension of the text, general personal skills for perfect command of reading in a foreign language, etc. It was found that the main difficulties in the development of English competence in reading in high school students are general language, including spelling, and psychological, based on the lack of motivation to learn the language. Tips for English teachers are presented, focused on improving the development of English competence in reading in students, including the use of authentic materials, information technology, as well as the use of practical exercises that help improve reading aloud. The authors see the prospects for further research in the empirical substantiation of methods for overcoming the difficulties of developing English-language competence among high school students

scholarly journals Appraisal of the Extent Tanzanian EFL Testing Complies to Ideals of Test Construction: A Case of 2012 Certificate of Secondary Education English Language Examination

2015 ◽  
Vol 3 (1) ◽  
pp. 80
Author(s):  
Zelda Elisifa
Keyword(s):  
Secondary Education ◽  
English Language ◽  
Single Case ◽  
Test Construction ◽  
Single Case Study ◽  
Content Areas ◽  
Instructional Objectives ◽  
Course Objectives ◽  
Oral Skills

<p>This study seeks to show the extent to which EFL testing at Certificate of Secondary Education Examination level is at par with ideals of examination construction, notably in the area of content areas. To achieve this content analysis was employed to 2012 paper as a single case study. The major aspects in are those given by Harris (1969;) namely determining course objectives, dividing the general course objectives into their components, the time factor for the examination and the speediness, and writing examination directions.</p><p>The findings revealed that the testing content is more biased towards literate skills of writing and reading at the expense of oral skills, even though the objectives include speaking skills. The Skill that is totally omitted, both in the instructional objectives and examination content areas, is listening. It is recommended that more language experts be involved in all procedures of examination setting.</p>

scholarly journals Effects of the language of instruction on Learning in Secondary Education and Its Implications in Workforce Preparation: A Case of Dodoma, Tanzania

2020 ◽  
Vol 10 (3) ◽  
pp. 215
Author(s):  
Lazaro Alman Kisumbe ◽  
Yusuph Lameck Mashala
Keyword(s):  
Secondary Education ◽  
English Language ◽  
National Development ◽  
Poor Performance ◽  
T Test ◽  
Language Of Instruction ◽  
National Education ◽  
Active Involvement ◽  
Paired Samples ◽  
Significant Difference

This paper intended to examine the effects of the language of instruction on Learning in secondary education in Dodoma region, and its implications in the preparation of the country's workforce. A total of 288 form one students at Ipala and Hombolo secondary schools were purposely and conveniently selected into the study. Standard seven past papers including geography, history, and civics were used as model papers to test the effects of the Language of instruction in students' learning. The same examination was conducted to the same group in each school administered in English and later in the Kiswahili language. A Paired sample t-test (dependent t-test) for paired samples was used to compare means of correlated samples and to test the null hypothesis that "there is no significant difference between the sample means". Each sample from the population was measured twice. It was revealed that the students' scores in the examination differed due to the difference in the language of instructions. The scores in grade-wise revealed the poor performance of the examination in English when compared with the same examination in the Kiswahili language. We found that the use of the English language inhibits the understanding of the subject and limits the rooms for active involvement in training and learning, which is a prerequisite for understanding. Thus, it affects the efforts to prepare the future workforce to propel the realization of education policy and its contribution to the Tanzania National Development Vision 2025. We recommend designing operational strategies for implementation of the National Education and Training Policy, 2014 that directs the use of Kiswahili as the instructional language in all levels of education in the country.

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