Building a multilingual learning community

2018 ◽  
pp. 20-30
Author(s):  
Hanna Ragnarsdóttir
Keyword(s):  
Learning Community ◽  
Multilingual Learning

A multilingual learning community: Researching funds of knowledge with children, families and teachers

Multilingua ◽  
2014 ◽  
Vol 33 (5-6) ◽  
Author(s):  
Jean Conteh ◽  
Saiqa Riasat
Keyword(s):  
Learning Community ◽  
Funds Of Knowledge ◽  
Case Study Research ◽  
Theoretical Frameworks ◽  
Multilingual Learning ◽  
History Of ◽  
School Learning ◽  
Mainstream School ◽  
Teachers And Parents ◽  
The Individual

AbstractThis article describes the learning which takes place between children, teachers and parents in a multilingual learning community. It centres on a community-based, supplementary/complementary Saturday class where – slightly differently from the usual pattern – the aim is not heritage language maintenance as such, but to enhance the pupils’ mainstream school learning and their chances for success by promoting a “bilingual pedagogy”. This recognises the funds of knowledge that the children bring to their learning and affords opportunities for them to use their home languages in their learning. The article is based on findings from ethnographic case study research, which traces the experiences of language and learning in the home, complementary class and mainstream school of twelve children who have attended the class regularly for at least a year, and often more. In order to illuminate the scope of the data as well as the tensions entailed from different perspectives, the article foregrounds the individual voices of participants in the research. The theoretical frameworks related to language and learning that explain the findings include ecological perspectives, funds of knowledge and the dimensions of time across the generations. The key argument of the article is that the multilingual learning community has grown from and links with the history of the community as a whole. The article ends with some conclusions in relation to mainstream education and implications for the future.

Implementasi Pembelajaran Kontekstual berpendekatan Learning Community pada Bidang Studi Fiqh dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa MI Mambaul Hidayah Mengelo Sooko Mojokerto

2018 ◽  
Vol 1 (2) ◽  
pp. 57
Author(s):  
Masadah Masadah
Keyword(s):  
Learning Community ◽  
Descriptive Analysis ◽  
Visual Presentation ◽  
Contextual Learning ◽  
Learning Motivation ◽  
Human Beings ◽  
Action Execution ◽  
Average Value ◽  
Community Approach ◽  
Motivation And Achievement

Education is a conscious and systematic effort not only to humanize human beings but also for human beings to realize their position as khalifatullah fil ardhi, which in turn will increasingly increase itself to be a pious, faithful, knowledgeable and virtuous man. In general the problems formulated in this research is whether Implementation of Contextual Learning with Learning Community approach can improve student's motivation and achievement in FIQH study field? How Implementation of Contextual Learning has a Learning Community approach that can improve students' motivation and achievement in FIQH? Field. This research was conducted in Mojokerto Regency, precisely at MI Mambaul Hidayah Mengelo Sooko Mojokerto. This research is a classroom action research with collaborative type. This research phase follows a model developed by Kemmis and Taggart, which is a spiral cycle that includes planning activities, action execution, observation, and reflection. The data collection techniques used are: (1) observation; (2) measurement of learning result test; and (3) documentation. Data obtained from the action are then analyzed. Qualitative data consisting of observation and documentation are analyzed qualitatively, while data collected in the form of numbers or quantitative data, simply by using descriptive analysis and visual presentation. Based on the results of research that has been implemented can be concluded that the Implementation of Contextual Learning with Learning Community approach can improve student's motivation and achievement in the field of FIQH study. From the data in the field shows that there is an increase in student learning motivation that the initial average value of pre-test of 20 increased to 24 or about 20% in cycle I, in cycle II more increased to 31 or about 55%, and in cycle III the more increased to 45 or about 125%. Level of increase between cycle I with cycle II about 29%, between cycle II with cycle III about 45%, between cycle III with cycle I about 87%. With the increase of students' learning motivation, their learning achievement also increased, whereas the average value of pre test of 6.60 increased to 6.84 or about 4% in cycle I, in cycle II more increased again to 7.75 or about 17 %, and in cycle III it increases to 8.80 or about 35%. The level of improvement between cycle I with cycle II is about 13%, between cycle II with cycle III about 15%, between cycle III with cycle I about 30%.

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

A Case Study on Learner Awareness of the Learning Community in College

2019 ◽  
Vol 41 (5) ◽  
pp. 371-402
Author(s):  
Hye-jin Park ◽  
Seung-bong Cha
Keyword(s):  
Learning Community

Exploring the experience of a graduate learning community

2019 ◽  
Vol 21 (2) ◽  
pp. 53-66
Author(s):  
Ga-yun Kim ◽  
Mi-suk Lee ◽  
Younchul Choi
Keyword(s):  
Learning Community
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