scholarly journals Multilingualism in Curriculum Reform (LK20) and Teachers’ Perceptions: Mind the Gap?

2021 ◽  
Vol 9 (2) ◽  
pp. 25-50
Author(s):  
Gro-Anita Myklevold ◽  
Heike Speitz
Keyword(s):  
Curriculum Reform ◽  
Core Curriculum ◽  
Linguistic Diversity ◽  
Foreign Languages ◽  
Language Policies ◽  
Teachers Perceptions ◽  
Teachers And Students ◽  
The Subject ◽  
Research Questions ◽  
The One

The present study investigates the dichotomous relationship between the official language policies celebrating multilingualism in education on the one hand, and the practice field facing practical challenges concerning their students’ multilingualism on the other hand (Cummins & Persad, 2014; Lundberg, 2019). Document analysis of LK20 and focus groups of teachers were used to investigate two research questions; 1) Which aspects of multilingualism are represented in the core curriculum and in the subject curricula of English, Foreign languages and Norwegian in LK20? and 2) How are aspects of multilingualism in LK20 perceived by teachers of English, Foreign languages and Norwegian? The findings indicate that there is a gap between the intentions of the ideological curriculum and the perceived and experiential curricula of teachers and students (Goodlad, 1979). When LK20 states that “All pupils shall experience that being proficient in a number of languages is a resource, both in school and society at large”, the teachers report that this normative assumption may place too much responsibility on different stakeholders such as students, as some are reluctant to display their multilingual repertoires in class. Furthermore, although the intentions at the ideological level of LK20 seem clear, the operational level remains unclear, since how this claim is to be applied in the classroom is not specified. This, in addition to the fact that multilingualism is conceptualized in a different way in the three language subject curricula of English, Foreign Languages and Norwegian, may explain why teachers report that, despite being positive towards linguistic diversity, they are insecure concerning the operationalization of multilingualism in their classrooms. Keywords: Multilingualism, Plurilingualism, Operationalizations of multilingualism, Language policies

scholarly journals Electronic Slideshow Presentations in the Higher Education Teaching and Learning Process

2018 ◽  
Vol 6 (2) ◽  
pp. 120
Author(s):  
Carlos Miguel Ferreira ◽  
Ana Isabel Santos ◽  
Sandro Serpa
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Focus Attention ◽  
Timely Manner ◽  
Quality Class ◽  
Pedagogical Quality ◽  
Teachers And Students ◽  
The Subject ◽  
The One

The use of electronic slide presentations (ESP), usually through PowerPoint or Prezi software, has become widespread in higher education and is part of the expectations and perceptions of both teachers and students of how a successful and quality class should be. Is this dissemination of ESP use justified by the pedagogical quality fostered in learning? While its use can help focus attention on the content of the subject during classes, there are also limitations in this process, both in the dimension of teaching, by the teacher, and in the dimension of learning, by the student. This paper seeks to provide a contribution to the debate on this topic, and the advantages and limitations in using ESP. It is concluded that there is a need, on the one hand, to define the use of ESP, by assaying their application, as well as, on the other hand, to simultaneously develop other pedagogical ways of teaching, whose articulation can make the student’s role more active and pertinent, and enable the feedback to the student on the part of the teacher, so that it may be possible to regulate the teaching and learning process in a timely manner.

Translanguaging: the concept origin and meaning

2020 ◽  
Vol 42 (1) ◽  
pp. 147-155
Author(s):  
Aliya Iskakova ◽  
Keyword(s):  
English Language ◽  
Linguistic Diversity ◽  
Point Of View ◽  
Foreign Languages ◽  
Modern World ◽  
Pedagogical Tool ◽  
The Status ◽  
The One ◽  
The Uk ◽  
Linguistic Approach

The status of English language as a lingua franca and the steady expansion of its influence in many areas of human activity cause an ambiguous reaction in the modern world and is accompanied by the emergence of relevant trends in linguistic science and real practice of foreign languages training. In the world linguodidactics, there is a constant search for effective ways of teaching foreign languages, which is inevitably accompanied by a search for solutions to acute problems associated with the English language diversification from the one hand and the preservation of linguistic diversity and cultural identity from the other hand. Analysing the scholars and educators works the author traces the emergence and meaning of the concepts of “translingualism” as a linguistic approach and “translanguaging” as a didactic method. The paper is of great interest from the point of view of acquiring new knowledge and expanding the existing linguodidactic experience. In foreign linguistics, there is a lively discussion about the essence of this phenomenon, which arose as a pedagogical tool in the UK and later took shape in the pedagogical system by the efforts of many scientists and received full theoretical justification in the works written by American scientist Ophelia Garcia and British linguist Lee Wei. Translingualism is considered not only as a powerful pedagogical tool of foreign language training, one the ways to diversify and develop English language, but also as a way to solve accumulated problems in the social sphere, including those the speakers from different linguistic cultures have while communicating.

scholarly journals Framing a Trickster Character in Two Different Media and Eras: A Study on Br’er Rabbit in Uncle Remus’ Stories and Disney’s Song of the South

2017 ◽  
Vol 29 (2) ◽  
pp. 198
Author(s):  
Nur Saktiningrum
Keyword(s):  
African American ◽  
The Other ◽  
The South ◽  
Other Hand ◽  
The Subject ◽  
Research Questions ◽  
American Folklore ◽  
The One ◽  
Over Time

This article analyses Br’er Rabbit, a trickster character in African-American folklore. As a trickster Br’er Rabbit possesses a paradoxical nature. On the one hand, Br’er Rabbit acts as a hero but on the other hand, he constantly plays tricks on others and by doing so, he is also violating the prevailing values. These two opposing aspects of trickster’s nature offer an interesting subject for the research. The questions considered worth focusing on in discussing the subject are: How can trickster character be described? What values are represented by trickster character? Is there any shift in the description and represented values in different media and over time? The study presented in this article was aimed at investigating the transformation of how the trickster is characterized and values represented by trickster Br’er Rabbit in Uncle Remus’ folktale version of “The Wonderful Tar Baby (1881) and The Laughing Place” (1903) written by Joel Chandler Harries and the same trickster character in the same stories featured in Disney’s “Song of the South” (1946). By comparing and contrasting both narratives in different media and eras, it is uncovered that there are some changes on the depiction and nature as well as values represented by Br’er Rabbit, the trickster character. The study presented in this article was aimed at investigating the transformation of values represented by trickster Br’er Rabbit in Uncle Remus’ folktale version of “Tar Baby and The Laughing Place” (1879) written by Joel Chandler Harries and the same trickster character in the same stories featured in Disney’s “Song of the South.” The research questions of this study are answered by applying Barths’ theory and method in studying headlines news. This model of research enables the researcher to understand and interprete values represented by the trickster character in different times and media.

scholarly journals Jak godzić ogień z wodą? Między ministerialnym dyktatem… a potrzebami współczesnych uczniów. Projektowanie kształcenia w klasie I licealnej (po szkole podstawowej)

2021 ◽  
Vol 12 (330) ◽  
pp. 173-183
Author(s):  
Paweł Sporek
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum Reform ◽  
Core Curriculum ◽  
Cultural Education ◽  
School Students ◽  
The Core ◽  
Literary Education ◽  
The One ◽  
Current Curriculum

The text of the articleis a proposal of a way of working in the new high school (after primary school), whichfunctions in the conditions set by the structural and curriculum reform. The author distances himself from the concept of historical and literary education, at the same time showing the inability to maintain the problematic order in literary and cultural education under the conditions of implementing the obligation of the core curriculum. In opposition to the sanctioned model of education in the education of high school students, it proposes a concept of work that, on the one hand, respects the curriculum requirements, and on the otherhand, meets the authentic needs and expectations of students, and includes broadly understood popular culture in the scope of teaching interests. Such thinking is exemplified by the presentation of anexcerpt from the work plan implemented in the firstgrades of the new high school. It is provided with a commentary that reveals the difficulties of such an organization of literary and cultural education in the current curriculum conditions.

scholarly journals Images of Miloje M. Vasić in Serbian Archaeology

2016 ◽  
Vol 8 (3) ◽  
pp. 681 ◽  
Author(s):  
Aleksandar Palavestra
Keyword(s):  
World War Ii ◽  
Oral Tradition ◽  
Point Of View ◽  
The Other ◽  
World War ◽  
Archaeological Material ◽  
The Past ◽  
The Subject ◽  
Research Questions ◽  
The One

Miloje M. Vasić, "the first academically educated archaeologist in Serbia", has a strange destiny in the Serbian archaeology. On the one hand, he has been elevated to the post of the "founding father" of the discipline, with almost semidivine status and iconic importance, while on the other hand, his works have been largely unread and neglected. This paradoxical split is the consequence of the fact that Vasić has been postulated as the universal benchmark of the archaeological practice in Serbia, regardless of his interpretation of the past on the grounds of the archaeological record – the essence of archaeology. Strangely, the life and work of Vasić have not been the subject of much writing, apart from several obituaries, two short appropriate texts (Srejović, Cermanović), and rare articles in catalogues and collections dedicated to the research of Vinča (Garašanin, Srejović, Tasić, Nikolić and Vuković). The critical analysis of his whole interpretive constellation, with "The Ionian colony Vinča" being its brightest star, was limited before the World War II to the rare attempts to rectify the chronology and identify the Neolithic of the Danube valley (Fewkes, Grbić, Holste). After the war, by the middle of the 20th century, the interpretation of Vasić has been put to severe criticism of his students (Garašanin, Milojčić, Benac), which led to the significant paradigm shift, the recognition of the importance of the Balkan Neolithic, and the establishment of the culture-historical approach in the Serbian archaeology. However, from this moment on, the reception of Vasić in the Serbian archaeology has taken a strange route: Vasić as a person gains in importance, but his works are neglected, though referred to, but almost in a cultic fashion, without reading or interpreting them. Rare is a paper on the Neolithic of the Central Balkans that does not call upon the name of Vasić and his four- volume "Vinča", in which Neolithic is not mentioned at all. This paradox becomes clearer if Vasić is regarded through the prism of the problematic, but not yet challenged and universally praised values in the Serbian archaeology: material, fieldwork and authority, as opposed to interpretation, which is regarded as ephemeral. From this point of view it becomes clear how the image of Vasić grows into the icon of the Serbian archaeology, while his work slides into the domain of the oral tradition, half-truths, and apocryphal anecdotes. Considering that the majority of the Serbian archaeological community shares the belief that there is an absolute archaeological method and "pure" archaeological material, both representing "the data not burdened by theory", the field journals of Vasić and his published works become the source of the "material", while his interpretation of the past is neglected. As long as these "data" are not considered in connection to the whole opus of Vasić, the research questions and strategies that directed his work, the Serbian archaeology will be inhabited by two separate images: one – forefather and founder, the researcher of the Neolithic Vinča, "the first real Serbian archaeologist", whose face gazes at us sternly from the bronze busts and enlarged photographs, and the other – vulnerable and insulted dreamer, convinced in his philhellene delusion. Only the integration of these two images will pay due homage to Miloje M. Vasić.

scholarly journals Power and control in the one-to-one computing classroom: students’ perspectives on teachers’ didactical design

Seminar.net ◽  
2018 ◽  
Vol 14 (2) ◽  
pp. 160-173
Author(s):  
Peter Bergström ◽  
Eva Mårell-Olsson
Keyword(s):  
Teaching And Learning ◽  
Student Perspective ◽  
Power And Control ◽  
Stimulated Recall ◽  
Student Focus ◽  
Teachers And Students ◽  
Research Questions ◽  
One To One ◽  
The One ◽  
And Control

This paper reports on a research study that scrutinised the student perspective on teachers’ different didactical designs from lessons in the one-to-one computing classroom. Specifically, the aim was to describe and understand three different clusters of didactical design in the one-to-one computing classroom from the student perspective. Each of the three clusters represents different interactions between teachers and students. The research questions embrace how the teachers or students, through the didactical design, will have an advantage over the other. The empirical material was based on student focus groups interviews, enhanced through the method of stimulated recall where different photographs of teaching and learning situations from the one-to-one computing classroom were shown to the students. The results demonstrate three empirical themes: students’ learning in class, students’ learning outside class, and classroom assessment. From a theoretical lens of power and control, the students’ reasoning demonstrates approaches to how teachers regulate students and to how students can make decisions in their learning process. For handling students’ demands, specifically in pedagogical plans, the one-to-one computing classroom becomes one component for making students’ learning processes smoother regarding when to study and how to study.

Are ‘diversity management’ and monolingualism compatible? About learning and using foreign languages in a context of globalisation

2010 ◽  
Vol 43 (4) ◽  
pp. 494-495 ◽  
Author(s):  
Georges Lüdi
Keyword(s):  
International Business ◽  
Corporate Culture ◽  
Linguistic Diversity ◽  
Diversity Management ◽  
Foreign Languages ◽  
Global Marketplace ◽  
Diverse Workforce ◽  
Communication Practices ◽  
The One ◽  
A Company

Ideologies and communication practices vary hugely in multilingual workplaces. On the one hand, many companies include Diversity Management in their corporate culture because there are theoretical and empirical reasons to believe that a company which employs a diverse workforce enhances its opportunities in a global marketplace whilst improving employee satisfaction and thus productivity. On the other hand, globally oriented companies, often the same ones, choose English preferentially as their corporate language as it has become widely accepted that this is the language of international business. Thus, diversity in general (i.e. cultural diversity) and linguistic diversity are dissociated.

scholarly journals Eleições legislativas no Porto (1895 e agosto de 1906)

2021 ◽  
pp. 365-391
Author(s):  
Tiago Reis
Keyword(s):  
Research Question ◽  
Major Research ◽  
Legislative Elections ◽  
The Third ◽  
The Subject ◽  
Research Questions ◽  
The One ◽  
Object Of Study ◽  
Xix Century ◽  
The City

There are three major research questions within the scope of the subject under study. The first concerns the electoral diplomas that regulated the legislative elections of 1895 and 1906 (the decrees of 28th March 1895 and 4th August 1901 are covered here). The second is related to the way in which the monarchic governments “manufactured” electoral victories, emphasizing the caciquismo as an instrument of manipulation of the vote. The third major research question is related to the analysis of the journalistic coverage given by the Porto newspapers O Comércio do Porto and A Voz Pública (sources selected for the writing of this article) to the legislative elections of 1895 and 1906 in the city of Porto, elections that constitute the object of study of this article. The aforementioned electoral acts were selected for this investigation as, on the one hand, there was not an obvious explanation for the resultsrecorded in Porto and, on the other hand, it would be interesting to understand how an electoral act took place at the end of the XIX century and at the beginning of the XX century. For this reason, it became interesting to study the context of its realization.

scholarly journals Framing a Trickster Character in Two Different Media and Eras: A Study on Br’er Rabbit in Uncle Remus’ Stories and Disney’s Song of the South

2017 ◽  
Vol 29 (2) ◽  
pp. 198
Author(s):  
Nur Saktiningrum
Keyword(s):  
African American ◽  
The Other ◽  
The South ◽  
Other Hand ◽  
The Subject ◽  
Research Questions ◽  
American Folklore ◽  
The One ◽  
Over Time

This article analyses Br’er Rabbit, a trickster character in African-American folklore. As a trickster Br’er Rabbit possesses a paradoxical nature. On the one hand, Br’er Rabbit acts as a hero but on the other hand, he constantly plays tricks on others and by doing so, he is also violating the prevailing values. These two opposing aspects of trickster’s nature offer an interesting subject for the research. The questions considered worth focusing on in discussing the subject are: How can trickster character be described? What values are represented by trickster character? Is there any shift in the description and represented values in different media and over time? The study presented in this article was aimed at investigating the transformation of how the trickster is characterized and values represented by trickster Br’er Rabbit in Uncle Remus’ folktale version of “The Wonderful Tar Baby (1881) and The Laughing Place” (1903) written by Joel Chandler Harries and the same trickster character in the same stories featured in Disney’s “Song of the South” (1946). By comparing and contrasting both narratives in different media and eras, it is uncovered that there are some changes on the depiction and nature as well as values represented by Br’er Rabbit, the trickster character. The study presented in this article was aimed at investigating the transformation of values represented by trickster Br’er Rabbit in Uncle Remus’ folktale version of “Tar Baby and The Laughing Place” (1879) written by Joel Chandler Harries and the same trickster character in the same stories featured in Disney’s “Song of the South.” The research questions of this study are answered by applying Barths’ theory and method in studying headlines news. This model of research enables the researcher to understand and interprete values represented by the trickster character in different times and media.

scholarly journals Opinión de docentes y estudiantes sobre las clases de educación física en secundaria

2016 ◽  
Vol 20 (2) ◽  
pp. 1
Author(s):  
Mauricio Cristhian Portillo-Torres ◽  
Óscar Hernández-Quesada ◽  
Hannia Quirós-Quirós
Keyword(s):  
High School ◽  
Physical Education ◽  
Focus Group ◽  
Focus Groups ◽  
Curriculum Reform ◽  
San Jose ◽  
Teachers And Students ◽  
The Subject

This paper reflects the views of teachers and students about the physical education classes in high school, with the aim of describing the most relevant aspects of those lessons from the approach to curriculum reform “Ethics, Aesthetics and Citizenship”. The opinion of teachers and students were collected through eight focus groups in four of the country’s educational regions (Alajuela, Cartago, Pérez Zeledón, Central San José). In all, 38 teachers and 27 students participated; each focus group lasted about an hour. The information collected was digitalized, categorized and analyzed using the program Atlas.ti7. The results show that physical education classes changed in a positive way. This is reflected in the diversity of activities that take place in the classroom. However, teachers and students express concern on how to design, implement and evaluate projects in the subject.

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