scholarly journals Parents’ Attitudes Towards Exposing Their Children to English in Algerian Primary Education

2019 ◽  
Vol 9 (4) ◽  
pp. 145
Author(s):  
Raouia Manseur ◽  
Mohammed Nassim Negadi
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
School Level ◽  
Early Age ◽  
Not Given ◽  
Qualitative And Quantitative ◽  
International Language ◽  
South West ◽  
Positive Attitudes ◽  
Primary School Level

Along with the internationalisation of English, many parents demanded teaching English at the level of primary education in Algeria. The latter is commonly known as the second largest Francophone country where French is set as an official first foreign language in the Constitution and given priority over the international language which is set as the second foreign language. English has no clear status and is not given importance as French at the institutional and political level. The present study aims at identifying the attitudes of parents in South, West, East and North of Algeria towards exposing their children to English at the primary school level in the future. It also centers on specifying the reason why these parents want to expose their children to English at an early age. Qualitative and quantitative data were obtained through the use of questionnaires administered to 275 parents. The results revealed that positive attitudes were expressed by the parents from different areas of Algeria towards exposing their children to English as the language fosters their education and career and keep them abreast of the world developments. The current study represents an impetus for promoting English in Algeria and directing more attention and importance to it.

scholarly journals MAKNA SYUKUR BERDASARKAN KAJIAN TEMATIK DIGITAL AL-QURAN DAN IMPLIKASINYA DALAM PENDIDIKAN AKHLAK DI SEKOLAH DASAR

2019 ◽  
Vol 4 (1) ◽  
pp. 94
Author(s):  
Tatang Hidayat ◽  
Munawar Rahmat ◽  
Udin Supriadi
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Formal Education ◽  
Qualitative Approach ◽  
School Level ◽  
Early Age ◽  
Bottom Line ◽  
The Core ◽  
Primary School Level

Undeniably, the study focusing on akhlaq education is important to conduct, and one of the moral educations is gratitude. The purpose of this present study is to find out the meaning of gratitude based on the Qur'anic digital thematic study and its implications on akhlaq education in elementary school. This study employed a qualitative approach and digital Qur`anic thematic methods. Based on the results of the study, the terms gratitude were revealed in 43 verses of the Quran (Arabic) and 68 verses of the Quran (Indonesian Translation). The meaning of gratitude based on the Qur`anic digital thematic study of the Quran is considered as the value of the core character. Gratitude is commanded for humans who have been given the favor of faith and Islam, have been following the Messenger of Allah Salla Allah ‘Alaihi Wa Sallam, have been granted good sustenance, have been obliged to carry out various types of worship, and they will be granted forgiveness of their sins if they repent. However, most people in fact denied the various favors granted to them. In the bottom line, as an implication, it is obvious that gratitude is highly important to be learned, understood, trained and put into practice from the early age. Inevitably, it can be realized through the existence of formal education institutions, especially primary school level.

scholarly journals UNIVERSAL PRIMARY EDUCATION: PERSPECTIVES FROM UGANDA

2014 ◽  
Vol 4 (2) ◽  
pp. 495-507
Author(s):  
Fabiano Okware
Keyword(s):  
Primary Education ◽  
Stakeholder Involvement ◽  
Compulsory Education ◽  
Gender Disparities ◽  
Quality Education ◽  
Government Support ◽  
School Level ◽  
Key Stakeholders ◽  
Primary Cycle ◽  
Primary School Level

The study aimed at assessing the implementation, achievements, experiences and challenges of MDG 2 for UPEProgramme in Uganda. Opinions of key stakeholders were sought. The study revealed some significant successes inensuring access to free and compulsory education and in reducing gender disparities at the primary school level. Thegreatest challenge remains that of more girls than boys not completing the primary cycle. The lessons learnt are: politicalcommitment, government support, quality education to motivate learners to stay at school, motivation of teachers for theirhigh commitment and stakeholder involvement.

scholarly journals Teaching English at Primary School

2017 ◽  
Vol 8 (2) ◽  
pp. 129-140
Author(s):  
Diah Ikawati Ayuningtias
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Primary School ◽  
Policy Maker ◽  
Social Life ◽  
School Level ◽  
Teaching English ◽  
Primary School Students ◽  
School Students ◽  
Primary School Level

There is a fear that teaching foreign language to primary school students may distract the growth of nationalism feeling of the students. It is due to the fact that children within 6 to 12 years old are vulnerable. They are easy to be influenced or shaped by other cultures. Within this age, they are still in the process of developing themselves, in the aspect of personality and social life. However, research conducted on this matter does not prove that teaching foreign language to primary school students can obstruct the growth of students’ nationality feeling. The aim of this article is to present literature review related to the questions whether teaching English as a foreign language may distract students’ growth of nationality feeling. Then it goes further on the explanation on the requirements that policy maker must prepare when deciding to include English lesson as one of the subjects taught at primary school level.

scholarly journals Do The Children Need To Learn English at Elementary Level ?

2020 ◽  
Vol 4 (3) ◽  
pp. 551-557
Author(s):  
Vitri Angraini Hardi ◽  
Lusi Marleni
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
Junior High School ◽  
Foreign Language Learning ◽  
School Level ◽  
Early Age ◽  
Maturity Level ◽  
High School Level ◽  
Essential Point

This aim of this research is to provide an insight on English as foreign language learning at elementary school level. Since the English is learned as foreign language in Indonesia, the shifting of English in Indonesia curriculum is one of the interested research focus. It is explicitly declared in Curriculum 2013 that English is taught as an extracurricular subject in Indonesia elementary school. The government does not obligate the elementary students to learn English. The elementary schools have an opportunity to decide English to be included as a subject in the curriculum. The shifting of the government’s consideration in deciding the starting focus of English learning at junior high school level is the maturity level of learners in learning a foreign language. Dealing with the stated focus, a critical overview on the foreign language learning is conducted. Several research reported that learning a foreign language is better to be started at the early age because of the early age students are easier to imitate the new language. The way of thinking in imitating stages is assumed as the best time to start learning a foreign language. In another point, several research reported that maturity level of learners is the essential point to be considered because learning a foreign language need is not only imitating the language but also understanding the culture, combining linguistics aspects and so on. Despite the fact on the different views of scholars, both of the parties agree on the focus of learning a language is not a matter of age. The contributions of several factors are also part of the supported system in learning foreign language. In term of English foreign language learning, different age-level have to be given different learning input. An early age students should be given speaking and listening topics due to the students do not involve the critical thinking process. Meanwhile, the mature students are better to be provided reading and writing topic due to the depth thinking phase is in theirs. 

Discrimination and Exclusion Against Marginal Castes and Tribes in Educational Institutions: An Empirical Analysis of Bondaguda Primary School

2021 ◽  
pp. 2455328X2110083
Author(s):  
Krushna Chetty
Keyword(s):  
Primary School ◽  
Empirical Analysis ◽  
Caste System ◽  
School Level ◽  
Educational Institutions ◽  
Early Age ◽  
Democratic Institution ◽  
Secondary Sources ◽  
Village Society ◽  
Primary School Level

Dalits are unable to enjoy their rights under the Indian Constitution. Though they are original residents of India, they are still treated as untouchables. This article sheds light on how discrimination at the primary school level in the mid-day meal (MDM) scheme is reinforcing the caste system. The school is supposed to be a prime site of democratic institution where the child could have a non-discriminative environment. But the MDMs cooked by Dalit cooks are not eaten by children of upper castes and tribes, thus grossly contradicting such claims. The study is based on primary as well as secondary sources. It shows that children from an early age are moulded into perpetuating the discriminatory mindset of the caste-ridden village society. This article is an attempt to analyse the violence against the Dalit cooks in the Bondaguda village.

scholarly journals Get ‘em While They’re Young: Complex Digitally-Mediated Tasks for EFL Learners in Primary Schools

2021 ◽  
Vol 24 (2) ◽  
pp. 156-176
Author(s):  
Celestine Caruso ◽  
Judith Hofmann ◽  
Andreas Rohde
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Digital Media ◽  
Primary Schools ◽  
School Level ◽  
Teaching Techniques ◽  
Complex Tasks ◽  
Efl Learners ◽  
Primary Level ◽  
Primary School Level

We suggest that complex tasks can be introduced to learners as early as primary school level with the help of digital media in the form of different apps. As a theoretical basis, we will first outline the principles of teaching English in (German) primary schools. Secondly, we will look at the framework of Task-Based Language Teaching (TBLT) according to Nunan (2004) and explore how digitally-mediated tasks can be connected to this framework. Then, we will look at complex tasks as outlined by Hallet (2011) and present an example of a complex digital task for young English as a Foreign Language (EFL) learners that we developed and tested in a German primary school classroom. It is suggested that TBLT at the primary level is a motivating alternative to playful teaching techniques traditionally championed at the primary level. Moreover, it may be a way of bridging the problematic gap between the primary and secondary levels as tasks can prepare young learners for the challenges they will face at the secondary level.

The Implementation of CLIL and Attitudes Towards Trilingualism

2009 ◽  
Vol 157 ◽  
pp. 23-43 ◽  
Author(s):  
David Lasagabaster
Keyword(s):  
Foreign Language ◽  
Secondary Students ◽  
Language Attitudes ◽  
Negative Impact ◽  
Minority Language ◽  
Educational Systems ◽  
Autonomous Community ◽  
Positive Attitudes ◽  
Inherent Feature ◽  
Official Languages

Abstract Linguistic and cultural diversity is becoming an inherent feature of most schools in Europe. This is specially so in contexts such as the Basque Autonomous Community in Spain, where the presence of two official languages (Basque and Spanish) is complemented by the early teaching of English, which sets out as early as the age of four in the majority of schools. Nevertheless, the low foreign language command of Spanish students in general and the Basque students in particular has led to the implementation of CLIL experiences, which have been mushrooming in the last decade. Some voices have been raised though against the ever increasing presence of English due to its probable negative impact on language attitudes, especially on attitudes towards Basque. Many efforts have been made to normalize the situation of Basque at school and some scholars consider that these achievements can be jeopardized if the minority language yields too much space to the two international languages (Spain and English). In this paper the effect of CLIL programmes on attitudes towards trilingualism is examined through a holistic questionnaire completed by 277 secondary students. The results obtained demonstrate that CLIL can help to boost positive attitudes towards trilingualism at school, a matter of the utmost importance due to the ever increasing number of multilingual educational systems in Europe.

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