Tutor and tutoring in modern education and Ukraine

In the article the problems of tutoring, as component individualization of studies, are considered. Authors estimate the attempts of some Ukrainian scientists to equate the functions of tutor and of counsel known yet from soviet times of academic group critically. Moreover, the current Ukrainian legislation does not give determination of concept "counsel" and does not envisage this activity. Implementation of tutor functions needs certain knowledge and abilities, forming of that is not envisaged by maintenance of traditional preparation of teacher and personality internalss that today does not have support in the legislative field of Ukraine. Therefore that is why logically to lean against western scientific and practical revisions from this object. Actuality and necessity of tutoring, – here authors support opinion of some other scientists, - are conditioned by the primary purpose of British education – by the development of ability to think, that is realized in mainly due to independent work of student at accompaniment of tutor. Authors pay attention to that in Oxford and Cambridge of tutors occupy important position as regular units, providing a feed-back between a student and concrete teacher and all faculty advisors. Tutor here is a tutor that is fastened after every student, and conducts him to the end of studies. He elects the programs for a ward student, recommends him the certain algorithm of study, and controls all process. Due to the role of counsels of studies in Oxford becomes individual in a great deal. The German model of education, that envisaged no freedom and choice and only hard discipline and limitation, was used in Ukraine, This model was brought yet in the days of tsar's Russia by М. Lomonosov. But present time requires from education new approaches, methods and facilities. One from such systems and there is tutoring. Thus, there is an urgent requirement in bringing of profession of tutor to the National classifier of Ukraine SK 003: a 2010 «Classifier of professions».

Italian-Bangladeshis in London: Onward Migration and Its Effects on Their Linguistic Repertoire

This article discussed language use and language maintenance among the Italian-Bangladeshi community in London, considering in particular the effects of onward migration on the reorganisation of their linguistic repertoire. Drawing on focus groups and interviews with the second-generation members of Italian-Bangladeshi families, initial findings revealed that Italian is maintained through communication with same-age friends and siblings, with older siblings acting as the main agents of language maintenance. English is considered the most important language and, together with a British education, functions as a pull-factor for onward migration to improve the second generation’s future prospects. Bengali, on the other hand, is spoken by parents among themselves and children are not always fluent in the language. Bengali also represents a marker of identity for the Italian-Bangladeshi community as opposed to the larger Sylheti-speaking British-Bangladeshi community.

Above and beyond: Schools supporting their communities during the Covid-19 pandemic

British education has faced an upheaval during the Covid-19 pandemic. Before the pandemic, schools often went beyond traditional interpretations of what was needed for educational provision. This article explores how those interpretations have been challenged by the response to Covid-19. It discusses the various ways in which, during the crisis, schools have supported their communities and the most vulnerable in them. It looks at how schools themselves have transformed from local hubs into comprehensive community support networks. It suggests that through the provision of emergency childcare, material resources and locally varying forms of support beyond traditional remits, schools have significantly enhanced their communities' ability to cope with the Covid-19 pandemic. It concludes by suggesting a number of positive consequences accruing from this support, including strengthened school-community relationships and mutually enhanced teacher/parent recognition.

Onward Migration from Italy to the UK: Reshaped Linguistic Repertoires and the Role of English

This chapter presents a discussion on the role of English in the linguistic repertoires of the second generation of onward-migrating families from Italy to the UK. Participants reported on their language use, language maintenance, and language attitudes, both in their early life in Italy and in the UK. The second generation maintain Italian with same-age peer friendships and older siblings. They view the language as linguistic capital to enhance their future career prospects in the UK or support a return to Italy. Italian is also maintained in conversations with parents often in the form of code-switching. Parents struggle with English after a long period of residence in Italy and children are not fluent in the heritage languages. English is considered the most important language and, together with a British education to improve their children’s life chances, is the main pull factor for families in the decision to migrate onward. Onward migration allows these families to restart language shift towards English (which was interrupted during the years of stay in Italy) in a parallel way to language shift towards English taking place in their countries of origin.

A moral education? British Values, colour-blindness, and preventing terrorism

The Prevent Strategy tasks the British education sector with preventing radicalisation and extremism. It defines extremism as opposition to fundamental British Values and requires schools to promote these values and refer students and staff believed to be vulnerable to radicalisation. Little research examining the enactment of the Prevent and British Values curriculum has included students. To fill this gap, we investigated how students, teachers and Prevent/British Values trainers engage with this curriculum by conducting individual interviews in two multicultural secondary schools in England, framing the study in recent work on colour-blindness. We found that whilst multiculturalism was celebrated, discussion about everyday structural racism was avoided. Critical thinking was performed strategically, and classrooms were securitised as sites for identifying potential safeguarding referrals. Moral education, colour-blindness and safeguarding intersected to negate racialised experiences, whilst exposing students and teachers to racialised Prevent referrals.

Inculcating Learners’ Listening Motivation in English Language Teaching: A Case Study of British Education and Training System

Motivation plays a significant and crucial role in ELT and it boosts up the level of aplomb and interaction during learning English language. It creates sense of respect inside learners and makes them on the right direction. This research attempted to identify the impact of motivation on listening skills of students enrolled in English Language Course at British Education and Training System (BETS) Lahore, Pakistan during January to February, 2020. The learners for this class look forward to hone their speaking skills by listening as much as they can. The results show that there is a positive correlation between listening strategy instruction and motivation. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 36 participants (control group, n=20; experiment group, n=16) were analyzed using a mixed-effects regression and paired t-test to determine differences after a four-week treatment period. The results revealed that the participants’ motivation level in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.

SOCIAL CONDITIONS FOR THE DEVELOPMENT OF SECONDARY EDUCATION IN GREAT BRITAIN

The article considers the social conditions for the development of secondary education in Great Britain (XIX – first half of the XX century). It was founded that an important factor in the formation of the British education system was the influence of the ruling class of aristocrats (landlords) and the petty nobility. It was founded that education of the majority of the population depended on the area, financial status of the family and religion. It was emphasized that religion played a significant role in the field of mass education. It has been shown that in the early nineteenth century, English society was engulfed in a movement of evangelical revival, as a result of which the Anglican Church could not control all its faithful, unlike the Catholic Church in Europe. It is determined that industrialization, urbanization and democratization have created conditions for social, political and economic transformations that required educated personnel. As a result, a number of laws were passed initiating reforms in primary and secondary education.

Neuroqueer(ing) Noise: Beyond ‘Mere Inclusion’ in a Neurodiverse Early Childhood Classroom

Inclusion, as it is understood in a British education context, usually refers to the integration of children with dis/abilities into a mainstream school. However, rather than transform the school, inclusion often seeks to rehabilitate—to tune-up—the ‘divergent’ child’s noisy tendencies, making them more easily included. Music and the arts more broadly have long been instrumentalized as one way of achieving this transformation, relying on the assumption that there is something already inherently opposed to music—out-of-tune, or noisy—about that child. In this article, I think and compose with Neuroqueer(ing) Noise, a music research-creation project conducted in an early childhood classroom. I draw from affect and neuroqueer theories to consider how the instrumentalization of music as a way to include autistic children relies on the assumption that ‘they’ are already inherently unmusical. I consider how a deliberate attention to noise might help in unsettling ‘mere inclusion’: in effect, changing the mode we think-with in education, and opening us—researchers and educators—to momentarily say “No!” to ‘mere inclusion’. This article is of relevance to teachers working in early childhood classrooms, as well as to educational researchers interested in affect theories, crip-queer and neuroqueer theories, and neurodiversity, as well as sound- or arts-based research methods.

Inculcating Learners’ Listening Motivation in English Language Teaching: A Case Study of British Education and Training System

Motivation plays a significant and crucial role in ELT and it boosts up the level of aplomb and interaction during learning English language. It creates sense of respect inside learners and makes them on the right direction. This research attempted to identify the impact of motivation on listening skills of students enrolled in English Language Course at British Education and Training System (BETS) Lahore, Pakistan during January to February, 2020. The learners for this class look forward to hone their speaking skills by listening as much as they can. The results show that there is a positive correlation between listening strategy instruction and motivation. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacognitive Awareness Listening Questionnaire (MALQ). Pre- and post-test scores of 36 participants (control group, n=20; experiment group, n=16) were analyzed using a mixed-effects regression and paired t-test to determine differences after a four-week treatment period. The results revealed that the participants’ motivation level in both groups decreased over the treatment period, with the experiment group seeing a smaller decrease than the control group.