Educating Language Minority Students in South Korea: Multilingual Sustainability and Linguistic Human Rights

In the context of globalization, the landscape of language in Korea has changed dramatically in the last three decades because of the influx of marriage migrants and foreign workers. The growing number of immigrant and international marriages has led to the emergence of new linguistic minorities in Korea who have multicultural and multilingual backgrounds, and they challenge Korea’s long-lasting tradition of linguistic homogeneity and purity. Language related education for this newly emerging group of language minority students, whose number has increased dramatically since the late-1990s, has become a salient issue. This paper critically analyzes the current education policies and programs designed for the newly emerging group of language minority students, and examines the prospects for sustainable development of these students in Korea. In particular, it focuses on the underlying ideology of linguistic nationalism and assimilationist integration regime embedded in various education policy initiatives and reforms, which require language minority students to forgo their multilingual background and forcibly embrace linguistic homogeneity. The paper elaborates on alternative educational programs that could enable language minority students to achieve sustainable development and progress.

Digital education as a method of reducing pedagogical goals and objectives

The article focuses on a comparative characteristic of predigital and digital education. The study methodology deploys the differentiation of philosophical and scientific paradigms. Pre-digital education is associated with the classical paradigm. Accordingly, the parameters of pre-digital education include the notions of finite and true knowledge, a singular type of learning algorithms, a balanced learning process, and the deterministic influence of educational programs. The indicators of digital education are identified within the framework of the non-classical and post-non-classical paradigms. The non-classical form of digital education is characterized by the presence of alternative educational programs, the polysemantic object of study, infinite knowledge, and pragmatic orientation. This form of education accentuates the subjective and personal context, the opportunities for plural explanations, and the technologies for studying the singular, the local, and the fragmental. Digital education contributes to modeling infinite discourses and intersubjective practices. All educational innovations within digital education appear as a way of ontological and gnoseological construction. Digital education enhances the role of interdisciplinary education. The competencies of “cross-cutting” and extensive understanding of a complex subject appear. Students should be focused on the results of teaching in various disciplines. A consequence of the expanding learning opportunities is the necessary reduction of pedagogical goals and objectives.

PROFESSIONAL TRAINING OF TEACHERS-PHILOLOGISTS IN AMERICAN HIGHER EDUCATION INSTITUTIONS

The article reveals the peculiarities of the American professional training of teachers of philology. The source base is analyzed and the lack of a common understanding of the concept of teacher training model, as well as the identification of concepts of models and approaches to the training of teachers of philology. The problematic issues of interdisciplinary training of teachers-philologists of integrative type for expanding opportunities for professional realization in the modern labor market are identified. The purpose of education and prestige of three types of master's and doctoral schools in American research universities are determined: the school of humanities and natural sciences; vocational schools of medicine, law and entrepreneurship; school of pedagogical education. The article considers such models of training of teachers of philology as intuitive, artistic and craft, scientific and applied, reflective, experimental, critical, collaborative, alternative, which allowed to substantiate scientific and methodological recommendations for improving the professional training of teachers of philology: development and introduction of an alternative model of training of teachers-philologists (alternative educational programs); development of mechanisms to stimulate students of philology to research activities; introduction of innovative teaching methods and technologies on the basis of interactivity, facilitation, collaboration, work in an interdisciplinary team, cooperation and constructive socialization; awareness of the need for interdisciplinary knowledge and skills, professional self-development. It was found that the models of teacher training in the United States have much in common with other countries of the European educational space, and the only model that is purely American is an alternative model of teacher training. Scientific and methodological recommendations for improving the professional training of teachers of philology in Ukraine on the basis of theoretical, organizational and didactic models of professional training in the United States are outlined.

Chronic and Severe School Attendance Problems

Chapter 7 covers approaches to address enduring and severe cases of problematic school absenteeism. These interventions refer to those directed toward students with complex or longstanding problems who require a broader approach and progress monitoring across various areas. This includes alternative educational programs, legal strategies, and accommodation plans. Chapter 7 also offers ideas about working with youths who have already departed the school system. In addition, guidelines are presented to address challenging scenarios and examples of various pathways to graduation that do not necessarily involve full-time attendance in a regular classroom setting.

Tier 1 and Tier 3 Strategies for Problematic Absenteeism

This chapter begins by covering Tier 1 strategies that refer to school-wide practices designed to reduce overall levels of absenteeism and improve attendance rates. These practices could be implemented in conjunction with existing programs, such as academic or antibullying programs, or they could be implemented as stand-alone techniques to specifically focus on school attendance. Important Tier 1 strategies can focus on improving school climate, enhancing parental involvement, implementing health-based and mental health-based strategies, promoting safety and social-emotional learning, and re-examining district-wide policies. The chapter also covers Tier 3 strategies that are designed to address severe and chronic cases of school refusal behavior. Important Tier 3 strategies can focus on alternative educational programs and schools, mentors, early education, family, and health services, court referral and community services, and a team approach.

School Choice, School Culture and Social Justice: A Canadian Case Study

This paper reports on findings from a case study conducted in a public school offering multiple programs of choice. A guiding purpose of the study was to analyze the impact of operating multiple programs of choice in a single school setting on the organizational and lived culture of the school. The urban Alberta school under study offered alternative educational programs in science, Mandarin Immersion, special education and “regular” programs. Multiple methods of data collection followed an ethnographic approach, and included document and policy analysis, field observations, focus groups and semi-structured interviews with administrators, parents, teachers and students from each of the programs. The results reported here focus on related themes of equity and social justice related to analyses of school choice, attending specifically to participants’ understandings of power and privilege, with policy and practice implications. Themes included social class stratifications, marginalization within advantage, perceptions of disempowerment, fragmented school identity, limitations of choice programs, and perceptions of teaching staff quality.

Practitioner Report: The Role Self-Complexity, Self-Verification, and Self-Handicapping in Understanding Adolescents with High Emotional Needs

ABSTRACTProviders of alternative educational programs for adolescents who are not coping with mainstream secondary education have relied historically on behavioural and cognitive theories for intervention rationales. However, psychologists are increasingly turning to the motivational role of the self-system, particularly to the developmental and multidimensional construct of self-perception, for theoretical guidelines to educational practice. Self-verification, self-complexity, and self-handicapping are three theoretical constructs within a social psychological perspective that help to explain non-compliant and unusual adolescent behaviour and provide direction to service providers for its management.

Epidemiology of Injuries in a Large, Urban School District

Injuries represent the single greatest threat to the health and well-being of US children. A large number of childhood injuries are sustained in schools, yet little is currently known of the epidemiologic features of school-related injuries. A surveillance of injuries occurring in a large, urban school district during a 2-year period was conducted. Nurses in each of the district's 96 schools completed reporting forms on all injuries meeting standardized criteria, and both principals and nurses completed questionnaires on school characteristics that were judged potentially important to the injury rate in individual schools. A total of 5,379 injuries were reported, among the district's 55,000 students, for an overall injury rate of 49 injuries/1,000 student-years. Injury rates were higher for boys than girls at all age levels. Self-caused and sports-related injuries comprised nearly half of all those reported, and 14% were related to use of playground or sports equipment. Eighteen percent of injuries were severe, and playground- and equipment-related injuries were significantly more likely to be severe (P < .001). Rates of injury among individual schools varied markedly, with schools at the two extremes separated by a 25-fold difference in rates. Higher overall injury rates were found in schools with longer hours, alternative educational programs, less experienced school nurses, and lower student-to-staff ratios (P < .0001).

Alternative Educational Programs For Gifted Students In Mathematics

If one were to select a metaphor for education in the United States, perhaps nothing would be more apt than the pendulum. And few aspects of education have experienced more pronounced oscillations of that pendulum than the education of the gifted.