Teacher Competences for Teaching English as a Foreign Language in the First Educational Cycle of Primary Education

<p style="text-align:justify">Foreign language teaching in the Slovenian educational context begins in the first grade (age 6). Many studies report a lack of qualified teachers at this stage of learning around the world and numerous authors emphasise the misconception that basic linguistic and didactic knowledge of teachers is sufficient for teaching children. All three Slovenian public universities are aware of this problem and offer pre-service and in-service programmes for (student) teachers who want to specialise in teaching English to young learners. In the present article, we focus on the subject-specific teacher competences for teaching English in the first three years of primary education; namely, linguistic, subject didactic and intercultural competences. We explore teachers’ self-assessment of these competences and their perception of certain elements pertaining to them. The study seeks to answer the following research questions: (1) What subject-specific competences do teachers consider essential for teaching English in the first cycle of primary education? (2) To what extent do teachers believe they have developed certain subject-specific competences? (3) What are teachers’ attitudes toward certain subject-specific competences that the teacher needs for teaching English in the first cycle of primary education? The results of the quantitative survey, in which 100 teachers participated, show that teachers perceive their subject didactic competence to be the most developed and their intercultural competence to be the least developed. Moreover, they consider that a basic level of English is not sufficient for teaching English in the first grades.</p>

Teacher Competences for Teaching English as a Foreign Language in the First Educational Cycle of Primary Education

<p style="text-align: justify;">Foreign language teaching in the Slovenian educational context begins in the first grade (age 6). Many studies report a lack of qualified teachers at this stage of learning around the world and numerous authors emphasise the misconception that basic linguistic and didactic knowledge of teachers is sufficient for teaching children. All three Slovenian public universities are aware of this problem and offer pre-service and in-service programmes for (student) teachers who want to specialise in teaching English to young learners. In the present article, we focus on the subject-specific teacher competences for teaching English in the first three years of primary education; namely, linguistic, subject didactic and intercultural competences. We explore teachers’ self-assessment of these competences and their perception of certain elements pertaining to them. The study seeks to answer the following research questions: (1) What subject-specific competences do teachers consider essential for teaching English in the first cycle of primary education? (2) To what extent do teachers believe they have developed certain subject-specific competences? (3) What are teachers’ attitudes toward certain subject-specific competences that the teacher needs for teaching English in the first cycle of primary education? The results of the quantitative survey, in which 100 teachers participated, show that teachers perceive their subject didactic competence to be the most developed and their intercultural competence to be the least developed. Moreover, they consider that a basic level of English is not sufficient for teaching English in the first grades.</p>

The functio-spatial structure of airport surroundings: the case of Kraków Airport

The area around Krakow airport is an attractive developmental urban area. The concentration of passenger traffic and the flow of goods is conducive to new development projects. These projects are associated with the operation of airports, as well as new uses which see the proximity of an airport as an additional asset in operating a business based on access to a form of high-speed transport. This paper presents the findings of research concerning the existing spatial structure, transport accessibility and compositional determinants within an area around Krakow Airport, which can be used to assess the phenomena present and formulate principles and trajectories of shaping them in the future. The study was based on an analysis of selected elements of the existing functio-spatial structure, as well as available materials and subject-specific planning documents. Due to the specificity of areas around airports, which undergo dynamic change, it appears key to determine the individual form of development and land cover, that skilfully combines modernity and comfort of use with meshing with the local landscape, featuring a network of linkages and the character of suburban space. The issues present in this area are distinctive of many cities and require coherent land development proposals.

Pseudo-compliance or convergence?

This paper reports on a professional learning (PL) project conducted over one year at a senior secondary school in New Zealand. Subject teachers volunteered to work with one another and a facilitator to identify the linguistic demands of their subjects, adapt teaching materials, and try out teaching approaches congruent with research evidence about teaching emergent bilingual (EB) learners. This paper explores cases of subject-specific partnerships and how participants’ responses to the PL appeared to impact their existing pedagogical content knowledge (PCK). The PL sessions were facilitated through audio-recorded Zoom meetings. A thematic analysis was conducted, and the findings were analysed using an adaptation of Davison’s (2006) framework to map how participants engaged with the PL and collaborated with one another on new pedagogies. The study suggests that these teachers accommodated linguistic teaching approaches, but their adaptation to language PCK may have remained at a compliant level.

Multiple graph fusion based on Riemannian geometry for motor imagery classification

In motor imagery-based brain-computer interfaces (BCIs), the spatial covariance features of electroencephalography (EEG) signals that lie on Riemannian manifolds are used to enhance the classification performance of motor imagery BCIs. However, the problem of subject-specific bandpass frequency selection frequently arises in Riemannian manifold-based methods. In this study, we propose a multiple Riemannian graph fusion (MRGF) model to optimize the subject-specific frequency band for a Riemannian manifold. After constructing multiple Riemannian graphs corresponding to multiple bandpass frequency bands, graph embedding based on bilinear mapping and graph fusion based on mutual information were applied to simultaneously extract the spatial and spectral features of the EEG signals from Riemannian graphs. Furthermore, with a support vector machine (SVM) classifier performed on learned features, we obtained an efficient algorithm, which achieves higher classification performance on various datasets, such as BCI competition IIa and in-house BCI datasets. The proposed methods can also be used in other classification problems with sample data in the form of covariance matrices.

Teachers as Agents of Change

Public school teachers in Switzerland often feel bound by decisions made by ministries of education as to materials used in the classroom. In teacher training, teachers are often taught superficially about reflective practices, equity, and equality, but in their training to teach English as a Foreign Language (EFL), the focus is too often on the mechanical aspects of foreign language teaching and the examples provided are often not provocative enough to allow for an anti-bias stance to education. Yet this stance is a tenet of most national curricula and is to precede subject-specific curricular aims. Therefore, neither teachers nor materials should shy away from or banalize topics around civil rights and social change. This chapter provides examples of how the dispositions for culturally responsive pedagogy scale and teaching tolerance social justice scales can be used in teacher training for analyzing and planning out lessons. Examples from lessons on the Black Lives Matter movement and general suggestions act as springboards for rethinking and unpacking EFL teaching.

INSOLE-BASED ESTIMATION OF COMPLETE GROUND REACTION FORCE WITH GAUSSIAN KERNEL REGRESSION AND DATA EXPANSION

A method for estimating ground reaction force (GRF) with plantar pressure was proposed in this paper. The estimation model was constructed to approximate the nonlinear relationships between GRF and the plantar pressure according to the linear combinations of Gaussian kernel functions. Partial least squares regression (PLSR) was adopted to obtain model parameters and eliminate multicollinearity among the pressure components. The general model and subject-specific models were constructed for 12 male and 4 female subjects. Moreover, a data expansion method was introduced for the establishment of subject-specific model, which is implemented by searching and adopting the data with consistent statistical characteristics in a pre-established database. That approach is particularly meaningful for the group whose walking ability is limited or clinic where the force platform is not available. The NRMSEs (%) for general model were 5.27–7.85% (GRF_V), 7.35–8.53% (GRF_ML), and 8.82–10.54% (GRF_AP). The maximum NRMSEs (%) for subject-specific models were 5.02% (GRF_V), 9.91% (GRF_ML), and 10.23% (GRF_AP). Results showed that both general and subject-specific models achieved higher accuracy than existing methods such as linear regression and neural network methods.