Múineadh ábhar tríd an tríú teanga i mbunscoileanna Lán-Ghaeilge

Déantar cur síos san alt seo ar thaithí cúigear múinteoirí agus príomhoide amháin ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha (FCÁT) a chur i bhfeidhm tríd an tríú teanga i mbunscoileanna lán-Ghaeilge. Tá cáil ar FCÁT mar chur chuige atá éifeachtach leis an dara teanga a theagasc. Is éard atá i gceist le FCÁT, ná go múintear ábhar nó cuid d’ábhar trí mheán an dara teanga nó teanga bhreise. Ba scéim phíolótach cheannródaíoch a bhí sa taighde seo mar go raibh FCÁT á chur i bhfeidhm le foghlaimeoirí óga, ag baint leasa as an tríú teanga i suíomh an tumoideachais lán-Ghaeilge. Chomhtháthaigh na múinteoirí a bhí páirteach sa taighde, teanga Eorpach (An Fhraincis/An Ghearmáinis), leis an bhfoghlaim ábhair in ábhar scoile amháin le linn na scoilbhliana. Bhí réimse rang-ghrúpaí agus ábhar i gceist agus cuireadh múnlaí éagsúla de FCÁT i bhfeidhm ag brath ar inniúlacht na múinteoirí sa sprioctheanga. Bailíodh eolas cáilíochtúil faoi eispéiris na múinteoirí ó cheistneoir agus grúpa fócais. Cé gur taighde ar scála beag atá sa taighde seo, is ábhar taighde nuálach é a thugann léargas ar chuid de na saincheisteanna a bheadh le plé dá mbeadh FCÁT i bhfeidhm i scoileanna lán-Ghaeilge ar bhonn níos leithne amach anseo. Eascraíonn ceisteanna maidir leis na hábhair seo a leanas: inniúlacht múinteoirí sa sprioctheanga, forbairt ghairmiúil leanúnach do mhúinteoirí, torthaí foghlama teanga FCÁT agus soláthar áiseanna do FCÁT. Is í an phríomhcheist a eascraíonn ón taighde ná, cén múnla FCÁT ab fheiliúnaí do shainchomhthéacs na mbunscoileanna lán-Ghaeilge in Éirinn. This article reports the experiences five Irish-medium primary teachers, and one Irish-medium principal of implementing Content and Integrated Learning (CLIL) through a third language in Irish-medium primary schools. CLIL is recognised as an effective approach to second language teaching. It entails the teaching of a subject, or a part of a subject through the medium of a second or an additional language. In this pioneering pilot study CLIL was implemented with young learners through a third language in an Irish-medium immersion setting. The teachers involved in the project integrated a European language (French/German), with content learning in one subject throughout the school year. There were a variety of class groups and subjects involved, and teachers adopted various approaches to CLIL in accordance with their own linguistic proficiency. Data relaying the teachers’ experiences and approaches to CLIL were gathered from a questionnaire and focus group interview. This small scale innovative research provides an insight into prominent questions for discussion if CLIL is to be implemented in Irish-medium schools on a wider basis. Questions arise concerning: language teacher proficiency, continuous professional development for teachers, language learning outcomes for CLIL, and the provision of specifically designed CLIL resources. A key question arising from the study is what model of CLIL would be most suitable for the specific context of Irish-medium primary schools in Ireland.

Modified Instructional Teaching Method

Competency-based Language Teaching (CBLT) causes character education issue and its competence in facing a complex social circumstance which is quite conspicuous when implementing in national scale. Content-based Instruction (CBI) covers students and teacher proficiency that is considered not effective if the implementation does not take material and students’ different competence into account. Cooperative Language Learning (CLL) weakness shows a feasible challenging with the classroom discussion dynamics and the allotted time. The weakness shows one leads to a broad scale, the other one causes teacher and students and the last costs the practical implementation.

Perceived versus Measured Teaching Effectiveness: Does Teacher Proficiency Matter?

The impact of the non-native speaker’s (NNS) language proficiency on their personal teaching performance has often been an issue in TESOL teacher education programmes. To explore this issue a study was conducted to investigate the link between language teachers’ language proficiency and their teaching effectiveness. Classes taught by eight NNS teachers teaching the same or similar content were observed. Teaching effectiveness and teacher language proficiency were measured both through self-ratings and by independent raters. Teachers were compared in terms of such criteria as the quantity and quality of input provided, the amount and accuracy of metalanguage used, the extent and quality of feedback offered as well as classroom management skills. The results suggest that while language proficiency contributes to teaching effectiveness, other aspects of teaching are unrelated to a teacher’s command of their second language (L2).

Development of Teachers' Primary School Skills in Teaching Arabic

In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.

The role of problem solving in school mathematics

In this report of a workshop held at the 2018 ProMath conference, a summary is given of the contents of the workshop. In particular, the role of problem solving in regular mathematics teaching was discussed (problem solving as a goal vs. as a method of teaching), with implications regarding the selection of problems, its implementation into (written) exams as well as teacher proficiency that is needed for implementing problem solving into mathematics teaching.

PELATIHAN PENGGUNAAN MICROSOFT EXCEL UNTUK PENGOLAHAN NILAI EVALUASI MATA PELAJARAN BAGI GURU SMK AL-MADANI PONTIANAK

Material of Microsoft Excel training program for the purposes of school subject evaluation grade management is started with work sheet introduction up to utilization of function and formulas in order to solve problems in grade management. Training process are divided based on teacher proficiency level. Teacher with advanced proficiency level are separated from teacher with basic proficiency level to ensure that the training is as intensive as possible. Teacher with basic proficiency level are guided by instructor intensively to improve their basic computer knowledge or any technology related knowledge based on their current knowledge and ability. Work sheet introduction material are started by describing the work sheet itself, menus and functionality, how to create border, cell alignment introduction, and Microsoft Excel’s formula and function introduction to solve problem especially in order to manage grade of student evaluation in school subjects at SMK Al-Madani Pontianak. Keywords : Community Service, ICT, Microsoft Excel, Training

A Pilot Study for Improving Classroom Systems Within Schoolwide Positive Behavior Support

Despite the overall success of Schoolwide Positive Behavior Support, there is evidence teachers do not effectively utilize Schoolwide Positive Behavior Support features in the classroom. Classrooms are important systems within a Schoolwide Positive Behavior Support framework as this is the location within the school that students spend the majority of their time. This is especially important for students with emotional and behavioral disorders as teacher proficiency with classroom management affects the progression and malleability of the disorder. The purpose of this study was to examine the use of a manualized classroom management program to improve classroom atmosphere and teacher use of classroom management practices within schools already utilizing Schoolwide Positive Behavior Support with fidelity. Results suggest significant improvements in teacher use of certain classroom practices (e.g., praise) and classroom systems. Strengths and limitations of the study are presented along with implications for research and practice.

A Literature-Based Approach on International Perspectives of Bilingual Education

This study examines the bilingual education in Spain and in Canada, and discusses their historical backgrounds, current bilingual education programs in use, and teacher proficiency within their bilingual education programs. The purpose of this study is to examine these two countries’ bilingual education programs and find a way to implement a bilingual education program in Turkey. Because of innovative legal conditions and the establishment of special programs in Basque Country in Spain, the potential for increasing learners and speakers of the language is greater than ever before. Bilingual education models in the BAC have increased the number of well-educated young students and allowed them to have a better future. French is taught as a foreign language in Canada, and English is usually accepted as a first language, which has hindered the development of diverse types of immersion programs. Immersion programs have helped students learn other subjects and have also allowed them to acquire an additional language. This study presents a comparison of the situation of minority languages in Turkey with Canada and Spain offers many lessons. The purpose of this discussion is to establish the benefits and shortcomings of these bilingual education programs and the suitability of their models for minority groups living in Turkey. To provide an efficient education system, the differing needs of various areas should be considered. This can be demonstrated in examples drawn from Canada’s consideration of the French language and Spain’s consideration of the Basque language.