scholarly journals Teaching and Learning an Ethnic Minority Language at University Level: The Case of Dusun in Brunei

2018 ◽  
Vol 18 (1) ◽  
pp. 217-233
Author(s):  
Muhammad Najib Noorashid ◽  
James Howard Mclellan
Keyword(s):  
Ethnic Minority ◽  
Teaching And Learning ◽  
Minority Language ◽  
University Level

scholarly journals The System Analysis in Language Teaching and Learning for Technical Students in Russia

2015 ◽  
Vol 10 (5) ◽  
pp. 22 ◽  
Author(s):  
Tatiana Sidorenko ◽  
Vladimir Yampolsky
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
System Analysis ◽  
Foreign Languages ◽  
Special Focus ◽  
Engineering Programs ◽  
Technical Students ◽  
Language Courses ◽  
University Level ◽  
Personal Skills

Integration of the Russian system of engineering education into the global educational domain compelled Russian universities to enhance the importance of humanities in engineering programs with a special focus on foreign languages. However, it must be admitted that the system of language training in Russia at a university level comes up against serious problems of historical, economic or political backgrounds, for which reason there are processes in the system that hamper a solution of the tasks set before the university and the society. The solution requires strong and decisive initiatives capable to improve the situation with the language proficiency among the graduators. Therefore, there is a rapid need in essentially new approaches to teaching foreign languages attain the desired outcomes for engineers, which reflect not only subject-oriented knowledge but also personal skills and the ability to effectively communicate with an opponent or a partner. The need to identify barriers towards high-quality language courses at a university level motivated the authors to carry out a special research based on the methods that are typical to system analysis.

scholarly journals Teaching the Romanian neighbors Hungarian: language ideologies and the Debrecen Summer School

Multilingua ◽  
2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Attila Gyula Kiss
Keyword(s):  
Discourse Analysis ◽  
Summer School ◽  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Education ◽  
Minority Language ◽  
Ethnographic Study ◽  
The One ◽  
Hungarian Language ◽  
Historical Discourses

AbstractThis article is a contribution to the hitherto scant literature on learning a historical minority language and on language ideologies in the context of a study abroad program in Hungary, Debrecen. I analyse the language ideologies of the decision makers in Hungary and in the Debrecen Summer School in relation to the teaching of Hungarian to the neighboring peoples. Drawing on interactional data of participants from Romania, the perspective of learning Hungarian as a historical minority language is examined. The present article combines a historical approach with language ideologies by focusing on an institution offering language education. Language ideologies are presented as they appear in the larger historical discourses, contemporary documents, and media interviews. I briefly outline the major turning points in the history of the institution which also reflects the changing language ideologies and cultural politics of Hungary. The qualitative discourse analysis of interviews and the conclusion of this ethnographic study demonstrate that language ideological positions in relation to the teaching and learning of Hungarian have been firmly located in historical and cultural contexts. Discourse analysis of various data demonstrates that, on the one hand, the course providers have espoused competing ideologies of who the learners should be as well as how to present the country and the culture, while, on the other hand, showing that the learners have had to negotiate prejudice and stereotype rooted in discourses about the often burdened history.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

scholarly journals Digital teaching tools and global learning communities

F1000Research ◽  
2015 ◽  
Vol 4 ◽  
pp. 59
Author(s):  
Mary Williams ◽  
Patti Lockhart ◽  
Cathie Martin
Keyword(s):  
Learning Community ◽  
Resource Sharing ◽  
Teaching And Learning ◽  
Geographical Location ◽  
Global Learning ◽  
User Survey ◽  
Teaching Tools ◽  
Plant Sciences ◽  
University Level ◽  
American Society

In 2009, we started a project to support the teaching and learning of university-level plant sciences, called Teaching Tools in Plant Biology. Articles in this series are published by the plant science journal,The Plant Cell(published by the American Society of Plant Biologists). Five years on, we investigated how the published materials are being used through an analysis of the Google Analytics pageviews distribution and through a user survey. Our results suggest that this project has had a broad, global impact in supporting higher education, and also that the materials are used differently by individuals in terms of their role (instructor, independent learner, student) and geographical location. We also report on our ongoing efforts to develop a global learning community that encourages discussion and resource sharing.

Context-Based Teaching and Learning on School and University Level

2015 ◽  
pp. 259-278 ◽  
Author(s):  
Ilka Parchmann ◽  
Karolina Broman ◽  
Maike Busker ◽  
Julian Rudnik
Keyword(s):  
Teaching And Learning ◽  
University Level

Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia

2020 ◽  
pp. 136216882093882
Author(s):  
Marianne Turner
Keyword(s):  
Teaching And Learning ◽  
Minority Language ◽  
Home Language ◽  
Language Practices ◽  
Language Resources ◽  
Bilingual Program ◽  
Bilingual Programs ◽  
English Curriculum ◽  
Language Classroom ◽  
Japanese English

Recently, the incorporation of students’ home languages into monolingual classrooms has been reinvigorated by a scholarly focus on extended linguistic repertoire. In bilingual programs, ideas of language separation have traditionally influenced teaching and learning as a way to protect the minority language, but there is a growing call to engage with the complexity of students’ language practices. In this article, it is suggested that the English-medium (dominant language) classroom can be an effective site for exploring how to leverage and affirm students’ home language practices in bilingual education, and also to support the minority language in the program. Data are drawn from a design-based study that investigated the transition of a Japanese–English primary bilingual program from 30% of instruction in Japanese to a 50:50 program. As part of the study, a Foundation teacher and a Year 5/6 teacher worked towards English curriculum objectives by incorporating languages their students spoke at home, including Japanese, into the English-medium classes. Findings revealed that some Foundation students did not immediately draw on home language practices, instead choosing to use Japanese, whereas the Year 5/6 students demonstrated ambivalence towards Japanese but not towards other language practices.

The Twofold Role of a Minority Language in Historical Trauma: The Case of Lemko Minority in Poland

2020 ◽  
Vol 39 (4) ◽  
pp. 551-566
Author(s):  
Magdalena Skrodzka ◽  
Karolina Hansen ◽  
Justyna Olko ◽  
Michał Bilewicz
Keyword(s):  
Ethnic Minority ◽  
Language Use ◽  
Historical Trauma ◽  
Minority Language ◽  
Psychological Consequences ◽  
Long Term Consequences

Tragic collective events bring about long-term consequences for affected groups. These effects not only affect the immediate victims of trauma, but can also influence subsequent generations. In the present research, we examined the effects of minority language use on historical trauma. In a study of 237 Lemko participants, members of a severely victimized ethnic minority in Poland, we tested the effects of cognitive availability of historical trauma on three categories of trauma-related symptoms: emotional, behavioral, and depressive. The study found that minority language use is positively related to cognitive availability of trauma, but it also limits the effects of such availability on trauma-related symptoms. Based on this finding, we discuss the potential of minority language use to act as a social cure protecting from the negative psychological consequences of historical trauma.

UNIVERSITY LEVEL TEACHING STYLES WITH HIGH SCHOOL STUDENTS AND INTERNATIONAL TEACHING AND LEARNING

2018 ◽  
Vol 1 ◽  
pp. 464-475 ◽  
Author(s):  
Michael Alexander Radin ◽  
Olga Orlova
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Educational Systems ◽  
School Students ◽  
International Teaching ◽  
Specific Teaching ◽  
University Level

The main aim of this paper is to render how university level courses are taught in high school. In fact, we will focus on what styles are used to teach university level courses and illustrate the international contrasts that happen quite frequently. In addition, we will analyse the details of teaching styles that were implemented in the American and the Latvian educational systems. Furthermore, we will discuss what specific teaching styles and innovations work successfully, and what teaching styles and innovations had difficulties and need improvements. In particular, implementing the hands-on teaching and learning styles and repetitive type teaching and learning styles. Moreover, we will also discuss the risk involved with introducing and transforming university level courses and teaching styles with high school students and how to manage these risks.

Building Sustainable Academic Research in a ‘Teaching and Learning’ Intensive Environment

2008 ◽  
Vol 22 (3) ◽  
pp. 189-194 ◽  
Author(s):  
Steve Jerrams ◽  
Tony Betts ◽  
Janet Carton
Keyword(s):  
Teaching And Learning ◽  
Academic Research ◽  
Management Team ◽  
Senior Management ◽  
Institutional Research ◽  
Research Strategies ◽  
Research Activity ◽  
Competitive Funding ◽  
University Level ◽  
Centres Of Excellence

Academic research is increasingly interdisciplinary, inter-institutional and international. In this context, creating and maintaining the balance in the nexus between research, teaching and learning and industry interaction is central to the operation and reputation of a university-level institute. In seeking sustainability, the perennial contradiction between encouraging and expecting all academics to engage in research or some other scholarship and the need to support leading researchers working in internationally recognized research clusters must be resolved. Research reputations are built on peer-reviewed publications, citations, competitive funding achieved and postgraduate completions. The leading universities are not known for research excellence in more than a handful of niche disciplines, so creating a research-informed environment where many are carrying out research, a few are excelling, but all receive support, is an unavoidable challenge for a senior management team. Faculty structures are important components in meeting this challenge. Heads of Research and proactive Faculty Research Boards have critical roles to play. R&D centres benefit from belonging in or across faculties, but individual researchers must have scope to build teams that can grow to form centres of excellence or be part of research clusters with partners having complementary strengths. External rigorous and periodic reviews of research are important in placing research in national and international contexts and ensuring that focus and direction are maintained. Institutional research strategies are paramount and should set out how a research environment and infrastructure can be developed and how impediments to research activity are removed. Setting targets for key metrics that are demanding but achievable will expose shortcomings in any strategy or its application. Policies and actions for building and supporting research activity are described, along with the strategies and structures that frame them. Each higher education institute is unique, but some effective measures are universally applicable.

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