...ELO 6. Discuss curriculum documents related to Language Education Introduction In this unit you are going to study curriculum documents related to Language Education. Upon completion of this unit you should be able to: paraphrase the language policy for schools with specific reference to medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities; discuss academic opinions on the successes and challenges in educational language policy application in Namibia; compare current and alternative policy options critically. 6.1 Paraphrase the language policy for schools with specific reference to the medium of instruction, languages as subjects, phase implementation per phase as well as for students with disabilities. 6.1.1 The History of the National Language Policy Read the information out of Toward Education for all: Gamsberg Macmillan MEC, (1993): I. CRITERIA FOR LANGUAGE POLICY FORMULATION Language policy formulation in a multilingual society is a difficult task. What is required is a fair balance between the abilities of individuals to choose their medium of communication and the public interest in a common language to facilitate citizen participation and decision making in a democratic society. The Ministry has been guided by the following understandings to develop a language policy for schools in Namibia: • All national languages are equal regardless of the number of speakers or the level of development of...
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...English on Education in Ethiopia 1. Introduction Ethiopia is one of the diversified countries in Africa more than 80 languages are spoken and a diversified culture is experienced. The existing multiethnic and multilingual situation is a challenge to the education system of Ethiopia. Each region, state, city, district, school, and classroom faces a unique demographic situation. So educators locally are facing a different environment of diversity than portrayed even by the national profile. With the 1994 Ethiopian census indicating that some 77 tongues were spoken locally. Most of these languages belong to the Afro-Asiatic family (Semitic and Cushitic; Omotic languages are also spoken, though their classification is uncertain). Additionally, Nilo-Saharan languages are spoken by the nation's Nilotic ethnic minorities. English is the most widely spoken foreign language and is the medium of instruction in secondary schools and universities. Amharic was the language of primary school instruction, but has been replaced in many areas by local languages such as Oromifa and Tigrinya. After the fall of the Derg regime in 1991, the new constitution of the Federal Democratic Republic of Ethiopia granted all ethnic groups the right to develop their languages and to establish mother tongue primary education systems. This is a marked change to the language policies of previous governments in Ethiopia. 2. Purpose of the study The major objective of the study will be to investigate...
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...of the notion of communicative competence has been positive in the sense that communication is now conceived as a result of the successful application of not only grammatical but also pragmatic knowledge and skills. Nevertheless, this has not changed the perspective many instructors had of language, because pragmatic information has usually been presented as an auxiliary component which is to be used only when grammatical explanations are difficult or impossible. The result is that for many language educators here is still a core clement about which they have to be especially careful grammatical competence. The communicative approach to language teaching...
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...in general started to have an Interest in learning languages especially English.The reason for this is due Saudi government noteworthy interest in teaching foreign languages. 40 years ago Saudi Introduced teaching English to the curriculum because of the importance of learning languages in the development of the country and spreading Islam,as result of this interest in teaching English,Applied linguistic (AL)was one of the majors Saudi students began to learn later on. There were Various reasons behind Saudis studying AL, to my knowledge,one is the purpose for teaching in higher education.In the present time Saudis studying AL or English related majors in local universities and international universities...
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...10, 2012 Should Shakespeare be taught to Minority Students? Shakespeare is a staple in the English curriculum in American schools. Beginning in seventh or eighth grade, students are fed a steady diet of his tragedies, comedies, histories, and sometimes even the sonnets. Before Michael, Madonna or Prince, he was the one-name artist everyone could relate to globally. This wasn’t always the case. The branding of the name is not accidental. Even more than “William Shakespeare play-wright to American school students” the word Shakespeare, has become a trademark representing the culture and values of a nation. I approached this project with the firm belief that teaching Shakespeare to non-white students was harmful to their development. Shakespeare being taught to non-white students is a problem because they are being told that their culture isn’t enough. Is this a message we want to send after the last 40 years of minority groups demanding, and receiving, inclusion into society? Aren’t there any other works that could be substituted for the works of Shakespeare’s? Plenty of good candidates are published every year but they aren’t taken seriously. Why not? One reason is of course the name brand recognition of Shakespeare. He has had 500 years to gain a position in the public eye. Another reason is the many contributions that he has made to the English language. Many of the tried and true turn of phrases used today come from his characters. An additional issue is...
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...Will Earhart, the president of the Music Educators National Conference, indicated, that Music improves understanding and knowledge in the areas of calculation, science based subjects, geography, antiquity or history, foreign language, physical education and vocational training (Morrison, 1994). “The implementation of the arts, specifically music, would help students raise mathematical achievement scores as well as enhance overall intelligence” (Bryant-Jones, Shimmins, & Vega, 2003). In addition, “Many ancient cultures believed that music was an earthly manifestation of spiritual or Primal Vibration, also known as Cosmic Vibration, music of the spheres, universal mind”. However, music classes are not viewed as core subjects, however the inclusion of music in all classroom settings are slowly becoming more widespread in countries such as the United State of America (USA) and United Kingdom (UK). “Music is also universal and can open wonderful doors to the education of children” (Behar,...
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...redefined Ireland’s population profile. According to the 2006 Census approximately 10% of its population was of migrant origin (Darmody, 2011). Cumulative disadvantage constitutes itself in a variety of ways in education, for example, socioeconomic status, language barriers, school segregation, and power dynamics. Socioeconomic status is a major factor affecting children’s educational outcomes. Most immigrants leave their home countries in search of better economic prospects (Achiron, 2012), and once they arrive in the new country, they often settle in communities where there are other immigrants who share their culture. Their children attend school together, and these schools typically have a large share of immigrant students. Resulting from this, these schools usually tend to be more socioeconomically deprived than other schools (Achiron, 2012). This is something that the OECD warns people about, as they have learned that high concentrations of disadvantage in schools can have a strong influence on students’ outcomes in life. For example, it has been argued that these children are often guided toward less promising educational tracks because of their perceived deficiencies, particularly with regard to the proficiency in the language of...
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...Australian Education Review Second Languages and Australian Schooling Joseph Lo Bianco with Yvette Slaughter Australian Council for Educational Research First published 2009 by ACER Press Australian Council for Educational Research 19 Prospect Hill Road, Camberwell, Victoria, 3124 Copyright © 2009 Australian Council for Educational Research All rights reserved. Except under the conditions described in the Copyright Act 1968 of Australia and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the publishers. Edited by Carolyn Glascodine Cover illustration by ACER Project Publishing Typeset by ACER Project Publishing Printed by BPA Print Group National Library of Australia Cataloguing-in-Publication entry Author: Title: ISBN: Series: Notes: Subjects: Lo Bianco, Joseph. Second languages and Australian schooling / Joseph Lo Bianco ; Yvette Slaughter. 9780864318374 (pbk) Australian education review ; 54. Bibliography. Language and languages--Study and teaching--Australia. Language and languages--Study and teaching—Bilingual method. Education, Bilingual--Australia. Other Authors/Contributors: Slaughter, Yvette. Australian Council for Educational Research. Dewey Number: 370.11750994 Visit our website: www.acer.edu.au Acknowledgment The Author and Series Editor wish to acknowledge the contribution...
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...DepEd issues Implementing rules of Kindergarten Act MANILA, Philippines - To ensure that the unique needs of diverse learners will be addressed; the Kindergarten Education General Curriculum will cater to the needs of pupils with special needs and disabilities and create a catch-up program for children under difficult circumstances. Kindergarten education was institutionalized as part of basic education and was implemented partially in school year 2011-2012. It was made mandatory and compulsory for entrance to Grade 1. The general kindergarten program is the 10-month program provided to children who are at least five years old in elementary schools using thematic and integrative curriculum to ensure the development of foundation skills among children to prepare them for Grade 1. Republic Act (RA) 10157, otherwise known as “The Kindergarten Education Act,” provides that the curriculum is designed to cater to the needs of the learners with special needs or children who are gifted, those with disabilities, and other diverse learners by adopting services in addition to the standards provided, such as Head start Program for the Gifted, Early Intervention Program for Children with Disabilities, Early Intervention Program for Children with Disabilities, Kindergarten Madrasah Program (KMP), Indigenous People (IP) Education, and Catch-Up Program for Children under Especially Difficult Circumstances. The Head start Program for the Gifted is a comprehensive program for the gifted and...
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...The Social Studies (2011) 102, 175–179 Copyright C Taylor & Francis Group, LLC ISSN: 0037-7996 print / 2152-405X online DOI: 10.1080/00377996.2011.585551 9/11 in the Curriculum: A Retrospective DIANA HESS1 and JEREMY STODDARD2 1 2 Curriculum and Instruction, University of Wisconsin-Madison, Madison, Wisconsin, USA School of Education, The College of William & Mary, Williamsburg, Virginia, USA This article uses a curricular analysis study to examine how the events of 9/11 and their aftermath are presented to secondary students in supplemental curriculum and social studies textbooks published from 2002–2010. Shortly after 9/11, many political leaders and social studies educators advocated teaching about 9/11 and its aftermath because these events provided a unique “teachable moment,” even though there was often bitter disagreement about what ideological messages related to 9/11 should be promoted in the schools. Within one year, many non-profit organizations and even the United States Department of State developed materials on 9/11 that were disseminated to secondary schools. As the first editions of post-9/11 textbooks came out, it was also evident that content about 9/11 and what happened in its wake would be given special attention. To investigate what was being communicated to young people about 9/11 and its aftermath to students, we analyzed nine curricula from the non-profits and the government in the first few years after 9/11, a sample of nine of history and government...
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...AusAID (the Australian Agency for International Development) was the Australian Government agency responsible for managing Australia's overseas aid program until 31 October 2013, when it ceased to be an executive agency and was integrated into the Department of Foreign Affairs and Trade. The objective of the aid program is to assist developing countries to reduce poverty and achieve sustainable development, in line with Australia's national interest.[ 1：Australia's aid program leads the way in the fight against preventable disease in our region. Australia's aid effort has wiped out polio from the Pacific. Australia has also funded measles and polio immunisations for more than 1.5 million children in Papua New Guinea. AusAID works to improve the quality of basics services. Water supply and sanitation programs are providing fresh water for nearly 500,000 people in Tanzania, South Africa, Mozambique and Zimbabwe. AusAID funds projects such as the Mỹ Thuận Bridge in Vietnam's Mekong Delta region. The bridge now benefits more than three million people living below the poverty line. Over the past 40 years: * average life expectancy in developing countries has increased by 20 years * adult illiteracy has almost halved * maternal mortality has decreased by 50 per cent. Most importantly, despite a rapidly growing world population, the number of people living in poverty has fallen by 200 million since 1980. Australian aid has contributed to these achievements. By promoting...
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...children to operate equally in their community language, the national language and English. Driving both preservice and inservice teacher training are sets of standards for setting the qualifications and competencies of teachers. Within MTB-MLE these standards should reflect the fact that teachers are prepared to successfully educate students who speak a mother tongue different from the target language of instruction. This requires that teachers understand and can implement strategies for using the mother tongue as the primary road for children to build their initial literacy skills as well as using it to bridge to oral and written literacy in the targeted second language. Utilizing a survey questionnaire as well as documentary analysis, the study looked into the status of the implementation of the mother tongue as a learning subject in Grade I in the public elementary schools in Pangasinan I. Results show that the. It has also been found out that majority of the instructional objectives in the mother tongue as a subject are not being met as indicated by the areas where they are found weak. It is thereby recommended that the primary teachers handling the mother tongue as a subject should reinforce the instructional materials they are provided with and that teacher training on MTBMLE should be furthered. Keywords: K to 12; learning areas; mother tongue; MTBMLE; strategies INTRODUCTION The shift in language policy is part of a growing trend around the...
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...This is a protected document. Please enter your student or faculty username and password. Username: Password: Log In Need assistance logging in? Contact Technical Support. Doc ID: 1009-0001-1993-00001994 Toll Free: 877.428.8447 M-F, 6am MST or Sat-Sun, 7am-12am MST Find us on Facebook and Follow us on Twitter! F I F T H E D I T I O N An Introduction to Multicultural Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price...
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...The International Journal of Language Society and Culture Editors: Thao Lê and Quynh Lê URL: www.educ.utas.edu.au/users/tle/JOURNAL/ ISSN 1327-774X Investigating Reading Habits and Preferences of Student Teachers at Foreign Language Departments Muhlise Coşgun Ögeyik & Esin Akyay Trakya University Faculty of Education Edirne, Turkey Abstract This study investigates reading habits and general views on reading of the students attending teacher training departments. Since reading is one of the principal skills while teaching and learning a second or foreign language, it is assumed that the gathered data in this sample study will highlight educators to get a general profile about reading habits and preferences of students. The participants of the study are the students attending English Language Teaching and German Language Teaching Departments of the Faculty of Education at Trakya University, Turkey. For data collection, a questionnaire with 40 items was designed and administered on 187 students. The questionnaire investigated the students’ general attitudes towards reading and their preferences of reading. The research findings revealed that the students from both departments had positive attitudes towards reading and were widely involved in reading activities. Another optimistic outcome was that the students read both in native and foreign languages. Key words: Reading habit, attitudes towards reading, reading preferences, foreign language education Introduction Reading...
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...COLLEGE ENGLISH ORAL TEST IN CHINA Xin Yu and John Lowe Computer Assisted Testing of Spoken English: A Study to Evaluate the SFLEP College English Oral Test in China Xin Yu and John Lowe University of Bath Introduction ‘If you want to encourage oral ability, then test oral ability’ (Hughes, 1989:44) Since its opening up to the outside world in the 1980s and the introduction of economic reforms that have involved engagement with the global economy and wider community, the Chinese government has become determined to promote the teaching and learning of English as a foreign language among its citizens. In particular, it has mandated the study of English for all college and university students and has made the passing of the College English Test (CET) at Band 4 level a requirement for obtaining a degree. With some ten million candidates annually (and rising) CET Band 4 has become the world’s largest language test administered nationwide (Jin and Yang, 2006). In a deliberate attempt to harness the backwash effect of examinations on teaching and learning, the Ministry of Education has insisted that all college and university students (generally when in their second year of study) must sit the CET Band 4 written papers that test reading, writing and listening skills in English. Aimed largely, but not exclusively, at those students majoring in English, there is also a higher level, Band 6, CET available. A problem arises, however, when it comes to the formal testing of spoken English...
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