Per Linguam-A Journal of Language Learning最新文献_第10页

School-based Assessment in English Language Teaching: Weighing the cow will not fatten it 英语教学校本评价:称牛不肥

Per Linguam-A Journal of Language Learning Pub Date : 2016-09-06 DOI: 10.5785/32-2-624

Maryn Reyneke

引用次数: 7

EXPLORATION OF SELF-EXPRESSION TO IMPROVE L2 WRITING SKILLS 探索自我表达，提高第二语言写作能力

Per Linguam-A Journal of Language Learning Pub Date : 2016-09-06 DOI: 10.5785/32-2-654

V. Pfeiffer, S. Sivasubramaniam

引用次数: 4

Constructing and rolling out the new South African Sign Language (SASL) curriculum – Reflexive critique 构建和推出新的南非手语(SASL)课程-反思性批评

Per Linguam-A Journal of Language Learning Pub Date : 2016-09-06 DOI: 10.5785/32-2-648

R. Morgan, M. Glaser, Lucas Magongwa

引用次数: 8

An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa 南非全纳课堂中R年级读写教学概况

Per Linguam-A Journal of Language Learning Pub Date : 2016-09-06 DOI: 10.5785/32-2-651

N. Nel, K. Mohangi, Soezin Krog, Oluyemi Adetunji Stephens

{"title":"An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa","authors":"N. Nel, K. Mohangi, Soezin Krog, Oluyemi Adetunji Stephens","doi":"10.5785/32-2-651","DOIUrl":"https://doi.org/10.5785/32-2-651","url":null,"abstract":"Pre-school literacy teaching in Early Childhood Education (ECD) inclusive classrooms is crucial in preparing learners for the transition to formal literacy teaching and learning. This article describes a collaborative exploratory research project between a university in South Africa and one in China, in order to gain an overview of early literacy teaching and learning in the two countries. In the case of South Africa, the focus was on Grade R literacy teaching and learning. Teacher participants in three rural schools, three township schools and four inner city schools in Mpumalanga and Gauteng were purposively selected. Data were gathered by means of open-ended questions in a questionnaire, individual interviews with Heads of Departments (HOD) and classroom observations. Coding, categorising and identifying themes were manually conducted. Persistent challenges were identified of which limited resources, low socio-economic conditions, English as the language of learning and teaching (LoLT), inadequate teaching strategies used to implement the Curriculum Assessment Policy Statement (CAPS) and barriers to learning were highlighted. This overview of early literacy teaching and learning in South Africa served as a precursor for the second phase of the project between the two countries.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"35 1","pages":"47-65"},"PeriodicalIF":0.0,"publicationDate":"2016-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84688512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

CODE MESHING: ONLINE BILINGUAL TUTORING IN HIGHER EDUCATION 代码网格:高等教育在线双语辅导

Per Linguam-A Journal of Language Learning Pub Date : 2016-09-06 DOI: 10.5785/32-2-612

Thelma Thokozile Batyi

引用次数: 2

An overview of the Zhejiang Model of Teacher Training 浙江教师培养模式述评

Per Linguam-A Journal of Language Learning Pub Date : 2016-05-13 DOI: 10.5785/32-1-670

D. Zheng, Yabing Gao, Chao Wang

{"title":"An overview of the Zhejiang Model of Teacher Training","authors":"D. Zheng, Yabing Gao, Chao Wang","doi":"10.5785/32-1-670","DOIUrl":"https://doi.org/10.5785/32-1-670","url":null,"abstract":"The quality of teacher training directly affects the quality of primary and secondary school teachers’ professional development and indirectly affects the quality of primary and secondary school education. With an interest in teacher development, this paper presents an overview of the Zhejiang model of teacher training, with specific reference to the training of Chinese language teachers. This paper analyses the guidance of government’s teacher training policy, the design of training programmes, the qualifications for teacher-training institutions, the composition of trainer teams, the improvement of training management, financial support of teacher training programmes and the change of the organisational mode of teacher training programmes. Through examining the case of the training programme for Chinese language teachers, it was found that current teacher training practice in Zhejiang Province aims to follow the country’s education reform policy. Teachers are allowed to make their choices about which training programmes to attend. All the training institutions are open to competition. The improvement of the quality assurance mechanism is the guarantee for the success of the practices of free choices of teachers and free competition of institutions.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"198 1","pages":"57-70"},"PeriodicalIF":0.0,"publicationDate":"2016-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75649207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reading comprehension in South African schools: Are teachers getting it, and getting it right? 南非学校的阅读理解:老师们理解了吗?正确吗?

Per Linguam-A Journal of Language Learning Pub Date : 2016-05-13 DOI: 10.5785/32-1-627

E. Pretorius, N. Klapwijk

{"title":"Reading comprehension in South African schools: Are teachers getting it, and getting it right?","authors":"E. Pretorius, N. Klapwijk","doi":"10.5785/32-1-627","DOIUrl":"https://doi.org/10.5785/32-1-627","url":null,"abstract":"Much research exists about South African learners’ low literacy and numeracy levels and about poorly performing schools. In contrast , there are far fewer detailed descriptions of instructional practices and what teachers are actually doing in their classrooms, and far less evidence exists of in-depth research attempts to understand in what way and why teachers may experience problems with the teaching of reading literacy, particularly reading comprehension. This article aims to contribute to narrowing that gap by reviewing recent South African research on classroom comprehension instruction and obtaining information from teachers about how they perceive themselves as readers, what their teaching context is, what they claim to be doing about reading in their classrooms, and to match these responses with ANA results at their schools. Data were obtained through a quantitative questionnaire from 159 teachers at 30 schools across three provinces. The results show that many teachers are not themselves immersed in rich reading practices, many teachers claim to be doing more than is reflected in their schools’ literacy results, and in general teachers don’t seem to have a clear understanding of reading concepts, reading development and reading methodology.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"65 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2016-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73771947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 39

Research partnership between South Africa and China : emergent literacy teaching and learning in early childhood education in South Africa 南非与中国的研究伙伴关系:南非幼儿教育中的新兴识字教学

Per Linguam-A Journal of Language Learning Pub Date : 2016-05-13 DOI: 10.5785/32-1-647

N. Nel, Soezin Krog, K. Mohangi, H. Muller, Oluyemi Adetunji Stephens

{"title":"Research partnership between South Africa and China : emergent literacy teaching and learning in early childhood education in South Africa","authors":"N. Nel, Soezin Krog, K. Mohangi, H. Muller, Oluyemi Adetunji Stephens","doi":"10.5785/32-1-647","DOIUrl":"https://doi.org/10.5785/32-1-647","url":null,"abstract":"Due to concern about the literacy situation in South Africa (schools being near the bottom of the international systemic measures of performance in literacy), and the important role that literacy plays in China, the researchers of both countries embarked on a collaborative research project. The overall aim is to explore the literacy perceptions and classroom practices of teachers in primary schools in both countries. In this article, the second of a series, the researchers explored Grade R teachers’ attitudes towards reading literacy in primary schools and what the reading-literacy teaching practices are that they employ, with particular emphasis on reading comprehension. The expected outcome was to provide an overview of the literacy situation in Grade R in South Africa as a precursor for the next phase of the project. An exploratory, mixed methods design was employed of which the quantitative part is reported in this article. Grade R teachers were selected from ten schools which had Grade R classrooms in two cities in Gauteng Province and one city in Mpumalanga Province. Data was collected through the use of questionnaires. The statistical analyses were conducted using the SAS/STATS module of the Statistical Software System (SAS), version 9.4 statistical package. The findings are presented as part of the overview.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"150 1","pages":"102-122"},"PeriodicalIF":0.0,"publicationDate":"2016-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74173483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Contextual challenges in early literacy teaching and learning in Grade R rural schools in South Africa 南非农村R级学校早期读写教学中的情境挑战

Per Linguam-A Journal of Language Learning Pub Date : 2016-05-13 DOI: 10.5785/32-1-646

K. Mohangi, Soezin Krog, Oluyemi Adetunji Stephens, N. Nel

{"title":"Contextual challenges in early literacy teaching and learning in Grade R rural schools in South Africa","authors":"K. Mohangi, Soezin Krog, Oluyemi Adetunji Stephens, N. Nel","doi":"10.5785/32-1-646","DOIUrl":"https://doi.org/10.5785/32-1-646","url":null,"abstract":"Early literacy teaching and learning in Grade R rural schools experience persistent challenges which compound the low literacy rates evidenced overall in South African schools. In this article we provide an overview of challenges that teachers in selected Gauteng Grade R classrooms experience in delivering a literacy curriculum. Three purposively selected rural schools, each comprising three Grade R classrooms served as research sites. Participants were nine teachers and three Heads of Departments (HOD). Qualitative data was gathered using semi-structured interviews with teachers and the HOD in each school. We also administered a questionnaire and conducted classroom observations to gain first-hand information. Through a process of thematic content analysis the following themes emerged: 1) pedagogical challenges 2) resources and provisioning 3) management and support. Findings illustrate the difficulties that Grade R teachers and management (HOD) experience in delivering a literacy curriculum in schools situated in rural settings. Poverty, unemployment of parents, transport challenges as well as language issues compound the problems the teachers experience in delivering the Grade R literacy curriculum. Furthermore, limited professional training of Grade R teachers has impacted on literacy delivery.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"2012 1","pages":"71-87"},"PeriodicalIF":0.0,"publicationDate":"2016-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86390014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 21

Literacy education in China within an inclusive education context 全纳教育背景下的中国扫盲教育

Per Linguam-A Journal of Language Learning Pub Date : 2016-05-13 DOI: 10.5785/32-1-679

Quan Zhou, Jiong Yang

{"title":"Literacy education in China within an inclusive education context","authors":"Quan Zhou, Jiong Yang","doi":"10.5785/32-1-679","DOIUrl":"https://doi.org/10.5785/32-1-679","url":null,"abstract":"To realise educational equality and construct a harmonious society, many scholars have valued and promoted inclusive education in China. More and more scholarly works are being devoted to this topic, forming three main types of studies: basic theories, commentary on foreign countries’ experiences, and application of the principles. Given specific circumstances in China, researchers have created a form of inclusive education, which bears Chinese characteristics, that is learning in regular classes (LRC). In addition, a number of related policies were created to help with the effective implementation of this special form of inclusive education. Literacy education is an important field for the practice of inclusive education and has been implemented mainly in the form of LRC. There has been great improvement in inclusive literacy education in China. However, various challenges have also arisen: The idea of inclusive education is yet to be accepted widely; the relevant laws and policies are to be further improved; and the number of qualified teachers and overall educational quality are yet to be boosted. In future, there should be more empirical studies and sufficient supporting systems related to inclusive literacy education. It is also hoped that the form of LRC used in inclusive literacy education will be upgraded to a higher level of inclusive education, which integrates general education with special education more seamlessly.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"23 1","pages":"88-101"},"PeriodicalIF":0.0,"publicationDate":"2016-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75123063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1