Provision for the Development of the Linguistic Proficiency of Young Immigrants in England and Wales and France: A comparative study

During the last 40 years or so, England and Wales and France have had to face the challenge of trying to educate a significant number of young immigrants whose mother tongue is not that of the host country. This paper compares and contrasts the approaches adopted and the measures taken to develop the linguistic competence of these young immigrants in the two countries, with particular reference to Toulouse in France and the London borough of Brent in England. Initially segregationist, the approach in both countries is now more integrationist, particularly in Brent. The differences in approach and provision reflect the differing educational traditions of the two countries. The degree of individual attention which immigrant pupils may receive differs in Brent and Toulouse. There are indications of success in developing second language skills in France, but national data on the effectiveness of second language teaching in England and Wales are lacking. Little mother-tongue tuition takes place in either country.     

Language and the Curriculum in Hong Kong: Dilemmas of triglossia

As with colonial transition elsewhere, the language patterns in Hong Kong have changed with the return of sovereignty to China. Biglossia (whereby Hong Kong Cantonese and English predominate) is shifting to triglossia, as Putonghua, the official language of the People's Republic of China, has become increasingly important. This paper focuses on the impact of colonial transition and in particular the emergence of Putonghua and on the language subjects in the primary and secondary school curricula in Hong Kong. It argues that, whilst the rationale for promoting Putonghua is logical, tensions are evident in the school curricula, most notably in two areas. Firstly, the curricula were already heavily biased in favour of language subjects and, secondly, the necessary teaching expertise for Putonghua is not readily available.     

Using multimedia to overcome the problems with problem based learning

Much of the literature on problem based learning (PBL) is concerned with efficacy or with guidelines on design or implementation. Relatively few articles focus on problems with problem based learning, and none that we could find provided suggestions as to how interactive multimedia might help alleviate those problems. In this article we begin with a review of problem based learning including a rationale for its use in the curriculum. Then we identify some of the problems inherent in designing and implementing problem based learning, and end the article with a discussion of how multimedia might be used to address some of those problems.     

新一代航天飞机即将起飞

他们是活着的“神奇四侠”，他们就在我们中间。猜测他们是谁应该是一件非常有意思的事。他们现在都是20多岁的年纪，都聪慧而富有理想。他们也许是一名工科的学生，正绞尽脑汁地准备自己的毕业论文；也许是一名飞行员，正驾驶着战斗机在空中飞翔；也许是一名实习医生，正在急诊室里紧张地忙碌着。再过12年左右的时间，他们会坐在位于火箭顶端的乘员舱里，承受着500吨固体燃料带来的4.5g的过载，上升到7.5万米的空中，然后由第二级火箭将他们推到近地轨道。二级火箭在近地轨道上会与另一枚火箭对接，这枚火箭会将他们送到月球轨道。     

Getting closer: workplace guidance for lifelong learning

The purposes of this article are twofold. First, it considers the policy links between guidance and lifelong learning, highlighting in particular the implications of findings from a recent study by the Organisation for Economic Co‐operation and Development (OECD). Secondly, it critically compares two approaches to workplace guidance about education and training, drawing upon evaluations of various initiatives organized by trade unions and employers in Denmark and the UK. These evaluations are based on qualitative data collected from in‐depth interviews with those responsible for organizing and giving the guidance, as well as those who received it. Five interviews were conducted with recipients of guidance in each country, either face‐to‐face or by telephone, using a semi‐structured interview schedule. The conclusions suggest some issues that need to be addressed by guidance practitioners and policy makers, including employers and trade unions.     

Teachers' Use of Textbooks: Practice in Namibian science classrooms

Incidences of prescribed textbook usage in science classrooms in Namibia have been analysed using an approach adapted from linguistic analysis. Aspects of pedagogic purpose, text genre, and the social interactions between teachers and learners were used to characterise teacher and learner engagement with textbooks, and thus categorise their usage in relation to a national policy of learner-centred education. Results indicate a teacher dominated textbook use and a low frequency and restricted range of textbook references per lesson, with some 40% of the Senior Secondary classes observed making no use of their textbook in class. The major uses of textbooks in class were for diagrams and data, and to verify factual information. Occasionally, questions in textbooks were used as homework to test and/or consolidate knowledge. Pupils rarely initiated a reference to a textbook. It is suggested that if learners are to benefit fully from the investment in textbooks then their teachers need to be helped to use the resource in more constructive ways.     

Teaching Group Counseling Skills: Problems and Solutions

The authors discuss ethical and professional issues regarding group counseling and argue that it is challenging to meet or exceed the standards established by the American Counseling Association's Council for the Accreditation of Counseling and Related Education Programs for teaching principles and theories, leadership skills, and group counseling methods for effective group practice. This task is especially difficult for counselor education programs that do not have doctoral students who can provide instruction and group leadership. The authors present a model involving 2 courses that allow for mastery of skills and solve practical dilemmas of providing an experiential group experience and leadership opportunities.