Inclusive Education for Students with Hearing Impairment in the Regular Secondary Schools in the North-West Region of Cameroon: Initiatives and Challenges

Although some initiatives are implemented in the education of students with hearing impairments in the regular school, challenges are still encountered in their education. This article which is part of the results from an ongoing qualitative study in the North-West region of Cameroon addresses the different initiatives and challenges involved with including students with hearing impairment in regular schools. Interviews, participant observations as well as field notes were the main instruments used in collecting data from the six teachers and six students with hearing impairments who participated in the research. Academic support, classroom placement and the way of working of the sign language interpreters were considered the major initiatives and challenges in the education of the students with hearing impairment in regular schools. It is apparent that adequate adjustments have not been made within the schools to meet the needs of the students with hearing impairments. This hence questions their actual inclusion in the regular school.     

启发式教学在《高级语言程序设计》中的应用

启发式教学能启发学生的思维积极活动,也能调动学生学习的积极性和主动性.首先分析当前《高级语言程序设计》教学中存在的问题,并探讨了启发式教学法的特点及方式.最后提出把启发式教学应用在《高级语言程序设计》教学的各个环节中,实践表明该方法取得了良好的教学效果.     

“Languages aren’t as important here”: German migrant teachers’ experiences in Australian language classes

Narrative studies with migrant teachers offer new perspectives on local educational practices and policies. As part of a study investigating German migrant teachers’ experiences in Australian language classes, this paper uses narratives to evaluate present language education strategies in Germany and Australia. It examines the provision and uptake of foreign languages as a subject area in the two countries and compares existing educational goals and arrangements regarding language education in Germany and Australia. The German migrant teachers’ accounts illustrate how current school policies and the value placed on language proficiency and multilingualism in the two countries’ education are impacting on learning and teaching in the language classroom. The findings have significant potential to inform and stimulate the evaluation of recent national initiatives in language education in Australia.     

Multilingualism and education in South Africa: one year on

After a short presentation of the relative status of the different languages (and dialects) in the greater Cape Town area, an overview is given of recent debates and developments in the language policy in education in South Africa. The aim is promoting multilingualism. Current language and literary initiatives in primary schools and in teacher education are described briefly. Proposals for translating policy in practice are reviewed.     

Globalisation in Foreign Language Teaching: Establishing Transatlantic Links in Higher Education

This article makes an explicit comparison between the reconfiguration of tertiary language education in Europe, the USA and Canada. It argues that, despite certain minor differences between continents, the same trends are operative across the Atlantic. It then examines each of them, illustrating how similar forces are at work in shaping higher education language teaching, how analogous policy frameworks are being employed to channel them and how parallel challenges and responses can be detected transatlantically. The conclusion is that unifying efforts and connecting initiatives has highly beneficial effects for advancing the application of higher education language policy worldwide.     

Making the Rhetoric Real: perceptions of enterprise in educational contexts

Abstract

A study involving 139 educationalists examined the thoughts and feelings experienced by individuals in relation to the enterprise language and the philosophical, historical and cultural values which were challenged by enterprise initiatives in education. The outcome indicated that change is initiated by discourse rather than rhetoric and that the enterprise language, having served its purpose in bringing process innovation in education from the periphery of the system to the centre, should become increasingly redundant.     

Language teacher multilingualism in Norway and Russia: Identity and beliefs

Multilingualism has witnessed growing interest as a subject of academic study and as a state to aspire to for many of the world's citizenry. In tandem with this growing interest, countries around the world have started to implement foreign language curricula at schools that seek to prepare the coming generations to thrive in an increasingly multilingual global environment. In this respect, language teachers are likely to play a pivotal role in promoting the learning of multiple languages among students, with their beliefs about multilingualism informing their practices. This study reports on the beliefs of 460 secondary school teachers of English, French, German, Spanish, Italian, and Chinese in Norway and Russia regarding the benefits of being or becoming multilingual, the affordances of multilingual teachers, and the promotion of multilingualism in their respective countries. The findings indicated statistically significant differences between the participants based on the number of languages they taught and, to some extent, their country of residence. The observed differences hold important implications for teacher education programs and initiatives promoting the use of multilingualism as a resource in language education.     

The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottom-up disciplinary literacy goals?

Recently, in the wake of the Bologna Declaration and similar international initiatives, there has been a rapid increase in the number of university courses and programmes taught through the medium of English. Surveys have consistently shown the Nordic countries to be at the forefront of this trend towards English-medium instruction (EMI). In this paper, we discuss the introduction of EMI in four Nordic countries (Denmark, Finland, Norway and Sweden). We present the educational setting and the EMI debate in each of these countries and summarize relevant research findings. We then make some tentative suggestions for the introduction of EMI in higher education in other countries. In particular, we are interested in university language policies and their relevance for the day-to-day work of faculty. We problematize one-size-fits-all university language policies, suggesting that in order for policies to be seen as relevant they need to be flexible enough to take into account disciplinary differences. In this respect, we make some specific suggestions about the content of university language policies and EMI course syllabuses. Here we recommend that university language policies should encourage the discussion of disciplinary literacy goals and require course syllabuses to detail disciplinary-specific language-learning outcomes.     

‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation

ABSTRACT

Reform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students’ engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher’s language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive language supports, and (3) some language supports offered a rationale for argumentation. Findings suggest a need to identify and develop supports for the dialogic aspects of argumentation. Furthermore, engaging students in argumentation through productive language functions could be leveraged to support dialogic interactions. Lastly, our work points to the need for language supports that make the rationale for argumentation explicit since such transparency could further increase access for all students.     

书刊编辑工作中存在的一些问题

本文通过举例指出近年来书刊中出现的语言和翻译方面的错误,倡议编辑人员更加认真对待语言文字工作,     

Locating the global: culture,language and science education for indigenous students

The international literature suggests the use of indigenous knowledge (IK) and traditional ecological knowledge (TEK) contexts in science education to provide motivation and self‐esteem for indigenous students is widespread. However, the danger of alienating culture (as knowledge) from the language in which the worldview is embedded seems to have been left out of the philosophical and pedagogical debates surrounding research and comment in the field. This paper argues that one of the main ways in which indigenous knowledge systems will survive and thrive is through the establishment of programmes taught through indigenous languages so that a dialectal relationship between language and knowledge is established that continues to act as the wellspring. The article concludes by reviewing the situation in Aotearoa New Zealand with respect to the indigenous population, Maori, and the recent science education initiatives in te reo Maori (Maori language).     

C语言程序设计课程教学改革研究——全国软件专业人才设计与开发大赛的启示

从全国软件专业人才设计与开发大赛对学生自学能力、实践能力、创新意识、心理素质等多方面综合能力的要求进行了分析,结合C语言程序设计课程和学生的实际情况,提出了本课程的教学改进措施,对进一步提高课程教学质量进行了有益探索。     

Effects of online language testing on final examination

Education and Information Technologies - Many tertiary language courses have some online components as part of their blended learning initiatives. These online activities could be part of...     

公平与优质:纽约市公立中小学教育政策解析

纽约市教育局通过解决择校问题、保证教育经费、保障弱势群体的教育权等多方面政策举措,推动纽约市公立中小学教育的公平发展,并在注重教育公平的同时,通过一系列法案和举措来提升教育质量,注重天才培养,力图在该市公立中小学教育发展的进程中兼顾公平与优质。     

如何让语文课堂充满吸引力

课堂教学在教学中具有非常重要的地位.通过实践和探索,运用自编自导课本剧、依文绘画、想象拓展、竞赛活动、课外延伸、质疑提问等方法来吸引学生对语文课的目光,既培养了学生对语文的兴趣,也激发了他们的学习积极性、主动性.     

从大学称谓变化看高等教育属性嬗变

语言流变不是一种简单的纯语言现象,它所反映的不仅仅是语言要素和语言系统整体性存在的发展变化,而且还反映着某种新旧观念的进入或消失。作为一种教育现象或教育事实,高等教育语言流变的背后蕴含着某种深刻的教育意义与价值追求。大学称谓的变化是高等教育语言流变的一种典型形式,它不仅反映大学自身的变化,而且还折射着高等教育属性的变化。     

English Language Teaching in Singapore

This paper describes and analyses the changes and innovations in English language teaching in Singapore from the 1980s to the 1990s. The review includes a brief historical look at changes in the English language syllabuses from the colonial days to the recently launched 2001 syllabus. Trends and practices in English language teaching and learning will be discussed in the context of the various educational initiatives in Singapore. The paper will conclude with some thoughts about the future of ELT in the island state.