Language Education Of Children Research Articles

Αναπαραστάσεις εκπαιδευτικών για τη γλωσσική εκπαίδευση μαθητών/τριών με προσφυγικό υπόβαθρο

This research aims to contribute to the debate on the need for an intercultural-inclusive school by focusing on the perceptions of teachers working in public schools regarding the language education of children with refugee background. Data was collected using a questionnaire distributed online to 54 teachers who taught in classes with refugee students during the school year 2021-2022. Descriptive statistical analysis techniques and inferential statistical analysis techniques (x²) were chosen for data analysis. The findings summarize the teachers' positive attitude towards refugee students, while highlighting their perceptions about the obstacles and suggestions for more effective learning of Greek. Finally, an attempt is made to record the variations in the teachers' responses in relation to the variables such as service experience and educational level.

MALL with Young Learners: Methodological and Ethical Considerations in Quasi-Experimental Research Design

The enormous developments in technology and hence the widespread use of hand-held devices in the last few decades have led to great interest in mobile-assisted language learning (MALL) as a new way of language education. MALL is considered an effective method particularly for young language learners due to their higher level of familiarity with the technology compared to their predecessors. Thus, an increasing number of mobile apps focusing on language education of children has been developed recently. It has also attracted researchers who carry out studies on MALL in terms of various perspectives such as learners’ learning processes and perspectives. However, an important aspect of MALL which is the use of portable devices and apps individually out of school settings poses possible problems in terms of carrying out quasi-experimental studies. To this end, this paper combines three major areas in Applied Linguistics, namely, MALL, quasi-experimental research design, and young language learners and focuses on salient issues which are identified as lack of control, training, convenience of MALL activities for children, and ethical issues. Based on the TPACK framework, a new framework is proposed to incorporate young learners’ characteristics in MALL studies. It is believed that the consideration of these points will be beneficial to future studies utilising quasi-experimental design in MALL with children.

УПОТРЕБА НА РОДЕН ЕЗИК В ЧУЖДОЕЗИКОВОТО ВЗАИМОДЕЙСТВИЕ

The article offers a brief historical overview of some of the main methods in foreign language teaching and focuses on the use of the native language in their application. A modern study conducted among children from nursery schools in Bulgaria shows that when language education is carried out only in the target language, children also use only this language in their language interactions and vice versa. Some of the research findings are that 42.2 percent of the children whose teachers communicate with them in both languages, also make use of Bulgarian when trying to convey meanings and messages in English language. In general, children’s comprehension skills are better developed than their English speaking skills. In conclusion, the research results show that at the present stage, the offered foreign language education of children in nursery schools as entertaining as it may be, is not effective enough. Working methods and well-established approaches should be applied in early foreign language education of children in order to develop their skills to communicate in a new language.

THE PRINCIPLE OF INTEGRATION IN THE FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF PRESCHOOL EDUCATION INSTITUTIONS

The article presents the possibilities of using the disciplines: “Speech Culture and Expressive Reading”, “Modern Ukrainian language with a workshop”, “Ukrainian language for professional purposes”, and “Preschool language didactic” in the process of forming communicative competence of future preschool teachers on the basis of integration.It is determined that the important component of professional competence of an educator is communicative competence because a graduate of a higher education institution must be fluent in the native language, be able to communicate, interact with children and adults, and be ready to develop the ability of children to speak Ukrainian in various communication situations.It is emphasized that the formation of communicative competence of the future educator of preschool education should be aimed at mastering basic and interdisciplinary knowledge, psychological and pedagogical, professional and methodological, special and creative skills, education of value orientations, motives of pedagogical activity, communicative culture of personality, ability to develop own creative potential in the field of language education of preschool children.In the process of professional training the task of forming communicative competence in future preschool education specialists is realized in the process of studying all disciplines, although the priorities, in our opinion, are the disciplines “Speech culture and expressive reading”, “Modern Ukrainian language with a workshop”, “Ukrainian language for professional direction”, “Preschool language didactics”. Among the tasks that solve these disciplines, there are those that relate to the motivational, cognitive, activity, and reflective components of the communicative competence of the educator.The peculiarities of the formation of communicative competence in future specialists of preschool education during lectures and practical classes in the above disciplines on the basis of the principle of integration are revealed. A list of tasks of independent work in the disciplines “Ukrainian language for professional purposes” and “Preschool language didactics”, which provide integration of students' knowledge in the disciplines “Speech culture and expressive reading”, “Modern Ukrainian language with a workshop” in order to form communicative competence.The use of the principle of integration in the study of the above disciplines contributes to a comprehensive, high-quality and effective formation of communicative competence in future educators of preschool education institutions.
 Keywords: competence, competence of the teacher, professional training of the future educator, communicative competence, communicative competence of the educator, integration, speech of the educator, language education of children.

Action research on providing support to parental language education of children in Cambodian multicultural families

Action research on providing support to parental language education of children in Cambodian multicultural families

About Some Topical Ideas and Trends in Foreign Language Education of Children

About Some Topical Ideas and Trends in Foreign Language Education of Children

Language ideology and identity in transnational space: globalization, migration, and bilingualism among Korean families in the USA

A growing transnational migration trend among (South) Korean families brings heterogeneity to the Korean-American communities in the US in terms of educational practices and identity. Based on interviews with Korean mothers, this study discusses how two groups of Koreans, Korean immigrants and early study abroad sojourners, enacted and adopted different language ideologies that resulted in divergent attitudes to and different strategies for their children's language education. The interviews with early study abroad families, in particular, revealed that their attitudes to language education were closely related to the language ideologies of global English in Korea. That is, these early study abroad families circulated ‘glocalized’ English (localized global English) through transnational migration as an educational strategy. Particulary, two language ideologies of global English: (1) language as marketable commodity; and (2) language for cosmopolitan membership, become apparent and intensified in their discourse on language education. A pluralistic approach to an immigrant community highlights the intra-group variations in US immigrant populations, yielding an understanding of their diverse educational practices and identities. This study also contributes to a dynamic notion of bilingualism and language learning in transnational space by emphasizing the multiple and context-specific nature of language ideologies.

유아 언어교육에 대한 교사의 인식 및 요구 - 유아 언어교육의 목적, 내용, 방법, 평가 및 요구를 중심으로

This study had been done to investigate that early childhood teacher's recognition and demand on children's language education and 20 early childhood teachers were interviewed individually who work at state-owned/ public-owned/ private-owned kindergardens residing G, I, and K cities in Jeollabuk-do. First, the purpose of language education was recognized on the formations of essence, concept, expertise, technique and attitude toward language. Second, the contents of language education must be selected by children's experience that they encounter in ordinary life based on oral language and written language. Besides, early childhood teachers strongly felt the necessity of new contents of language education, although they thought of insufficiency of their knowledge on the issue. Third, the method of language education was mainly accomplished by teaching material and objects. Besides, they were aware of looking for new organized teaching methods and also concerned of the importances of teacher's attitude and group formation method. Fourth, the evaluation of language education must be acquired by desirable evaluation method that was based on the recognition of children's unrealistic language capabilities, even though they had recognized the difficulty to do because of knowledge insufficiency. They also showed the tendency of negligence on the evaluation of language education. Fifth, the required facts for early childhood teachers on language education were development and supply of teaching materials, demand on teacher's education and appropriate evaluation method, and cognitive changes on language education by public toward the written language.

Verandering Van Taalattitudes in Het Onderwijs

A positive attitude of teachers towards non-standard varieties and speakers of non-standard varieties is an important prerequisite in handling the problems involved with language variation in school. In this paper we present some results of two studies of language attitude change of student teachers, teachers and children in primary schools. The first study is an inquiry into the nature of language attitudes of students in teacher training colleges. The second study is a case study carried out in the innovation stage of the Kerkrade-project, a sociolinguistic project intended to improve language education of children who originally speak dialect. Results of the first study suggest that grade, experience in teaching dialect-speaking children and knowledge of and information received about language variation in school have a positive effect on the language attitudes of student teachers as well as on their judgements of the appropriateness of dialect in several educatio-nal situations. Results from the second study indicate that introducing dialect in the verbal interaction in the classroom has a positive effect on the beliefs of teachers about the usefulness of the childrens' mother tongue in educational situations. Furthermore children saw that their own language was accepted by their teachers, as a language that was no longer inferior to the standard variety. A comparison with results from pupils of schools not participating in the project reveals that children who did participate no longer think of the school as a pure standard language environment. Finally observations of classroom interaction indicate that the use of dialect has a beneficial influence on the participation of dialect speaking children.