Language In Primary Schools Research Articles

Бастауыш мектепте шет тілін оқытудағы заманауи педагогикалық технологиялар

The article describes modern pedagogical technologies of teaching a foreign language in primary school and examines their impact on the development of various competencies of primary school students. The authors emphasize that information and communication pedagogical technologies help to implement a student-centered approach to learning, provide individualization and differentiation of learning, taking into account the abilities of younger students, their level of education. And also modern pedagogical technologies as a systemic holistic means of restructuring activities make it possible to improve the quality of the educational process, to solve the problems of personality development. Purpose – analysis of modern educational technologies used in English lessons. The current system of training primary school teachers requires a revision of its structure, organization, relationship with school practice and innovative processes in the education system. Therefore, the article proves that an important part of the educational process should be the use of new pedagogical technologies in improving the quality of training of specialists at the university, providing the possibility of self-development of the teacher's personality, increasing his creative abilities and improving the educational process. The study used a descriptive method, analysis and synthesis methods. The authors of the article call the development of the student's personality (moral and cognitive) and the complex of abilities for successful interaction with the polycultural and multilingual world around him as the goal of foreign language education in primary grades. Therefore, it is important that the future primary school teacher, in accordance with the requirements of the state educational standard, has formed the knowledge, skills and abilities necessary for the application of modern pedagogical technologies. At the present time, when a new education system was created, focused on the world educational space, changes in the educational process changed the paradigm of education, updated the content of education, formed a new approach, new relationships.

Формирование готовности старших дошкольников к обучению иностранному языку в начальной школе

The relevance of studying the process of early foreign language education is determined by the significance of social and communicative development preschool children’s problem, carried out only in the conditions of communication and interaction of the child with peers and adults. Scientific interest in the problem of forming of older preschoolers’ readiness to further more conscious learning foreign language is relevant, first of all, in the aspect of implementing the principle of continuity in the content of preschool and primary general foreign language education. Aim: to conduct an analytical review of foreign and domestic scientific sources, to identify the structure and main conditions for the formation of senior preschoolers’ readiness to learn a foreign language in primary school. Research material were the domestic and foreign scientific sources of studying the process of early foreign language education, the peculiarities of the formation of the readiness of older preschoolers to learn a foreign language in primary school. Research methods: analysis and generalization of psychological and pedagogical, linguistic and educational literature on the topic of research, analysis and generalization of pedagogical experience. Results and discussion: the analysis of the problem of early foreign language education in linguistic, pedagogical and psychological studies, the analysis of the concept of “readiness for school” allowed us to identify the definition, structure and basic conditions for the formation of older preschoolers’ readiness to learn a foreign language in primary school. The planned results of the successful adaptation of the child to the study of a foreign language are defined as: the development of children's ways of performing actions that ensure communication in a foreign language (elementary norms of phonetics, vocabulary, grammar, the English alphabet, the construction of a foreign language dialogue/monologue); the expansion of linguistic horizons; overcoming psychological anxiety to the perception of a foreign language; the development of cognitive, speech, creative, physical, musical, sensory, etc. ability, thinking, imagination; development of personal qualities of the child: diligence, sociability, organization, independence, etc., mastering the types of children's activities in the areas of child development in accordance with the requirements of the Federal State Educational Standard for Children (integrative nature).

Teaching english as a foreign language in primary school

After the introduction of teaching foreign languages in primary schools of Uzbekistan, the need arose to optimize and change the content of teaching languages in the school curriculum. Uzbekistan is one of the unique states in which schools with 7 native languages - Uzbek, Russian, Karakalpak, Tajik, Turkmen, Kyrgyz and Kazakh - are officially functioning. This means that young learners begin to study not only their native language, but, along with it, the state language, and then a foreign one. A foreign language becomes the third language for young learners, and even the fourth in some regions of Uzbekistan. That requires extraordinary solutions. For young learners these are difficulties of an interlingual nature and overcoming intralingua interference. In this article the author considers the conditions that can stimulate motivation and interest in learning English, as well as facilitate the educational process as much as possible.

Content of the Correction Course in Russian as a Non-Native Language in Primary School

Content of the Correction Course in Russian as a Non-Native Language in Primary School

Stavovi učitelja i nastavnika srpskog jezika i književnosti o nastavi srpskog jezika na daljinu za vreme vanrednog stanja usled pandemije virusa kovid 19

The COVID-19 virus pandemic affected all areas of life, including the educational system, causing schools to close and start implementing remote learning. This paper presents a research whose goal was to determine Serbian language and literature teachers’ attitudes regarding remote teaching of Serbian language and literature during the state of emergency. The research was conducted in July 2020 on a random sample, consist- ing of 302 respondents from the territory of the Republic of Serbia ‒ 173 subject teachers of Serbian language and literature working in primary schools and 129 class teachers. A special questionnaire was created for the purpose of the research. The data were processed by using qualitative thematic analysis of inductive type. The results of the research show that, with good preparation and organization, it is possible to achieve some of the goals of the subject ‒ Serbian language by remote learn- ing. However, most respondents agree that direct communication and a living word are irreplaceable in teaching this subject.

Improving the methods of teaching foreign languages inprimary school

Improving the methods of teaching foreign languages inprimary school

Tatw?r al-Maw?d at-Ta’l?miyah al-Maud?’iyah bi al-Lugah al-‘Arabiyah Li ?ull?b Qism Ta’l?m Mudarris? al-Madrasah al-Ibtid?’iyah bi Ma’had al-Tanw?r al-islam? Bojonegoro

???? ????? ??????? ?? ??? ????? ??: (1) ????? ????? ????? ?????? ????????? ????????? ?????? ??????? ????? ??? ????? ????? ??????? ?????????? ?????? ??????? ????????? ?????????? ? (2) ????? ??????? ? ?????? ??????? ?????? ????????? ????????? ?????? ??????? ????? ??? ????? ????? ??????? ?????????? ??????? ??????? ?????? ???????? ?????????. ?????? ??????? ??? ????? ????? ????? ? ??????? ?? ????? ????? ??????? ?? - ADDIE (???????? ???????? ???????? ???????? ????????). ????? ??? ???????? ???? ????? ??: ????????? ?????????? ??????????? ?????????? ??????????. ??? ????? ????? ???????? ?? ??????? ?????? ?????? ????? ?????? ???????.?? ????? ????? ?? (1) ?????? ????? ????? ?????? ????????? ????????? ?????? ??????? ?????? “ADDIE” ????: ???????? ????????? ????????? ????????? ????????. ?????? ?? ?????? ????????? ????????? ?????? ??????? ???? ???? ??? ???? ?- 5 ?????? ?? 185 ???? ???? ????? ??? ????? ????? ???: 1) ????? ??????? ?? ??????? ??????????? 2) ????? ??????? ?? ???????? ? 3) ?????? ?? ???????? ????????? ?????? ???????. ?????? ??? ?????? ????????? ???? "18"Arabic Typsetting. ?????? ??? ?????? ????????? ????? ?????? ????? ??????? ?? ??????? ??????????. (2) ????? ????? ?????? ?? ???? ?????? ???? ?????? 63 ??? ????? ?? "??? ???"? ?????? ?? ???? ??????? ???? ???? ?????? 83 ??? ??????? "??? ???". ??? ????? ????? ?????? ???? ?????? 2432 ??? ??????? "??? ???". ??? ?? ????? ????? ???????? ??? ??? ???? ??????? ?? ??????? ??????? ?? ???????? ?????? ???? ???? ?????? 69?4% ??? ??????? "?????"? ????? ??? ?????? 77?1% ??? ??????? "???". ???? ??????? ?????? ????????? ????????? ?????? ??????? ????? ??? ????? ?????? ??????? ?????????? ????? ??????? ?????? ???????? ????????? "?????" ? "?????" ?? ???????. Abstract The purpose of this research are: (1) knowledge of the process of developing thematic learning materials in the Arabic language for students of the elementary school teacher education department of the Islamic Institute of Religion Attanwir Bojonegoro, and (2) knowledge of the merit and effectiveness of using the thematic learning materials in the Arabic language for students of the elementary school teacher education department of the Islamic Institute of Religion Attanwir Bojonegoro. The researcher uses this research method of Research and Development with the method of education design for - ADDIE (Analysis, design, Development, Implementation, and Evaluation). Data collection method for this research is: observation, interview, questionnaire, test, and documentary. The method of data analysis is qualitative descriptive analysis with modified degree symbol. The results of the research are: (1) the process of developing thematic learning materials in the Arabic language is used in the method of “ADDIE”, meaning: Analysis, Design, Development, Application, and Evaluation. Its result is the thematic learning materials in the Arabic language that is written on paper B-5 and consists of 185 pages that are divided into three chapters, which are: 1) Arabic language in primary school, 2) Arabic language at the university, and 3) texts on education and Islam, and Arabic language. This learning materials uses the "18" Arabic Typsetting font. This learning materials is written for candidate of elementary school teachers. (2) The result of the material expert's verification experience gets the value 63 at the "very good" level, and the design expert gets the value 83 at the "very good" level. The student evaluation result is rated 2432 at the "very good" level. As for the result of the effective trial, it indicates that the promotion from the modified result in the pretest that attained the value 69.4% at the "acceptable" level, was upgraded to the value 77.1% at the "good" level. Therefore, the use of thematic learning materials in the Arabic language for students of the elementary school teacher education department of the Islamic Institute of Religion Attanwir Bojonegoro is "deserving" and "effective" in learning.

Error Types in Malaysian Lower Secondary School Student Writing: A Corpus-Informed Analysis of Subject-Verb Agreement and Copula be

The issue of English language proficiency among Malaysian students has always been a subject of ongoing discussion among educators. While English is taught as a second language in primary and secondary schools, many students, especially those from rural areas, have problems using the language correctly. Also, it has been said that students' English language proficiency in most rural contexts takes on the quality of a foreign language rather than a second language. The current study addresses this problem by examining the use of Subject-Verb Agreement and copula be in essays written by 32 Malay lower secondary school students from a rural school in Kedah state, Malaysia. Using corpus-linguistic approach, this study compiled 128 essays and tagged them with online part-of-speech (POS) UCREL CLAWS tagger. This is a novel attempt in integrating Error Analysis (EA) framework with a corpus tagging approach to examine error patterning in learner writing. Using corpus-based techniques, this study identifies and analyses errors associated with SVA and copula be in Malaysian lower secondary school student writing. The findings showed that student writings were riddled with various types of errors, namely misselection, omission, blends, and overinclusion. Based on these findings, this study offers pedagogical suggestions for improving the teaching and learning of the language. Keywords: learner writing; Error Analysis; Subject-Verb Agreement; copula be ; part-of-speech tagging

The question of school language in multilingual societies: the example of Ghana

The language used in school represents a crucial and polemic question in multilingual societies. Sub-Saharan Africa represents a world region with a significant linguistic diversity. Until recently, most of these countries were European colonies. During colonial times, the colonizer language generally dominated in schools. After their independence, many countries have continued using that language as the instructional language. It is observed that quite often, children are schooled in a second language, and teachers must teach in a foreign language. This situation results in potentially negative consequences affecting school learning. The specific example of Ghana is examined. It is pointed out that in Ghana during recent years frequent changes have been introduced in school language. Commonly, English is used as the primary school language. Because this association between language and school learning, speaking English provides not only significant social prestige, but also results in better working opportunities. The question of so-called “international schools” in Ghana is also examined; most of these schools do not teach any of the Ghanaian languages, but a foreign language, such as French, Spanish, or Portuguese. It is argued that these international schools may have adverse consequences on Ghanaian children who attend them. Ghana, however, has been a strong advocate of the so-called “African personality” and the use of English as the medium of instruction is in overt opposition to this ideology. It is concluded that children schooled in a second language, and teachers teaching in language that they do not master well enough may represent a potential barrier for the social, scientific, and economic development of sub-Saharan African countries, such as Ghana.

Fostering the Teaching of English Language in Nigeria Primary Schools: the Need for Teachers’ Continuous Professional Development and Training

This article highlights how English language teachers professional development and training programmes fosters teachers’ professional competences in the teaching of the subject. English Language is vital in developing communication and social skills in learners as it does empower learners to compete favorably with their peers around the world. The ex-post factor approach of the survey design was adopted in the study. A random sampling technique was used to select twenty primary schools in Oyo state, Nigeria, with 168 English teachers who were currently undergoing the SUBEB/UBEC teacher professional development programme (2018). Two instruments: Teacher Teaching Competence Scale (TTCS) with Cronbach’s Alpha reliability coefficient of 0.68 and the Teachers Checklist Observation Scale (TCOS) with Scott Pi reliability coefficient of 0.71 were used for data collection. The data collection lasted for a period of fourteen weeks. Data collected were analysed using descriptive statistics and correlation at 0.05 level of significance. Results revealed that teacher’ attendance and exposure to a professional development and training programme; does enhance their professional teaching competences. It is therefore expedient that stakeholders in the education sector; especially governmental agencies, sponsor and encourage practicing primary teachers in attending and participating in professional development programmes; incentives should also be given to these teachers. This will go a long way at ensuring that these teachers look forward to attending such programmes at any time in the future

Drama pedagogy as a catalyst for shifting language anxiety in primary school teachers: offering critical engagement within EFL classroom

PurposeJapanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas related to teaching English language in primary schools were seen among participant teachers in a program of professional learning. This study aims (1) to identify a feeling of anxiety and readiness to the new EFL curricula and (2) to offer a professional learning program for shifting their concerns to regain their confidence and agency as educators.Design/methodology/approachThe study was conducted based on qualitative research. Qualitative data was collected from 40 participating teachers in the professional learning program, and later was critically analysed.FindingsInitial findings revealed that the majority of participants felt concerned towards teaching EFL in their school, as they are homeroom teachers, not specialist teachers in EFL. Drama pedagogy helped shifting their language anxiety and repositioning themselves within the new EFL curricular implementation, as it became evident through the reflections of the professional development workshop.Originality/valueThe study highlights current educational issues that Japanese primary school teachers are facing. Failure to fully address their feeling of anxiety underlies the Japanese school culture. Drama pedagogy, despite being quite new to educational pedagogy in Japan, was effective in allowing the participants to freely express their voices.

Supporting speakers of community languages: a case study of policy and practice in primary schools

ABSTRACT This article explores policy and practice in relation to support for speakers of community languages in Northern Ireland primary schools against the backdrop of the broader UK context, with reference also to the Republic of Ireland and wider European and international experiences. After an initial discussion of the educational, social and political context pertaining to Northern Ireland, we examine language and education policy as they relate to community languages, drawing out the issues that are common across the UK and pointing up those that are specific to or have particular resonances in Northern Ireland. The discussion is informed by ethnographic fieldwork in Belfast primary schools with contrasting socio-economic profiles. Our findings show that in addition to familiar challenges, a number of key factors are critical in Northern Ireland, including the recent surge in numbers of newcomer pupils, the lack of a statutory language component in primary schools, the economic dynamic in the education system, the divided nature of Northern Ireland society and its education system, the legacy of the conflict and socio-economic factors. We end by making suggestions for a way forward in policy terms.

Discussion on the Practice of Comprehensive Study of Primary School Language

Discussion on the Practice of Comprehensive Study of Primary School Language

ДО ПИТАННЯ ІСТОРІЇ РОЗВИТКУ МЕТОДИКИ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ В ПОЧАТКОВИХ КЛАСАХ

The development of methods of teaching the Ukrainian language in primary school is investigated in this scientific work. There is also finds out the reasons that slowed down the process of its improvement. But nowadays thanks to the constant scientist`s and teacher`s work there are lots of new technologies and methods of education which before were impossible. Modern society needs citizens with a broad worldview, always ready for the challenges of today, and not with limited knowledge on a particular issue. So that the aim «to form a successful personality» should be achieve in each subject. Methodology of Ukrainian language teaching has its own history of development which should know every future teacher. It is a big pity that the ways of it`s were really difficult as it often was forbidden, suffer from political pressure and lack of methodological and technical support. Due to work with various achievements of world pedagogical science and scientists, we can discover more and more about history of different educational methods, means and forms in Ukrainian language lessons. It is considered that language is the product of historical development of society, which use the property of the previous stages of its life. It is the similar for all native speaker but its realization in speech has features. Pedagogical deal with speech as the means of education and knowledge of the environment. Some pedagogues grant great importance to native language as the means of influence on the spiritual development of the child. As a science methodology of Ukrainian language teaching consist of theoretical and practical components, provides preparation of teachers for effective organization of the educational process. Its aim is to find only that educational means which are able to provide the best result in learning the subject. Around the most popular education methods which are used in Ukrainian language lessons in the past and present mark out: narration, conversation, work with books, written exercises. Teaching of native language should accord to all modern demands as personal needs of young pupils in communicative and social development are also always changing.

THE PROBLEM OF TEACHING A FOREIGN LANGUAGE IN PRIMARY SCHOOL IN UKRAINIAN SCIENTIFIC SPACE

The article aims to study research of domestic scientists on teaching a foreign language in primary school. It is determined that this problem is analyzed in several aspects: comparative and pedagogical, professional and pedagogical, linguistic, methodological, psychological, cultural. This article discusses the main aspects of learning a foreign language in an educational environment. The purpose of the article is to implicate the studies of domestic scientists which explore the educational process in a foreign language teaching in various aspects. In the study the methods of analysis, synthesis, generalization, induction, deduction, analogy were used. In this work we analyzed the problem of a foreign language teaching in primary school in the domestic scientific space. The article concludes that the need to apply these approaches to learning a foreign language, improving the educational process and improving the quality of teaching arose in connection with globalization and the need to create favorable conditions for personal development and socialization in the environment.

The Education Innovations In The Development Of The Young Learners’ English-Speaking Skills In Uzbekistan

This article examines and compares the requirements for the development of English-speaking skills of the young learners in Uzbekistan, Russia, Kazakhstan and Turkey. According to the requirements of the state standards for teaching English in these countries, the author analyzes the effectiveness of using multimedia applications for teaching foreign languages in primary school. The comparison of curricula and state standards of these 4 countries revealed the similar requirements for teaching English at the initial stage, such as the use of new technologies and non-traditional methods in the teaching process. The analysis is carried out on the basis of a questionnaire survey of English language teachers, the young learners and their parents in order to identify the most effective activities that motivate and increase the interest of primary school children in learning English. The survey results show that not only teachers and the young learners, but also their parents are interested in using the multimedia applications in language learning, as their children enjoy learning the language through games, as well as songs, videos, animations and interactive activities.

Teachers' perceptions of integrating kindergarten and first-grade primary school language curricula

The purpose of this research paper is to investigate the perceptions of kindergarten teachers and first-grade primary school teachers on the integration of kindergarten and first-grade of primary school language curricula. This research is part of a broader study of the relation between natural/early and conventional/school literacy, the teachers' perceptions of the possibility of integration of language curricula, as well as practices resulting from the study of curricula. The data were collected through a questionnaire sample of 326 kindergarten teachers and 306 teachers who were teaching at the time of this study the first-grade of primary school in two Greek prefectures. Research data has shown that first-grade teachers appear to be more positive than kindergarten teachers towards integrating the two curricula. Both kindergarten teachers and first-grade teachers seem to partially agree with the creation of a curriculum with common goals and objectives. Nevertheless kindergarten teachers appear more hesitant, expressing their concerns and fears of a potential “schoolarization” of the kindergarten.

Multilingualism as Curriculum Policy in Cameroon Education System

The concern on the effective inclusion of indigenous languages in the school curriculum has been central to educational discussions among scholars and stakeholders. It is true that language as a medium of communication is very vital for sustainable growth in any society. However, the level of implementation of the policy of multilingualism in classrooms in Cameroon poses so many pedagogical challenges. While the Government is collaborating with private agencies such as PROPELCA(Cameroon National Language Association) in introducing the teaching of national languages in primary schools, and though the Government through the Ministry of Basic Education has also created an inspectorate in charge of the introduction of indigenous languages in Primary schools, there still exist some resistance from stakeholders to introduce the teaching of native languages in the curriculum of schools despite recommendations made in the 1995 education forum and the provision in article 4 section 5 of the 1998 Education Law. The study argues that, since the introduction of multilingualism as curriculum policy in Cameroon, its implementation is still at the pilot stage. Using the Historical analytic approach, data was collected from primary and secondary sources in establishing the level of use of the curriculum policy of multilingualism as a guide to teaching and learning in schools in Cameroon.

METHODOLOGICAL STRATEGIES TO TEACH FOREIGN LANGUAGES IN PRIMARY SCHOOLS.

This article represents the discussions and solutions by educational psychologists on how to teach foreign languages in primary schools and how to cope with the problems that language teachers often face while teaching primary school pupils. Furthermore, some effective methodological points by the author have been given to handle the difficulties occuring in language teaching classes.

Evaluation of an explicit vocabulary teaching intervention for children learning English as an additional language in primary school

Many children learning English as an additional language (EAL) possess lower levels of English vocabulary knowledge relative to their non-EAL English-speaking peers. Longitudinal work suggests that this group discrepancy does not decrease markedly over time as a result of regular classroom teaching. Twelve EAL learners with English vocabulary weaknesses took part in a low-intensity, 10-week vocabulary intervention. Working one-to-one with speech and language therapy students, children took part in weekly activities designed to promote receptive and productive knowledge of 20 target words within the Tier-2 vocabulary category. When assessed on a bespoke word knowledge assessment, children made statistically significant gains between pretest and posttest in both receptive and productive knowledge of taught words, and maintained this knowledge six months later. Multi-component explicit vocabulary instruction offering opportunities for active engagement and discussion is thus presented as one potentially effective means of promoting the Tier-2 vocabulary knowledge of EAL learners in primary school in England.