Language In Secondary Schools Research Articles

Revisiting Pre-Service Education for Secondary EFL Teachers in Indonesia

In recent decades, English has gained prominence in Indonesia. However, due to instructors' lack of English proficiency, English instruction at the secondary level shows a significant failure. Today, amid the COVID-19 epidemic, which has pushed remote education, the challenge of teaching English as a foreign language in Indonesian secondary schools becomes more severe. Due to in-service teachers' lack of English proficiency and ICT abilities, future Indonesian English teachers' pre-service education at the secondary level should be revisited. This qualitative study investigates the extent to which teacher education programs (PPG) equip prospective EFL instructors to use Technology, Pedagogy, and Content Knowledge (TPACK) in their classroom instruction. It also explores the viewpoints of pre-service EFL teachers (student teachers) and teacher educators on EFL pre-service teacher education programs at several Teacher Education Institutions (TEIs) in West Java, Indonesia. Results of surveys and semi-structured interviews as the primary data sources underline the importance of preparing future English teachers by utilising TPACK and providing teacher educators with all the skills and materials required to train their students properly. A key finding of this study is the insufficient English competencies of teacher educators and pre-service teachers. This research is vital for improving English teacher education in Indonesia.

THE EFFECT OF MEDIA USE ON THE QUALITY OF LEARNING OUTCOMES IN ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN MBOONI EAST SUB-COUNTY, KENYA

The study sought to accentuate instructional media use and the quality of learning outcomes in English language in public secondary schools. Its purpose was to determine the effect of instructional media use on the quality of learning outcomes in English language in public secondary schools in Mbooni East Sub-County, Makueni County. The study employed a mixed approach with a descriptive survey design. Data was collected from Extra County, County and Sub-county public secondary schools using questionnaires, interview schedules and tests for the students where a 97.33% response rate was achieved. The dependent variable was learning outcomes in English language among students in public secondary schools in Mbooni East Sub-county, Kenya while the independent variable was instructional media use. The target population was teachers of English, heads of languages department and form their students in the Sub-county. Simple random sampling was used to select the students while purposive sampling was used to select the teachers of English and the Heads of Department languages. A sample of 12 teachers, 12 heads of the languages department and 313 students were involved. The instruments’ validity was determined through expert opinion from the school of Education of Machakos University. The reliability of the instruments was ascertained during piloting a sample that was not part of the study. Two approaches were used in analyzing the data, that is, descriptive and thematic approaches for quantitative and qualitative respectively. Quantitative data was analyzed through descriptive statistics and presented in frequencies, means and percentages with the aid of Statistical Package for Social Sciences (SPSS). Content analysis was used to analyze qualitative data which was thematically presented in prose. The study reveals that the quality of learning outcomes in English language in the sub-county is slightly below average, sub-county schools perform poorer and female students outshine their male counterparts. It was concluded that instructional media use enhances learning outcomes in English language. The study recommends that the Ministry of Education should equip public schools with instructional resources. In addition, the Quality Assurance and Standards officers and school principals should emphasize to teachers to use instructional media in teaching English language. Parents and other stakeholders in schools through the Board of Management should also come up with strategies on how to provide instructional media for use by teachers to enhance learners’ quality of learning outcomes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0023/a.php" alt="Hit counter" /></p>

Assessing interactional competence in secondary schools

AbstractInteractional competence (IC) is a crucial component of teaching and assessing speaking in second/foreign languages in general. However, SLA research based on Conversation Analysis (CA) has shown that IC is a complex phenomenon, and while a qualitative approach to assessing IC is needed, it is time-consuming. At the same time, assessment in the foreign-language classroom has to be both manageable for teachers and it should provide learners with reliable and supportive feedback about their specific strengths and weaknesses. This paper offers some solutions for these issues. It will draw on previous proposals in CA to employ generic organizations of practice as a way to manage the complexity of the IC concept. Second, it will show how one of these organizations – action accomplishment – can be operationalized for assessment purposes in public-school classrooms. This includes a discussion of the CEFR Companion’s approach to ‘action’. Finally, it will present a possible rubric for action accomplishment. Our approach to assessing will be illustrated through the analysis of a sample role play with two foreign-language learners from a corpus of 14 2–4 minute role plays, recorded with beginning-to-intermediary-level learners of English as a foreign language in two German secondary schools.

Writing in German as a foreign language in Norwegian upper sec-ondary school: An investigation of patterns of language choices for meaning-making

The main objective of this article is to identify and describe characteristic patterns of language choices in texts written by Norwegian upper secondary school students of German as a foreign language (GFL) (age 16/17, school year 12, 5th year of FL learning). The study maps language choices in a set of 12 learner responses to a writing prompt about interpreting a film title. The aim of the study is to describe these choices in terms of how the learners use ideational meaning-making resources to arrive at meaningful content. The study takes a systemic functional linguistics (SFL) approach and analyses the responses in terms of the following lexicogrammatical and discourse semantic systems of resources: Transitivity, taxonomic and logico-semantic relations. The study finds several strategies and language choices that presented themselves as particularly relevant for meaning-making. For example, the learners reach an interpretation through clauses relating two messages to each other, and one of those two messages is typically structured in a complex way. Overall, the study provides insights into relevant patterns for expository writing in general and such that seem important to the particular context in which the response was situated. The article also points to the sophistication of the learners’ language use and the linguistic demands regarding the task at hand. In line with existing research, the current study also shows how SFL and genre theory can be successfully applied to the analysis of responses by beginner to intermediate GFL learners.

Factors predicting secondary school language course enrollment and performance among U.S. heritage speakers of Spanish.

While a growing body of research indicates that Spanish language courses can promote Spanish maintenance and lead to overall improved educational outcomes among heritage speakers, there is little empirical or longitudinal evidence of factors that shape their enrollment in Spanish language courses at the secondary level. To address this issue, the current study takes a large-scale, longitudinal approach to investigate rates of enrollment in secondary school (6th-12th grade) Spanish and other non-English language courses, as well as factors that predict heritage speakers' enrollment and performance in non-English language courses. We analyzed subsample data from the Miami School Readiness Project (MSRP), a large-scale, longitudinal study consisting of 17,341 heritage speakers of Spanish (47% female, 95.4% Hispanic/Latino, 82.8% received free/reduced-price lunch, and 18.3% with a disability) who were followed from 4 years old until the end of high school. In general, Heritage speakers enrolled in Spanish language courses at a higher rate than other non-English language courses (52.2 and 25.3%, respectively). Enrollment patterns varied across different type of languages and grade level. Student-level factors including disability status, poverty status, early behavioral problems, and prior academic achievement significantly predicted students' enrollment in Spanish and performance in non-English language courses. Findings shed light on the long-term patterns of language study of this growing segment of the US school population with implications for future research and school policies that seek to improve heritage language learning and maintenance as well as equitable access to language education for language-minority students.

THE DEGREE OF USING LITERARY AWARENESS SKILLS AMONG ARABIC LANGUAGE TEACHERS IN PUBLIC SECONDARY SCHOOLS IN THE NAJRAN REGION IN THE KINGDOM OF SAUDI ARABIA

Literary awareness is a form of convergence between cognitive psychology, on the one hand, and linguistics, on the other. Awareness contributes to understanding literary texts, such as the realization of metaphor or the formation of a concept. Hence, moral awareness is inferred from human mental actions, such as reading and writing. It studies the human mental capacity of the product of literary texts because studying the mind through literary texts is the best teaching method. Therefore, this study is one of the recent studies in the field of curricula and teaching of the Arabic language. This study aimed to identify the degree of using literary awareness skills among teachers of the Arabic language in public secondary schools. The descriptive survey method was used to achieve the aim of the study. The study sample consisted of 105 male and female teachers of the Arabic language for the secondary stage in public schools in the Najran region, south of the Kingdom of Saudi Arabia. A questionnaire on literary awareness skills was used to collect data after verifying validity and reliability indications. The results showed a medium degree of using literary awareness skills among teachers of the Arabic language in public secondary schools from the viewpoint of the study sample. Also, statistically significant differences were found in the use of literary awareness skills among Arabic language teachers in public secondary schools from the perspective of the study sample, due to gender in favor of female, educational qualification in favor of holders of postgraduate studies; and years of experience in favor of the category of more than ten years. Keywords: Literary Awareness, Arabic Language Teachers, Secondary Schools, Najran Region, Kingdom of Saudi Arabia DOI： https://doi.org/10.35741/issn.0258-2724.58.1.29

ФОРМУВАННЯ АНГЛОМОВНОЇ КОМПЕТЕНТНОСТІ В ЧИТАННІ УЧНІВ 10-ГО КЛАСУ ЗАСОБАМИ БЛОГ-РЕСУРСІВ

Background. The article explores the effectiveness of utilizing English blogs as a tool to enhance reading competence among 10th- grade students in a secondary school. Drawing on insights from literature and lesson observations during teaching internships, it is noted that Ukrainian 10th grade students face significant challenges when applying their knowledge of English vocabulary and grammar to speaking activities. Purpose. The primary objective of this paper is to investigate the pedagogical essence and practical value of incorporating blogs into English language classes in secondary school, to establish methodological principles for the formulation of a comprehensive set of tasks and exercises aimed at enhancing blog reading skills among 10th-grade students. The methodology relies on the critical analysis of existing research on the topic and the authors' personal experiences in utilizing blogs for teaching reading. The formulation of tasks and exercises with the goal of enhancing English language competence in reading for 10th-grade students is grounded in a synthesis of research insights. Specifically, Pahomova and Halchenko's work on types of reading (Pahomova, Halchenko 2015), Campbell's blog typology (Campbell, 2003), and the discerning selection of content developed by Bax (2003) collectively inform this initiative. The integration of these research perspectives is harmonized with the stipulated guidelines of the Ministry of Science and Education of Ukraine. This comprehensive approach ensures a scientifically rigorous and pedagogically sound framework for the advancement of reading proficiency within the specified educational context. Results and discussion. In the context of learning English as a foreign language in secondary schools, the use of blogs has emerged as a valuable language learning tool. However, the effective integration of blogs within an instructional framework and the current research findings on their use as a learning tool pose unresolved challenges for teachers. Therefore, this paper provides a comprehensive review of research on the use of blogs in English learning contexts. The study introduces blogs and establishes a theoretical framework for their utilization within the parameters of complex and competency-based approaches. The literature review on the discussed topic reveals that blogging, as a communicative activity, is advantageous for developing reading competence in 10th-grade students, provided it is not excessively employed in the classroom. A set of tasks and exercises designed for reading blogs in the 10th grade must incorporate contextual communicative situations, augment students' lexical repertoire, cultivate grammatical competence, and facilitate the training of intricate phonetic instances. Blogging encourages students to express themselves, fostering self-confidence and providing an opportunity to practice social behavior rules during communication. Furthermore, this technique enhances students' creativity and fluency through active participation in various communicative situations presented in the English language class. Research confirms that employing English blogs in teaching reading to secondary school students can effectively modernize the educational process and motivate learners for intercultural communication. The potential for further research lies in developing a set of tasks based on the national curriculum for 10th- grade students.

Nastava književnosti u gimnazijskim programima Republike Srbije (od 1990. godine do danas)

The paper provides a diachronic overview of curricula for Serbian Language and Literature courses in secondary schools from 1990, when comprehensive secondary schools were reinstated into the education system of the Republic of Serbia, to present day. The structure and contents of the literary elements were monitored, analyzed, and contrasted. The aim of the curricula analysis in the indicated period is to ascertain and explain the positive and negative aspects of previous reforms to which literary content was exposed, and to, in accordance with the obtained results, draw appropriate conclusions and provide recommendations for their future improvements.

Potholes in the Teaching of Zambian Languages in Secondary Schools: A Case of Bemba Language

This paper presents the potholes in the teaching of Bemba language which is spoken in Zambia. Potholes in this context are hindrances. Bemba is classified as M42. As a regional official language, Bemba is taught in five provinces, namely, Central, Copperbelt, Luapula, Muchinga and Northern. The study used qualitative approach, interviews and document analysis methods. Cummins’ threshold hypothesis theory guided the research. The study shows that potholes exist in the teaching and learning of Bemba in secondary schools. At the center of common critical potholes is negative attitude by administrators, teachers, pupils as well as parents. There are inadequate teaching and learning materials for effective teaching of the subject. The second pothole is that there is limited time allocated to Bemba. The other pothole is language barrier. The study also shows that there is lack of motivation to teachers of Zambian languages in secondary schools. It is further envisaged that lack of qualified and experienced teachers to teach senior classes is yet another pothole in the teaching of Zambian languages. The above common potholes have contributed to poor academic performance among the Grade Nine and Twelve learners in Bemba in secondary schools in Zambia.

Teaching Turkish as a Foreign Language in Secondary Schools According to the Views of Prospective Turkish Teachers

Teaching Turkish as a Foreign Language in Secondary Schools According to the Views of Prospective Turkish Teachers

Importance and the role of chemical language: A study of the content of chemical language in secondary school

To study any science and to master a certain profession, it is necessary to acquire the language and way of thinking of that science. Chemistry has its own language made up of chemical symbols, nomenclature, and terminology, it's which serve as keys,methods, and tools for the study of chemistry. Therefore, in order to master any chemistry-based profession, it is necessary to fully acquire the chemical language, and the theory- methodology of teaching it are one of the issues that should be studied by chemistry teachers and researchers. This article presents the results of analyzing the content of chemistry textbooks for grades 6-11 according to the rubric developed using the scope of chemistry language content to be acquired by students in secondary schools. The rubric has a total of 18 criteria: 8 for chemical symbols, 4 for chemical terminology, and 6 for chemical nomenclature, and each criterion isevaluated using a 5-level rating scale. As a result of the research, the problem of chemical symbols was evaluated by 69.53%, the problem of chemical terminology was 59.37%, and the problem of chemical nomenclature was evaluated by 57.28%, which shows that it is necessary to improve the content of chemical language in textbooks according to the didactic principle of scientific language content.
 Химийн хэлний гүйцэтгэх үүрэг ач холбогдол: Сургуулийн химийн хэлний агуулгын судалгаа
 Хураангуй: Аливаа шинжлэх ухааныг судлах, тодорхой мэргэжлийг эзэмшихэд тухайн шинжлэх ухааны хэл, сэтгэлгээний арга барилыг сайтар эзэмшсэн байх шаардлагатай. Химийн шинжлэх ухаан нь химийн тэмдэг тэмдэглээ, нэршил, нэр томьёоноос бүтсэн өөрийн гэсэн хэлтэй бөгөөд энэ нь химийг судлах түлхүүр, арга, хэрэгсэл, хэрэглэгдэхүүн болдог. Иймээс хими суурьтай аливаа мэргэжлийг эзэмшихийн тулд химийн шинжлэх ухааны хэл буюу химийн хэлний бичиг үсгийн боловсролд бүрэн тайлагдах, түүнийг эзэмшүүлэх онол, арга зүйн асуудал нь химийн багш, судлаачдын судалбал зохих асуудлуудын нэг болж байна. Энэхүү өгүүллээр ерөнхий боловсролын сургуулийн хэмжээнд сурагчдын эзэмшсэн байх химийн хэлний агуулгын хүрээг тогтоож түүнийг шалгуур болгон боловсруулсан рубрикийн дагуу 6-11-р ангийн химийн сурах бичгийн агуулгад хийсэн анализын үр дүнг танилцуулж байна. Рубрик нь химийн тэмдэглэгээний 8, химийн нэр томьёоны 4, химийн нэршлийн 6 нийт 18 шалгууртай бөгөөд шалгуур тус бүрийг 5 түвшний үнэлгээний хэмжээс (rating scale) ашиглан үнэлсэн. Судалгааны үр дүнд химийн тэмдэглэгээний асуудал 69.53%, химийн нэр томьёоны асуудал 59.37%, химийн нэршлийн асуудал 57.28% -тай тус тус үнэлэгдсэн нь шинжлэх ухааны хэлний агуулгад тавигдах дидактик зарчмын дагуу сурах бичгүүд дэх химийн хэлний агуулгыг сайжруулах шаардлагатай болохыг харуулж байна.
 Түлхүүр үг: Химийн хэл, сургуулийн химийн хэл, шинжлэх ухааны хэл

(Не)Приобщеният хумор: учебникът срещу анкетата

Provoked by the one-sided placement of humorous texts in the space of Russian language textbooks for secondary school, the report focuses on the fuller disclosure of the linguo-didactic potential of these texts. For this purpose, part of the results of a large-scale survey is presented, establishing the attitudes of language teachers regarding an idea for the integration of humorous texts in Russian language classes. The analyzed results were obtained from answers to questions highlighting the possibility of including humorous texts in a variety of exercises and activities. The conclusions drawn show that texts containing humor can be an effective linguodidactic resource in learning the Russian language in secondary school.

Features of using e-resources when learning Chinese as a second foreign language in secondary school

Problem and goal. A priority aspect of learning Chinese as a foreign language is the use of electronic educational complexes and materials. However, in the context of the complex digitalization of society, special factors appear that should be taken into account when developing and implementing appropriate electronic educational tools. The purpose is to explore the features and potential of e-resources for teaching Chinese as a foreign language in secondary school. Methodology. Theoretical analysis and generalization of the literature are used to describe the conditions for effective teaching of the Chinese language, and the problems of improving the quality of students' educational results. The experiment involved 52 students from the Vyatka Humanitarian Gymnasium. Learning Chinese as a foreign language is supported by StudyChinese.ru, Chinese Boost, Shibushi.ru services. Fisher's criterion was used for statistical data processing. Results. In the experimental group, primary school students used e-resources for comprehensive informatization at all stages of learning Chinese as a foreign language (speaking, listening, reading, writing, intercultural communication and collaboration). An assessment of learning outcomes was made and statistically significant differences in the qualitative changes that occurred in the pedagogical system were revealed. The features of using e-resources for integrated informatization in the study of Chinese as a second foreign language in secondary school are described. Conclusion. The types of activities and interactive exercises in the information environment are formulated, which most effectively work to improve the quality of teaching Chinese as a second foreign language.

The Needs Analysis in Developing A Teaching Activity Model Using A Thinking Map to Improve Future Thinking Skills in Learning the Malay Language in Secondary Schools

This study aims to identify the needs in developing a teaching activity model using a thinking map to improve the future thinking skills among secondary school students based on the teachers’ views. The needs analysis to develop this teaching activity model is based on the Discrepancy Model McKillip (1987). This study employed a quantitative method using a questionnaire as the research instrument to collect the data on the needs of the users. Purposive sampling was used in this needs analysis involving 80 secondary schools Malay language teachers in Miri, Sarawak. The data obtained were analyzed through descriptive statistics using SPSS software and the interpretation of the data was based on the values of percentages, means, and standard deviations. The findings revealed that the level of needs in developing the teaching activity model to improve the future thinking skills is at a high level. In addition, the findings also indicated that the content needs in developing the model and the needs to use the thinking map in developing the model are at a high level. The findings explained that there is a need to develop the teaching activity model using a thinking map to improve the future thinking skills in order to benefit teachers and students. This is in line with the desire to foster and cultivate the higher order thinking skills among students in Malaysia.

Effects of Explicit Reading Strategy Instruction on Grade 9 Students’ Achievement in Reading Comprehension

The main objective of the study is to investigate the effects of explicit reading strategy instruction on students’ achievement in reading comprehension. In two intact classes, the treatment group received reading lessons accompanied by the three basic reading instructions, i.e., the pre-, the while, and the post-reading instructions through explicit reading strategy instruction, but the nontreatment group received reading lessons in the usual way of learning/teaching reading. The study employed an embedded design since data were collected using quantitative data-gathering instruments through reading comprehension tests before and after the intervention, and an interview was also employed to gather data about the treatment from the randomly selected participants from the treatment group. Statistical results were analyzed with an independent sample t-test and paired sample t-test from nontreatment (33) and treatment (35). The findings emphasized the importance of employing explicit reading strategy instruction in enabling readers to comprehend reading comprehension questions, especially it lets students properly handle reading comprehension questions that seek higher level thinking. On the top priority, to be good readers at comprehending reading comprehension questions that seek higher level thinking, classroom reading teachers are required to create opportunities for the readers while delivering reading lessons by presenting activities that go with the pre-, while, and post-reading instructions. Being one of the most important instructions in reading lesson presentations, secondary school language teachers are expected to present reading lessons through explicit reading strategy instruction.

Structure-based Versus Dynamic Usage-based Instruction

In the Netherlands, teaching programs for French as a foreign language in secondary school usually involve an explicit focus on grammar. This is partially motivated by early findings in SLA research, which showed that explicit instruction is more effective in foreign language acquisition (Norris, & Ortega, 2000; Spada, & Tomita, 2010) and is even considered essential to achieve accuracy in advanced writing (Gunnarsson, 2012). The aim of this classroom study is to test these claims as it compares a structure-based (SB) method to a Dynamic Usage-Based (DUB) method in developing writing mastery in a pre-university program for French. The results suggest that both programs are equally effective in achieving grammatical accuracy and obtaining general text scores, but a DUB program seems more effective in achieving lexical complexity and fluency.

The method of associative experiment in linguodidactics

Improving the methodology of teaching the Kazakh language in secondary school is one of the important issues on the agenda. In modern society, the issue of improving the methods of mastering the language means of the Kazakh language by students of secondary schools in accordance with the new directions of education is also becoming relevant. After all, all cultural values in everyday life, customs and traditions of a person have always been reflected in linguistic means – the most important part of the national language-the colorful linguistic means of the Kazakh language that have developed in the national consciousness. In Kazakh linguistics and literary studies, the terms "linguistic means" and "expressive means" are used in parallel. Since it concretizes a specific concept, these terminological names are widely used in our article. An important factor contributing to the increase in the level of competition of the Kazakh language with other languages is the deepening of information about expressive means and the study of linguistic and cultural specifics arising from the integrity of the national language culture in a modern globalizing society, when the flow of information affects the personality at a high level. Therefore, in order to preserve it and transmit it from generation to generation, special methodological training programs and demonstrations of landscaping tools should be improved, especially in the secondary education system. The effectiveness of the proposed methodological system is tested experimentally. The article analyzes the features of mastering the elective subject in secondary school "Language means of the Kazakh language", the results of an associative experiment reflecting the level of fixation in the linguistic consciousness of students of visual means.

Intensity and perceived quality of L2 engagement: Developing a questionnaire and exploring engagement of secondary school language learners in England

Learner engagement has gained increasing interest in recent years in general educational psychology and the field of language learning. However, challenges in defining and operationalising the concept have resulted in overlapping notions and large variation in its measurement, making it challenging to compare findings across studies (Fredricks & McColskey, 2012). This study aims to address some of these challenges by developing and piloting a questionnaire measuring intensity and perceived quality of engagement in L2 classrooms. The questionnaire was piloted with 378 learners in England and the findings suggest that engagement could be measured with five scales: intensity of effort in learning, intensity of social engagement, perceived quality of engagement with the teacher, perceived quality of engagement with peers and perceived quality of engagement with learning activities. A further examination of the data indicates that learners score higher in the intensity of effort than the social aspects of learning or the perceived quality of their participation. Overall, this study shows that the proposed instrument may provide a reliable tool for measuring L2 engagement in this context, providing a new, clearer way to further our understanding of the concept and ensuring greater validity of research.

Features of the method of teaching the For loop in Python language in secondary school

Today, in many educational institutions, the study of the Python programming language is included in the informatics curriculum. Possessing indisputable advantages, which are noted by both research educators and practicing teachers, the Python language has a number of features that students should pay attention to in order to prevent mistakes that they may make in the future when switching to other programming languages. This also applies to the study of cyclic constructions, in particular the For loop. The implementation of the For loop in the Python language is fundamentally different from the implementation of the loop with a parameter used in procedural programming languages that were studied earlier in the school curriculum (BASIC, Pascal, C/C++, etc.). Today, we have a situation where the method of learning a loop with a parameter cannot be applied to the For loop of the Python language. The article is devoted to the methods of studying this cyclic construction.

Research Related to Teaching Chinese Language and Culture in U.S. Classrooms: A Guide to Teaching Foreign Languages in U.S. Elementary and Secondary Schools

Language and Children: A Guide to Teaching Foreign Languages in American Elementary and Secondary Classrooms is a classic second language teaching series co-authored by two language educators, Helena Cotton and Carol Ann Dahlberg. The book reflects the latest advances in language classroom research and is the only comprehensive guide to foreign language classroom methods for K-12 and college students, using language learning objectives as the guiding principles for classroom rules and instruction. [Cheng Liang: "The Golden Key to Second Language Acquisition: A Review of the American Guide to Teaching Foreign Language in Elementary and Secondary Schools," Journal of Jiamusi Vocational College, 2019 (05)] Through careful reading, I have gained deeper thoughts and knowledge about various aspects of immersion teaching, teaching integration of language and culture, and teaching communication. Because I am very interested in "how to realize the organic integration of language and culture teaching in second language teaching classrooms," I focused on Chapter 9, "Experiencing Culture in the Classroom: Interaction of Language, Culture and Curriculum," and came up with a series of reflections, including insights into children's cultural teaching, academic associations, thoughts on overseas Chinese cultural I have a series of reflections, including insights on teaching children's culture, academic associations, thoughts on teaching Chinese culture overseas, and reflections on some of the contents of the book.