Mother Tongue Lessons Research Articles

Review of FOHLC Europe 2023 conference: “Harvesting support for heritage language education: How to seek and maximize resources”

The Forum of Heritage Language Coalitions in Europe (FOHLC Euope) aims to provide opportunities for those involved with heritage language (HL) education – programs otherwise known as mother tongue lessons or weekend schools – to come together to exchange ideas. The 3rd annual FOHLC Europe conference took place online on Friday, November 10, and Saturday, November 11, 2022, free of charge. There were over 200 registrations for the conference, from over 40 countries around the world, supporting more than 50 heritage languages.

METHODICAL RECOMMENDATIONS FOR PASSING THE "DIGITAL WORLD" TOPIC IN 6TH SYMPHONY LANGUAGE CLASSES

This article describes methodological recommendations for the organization of 6th grade mother tongue lessons from new generation textbooks based on the National Curriculum.

Methodical Recommendations for Passing the "Digital World" Topic in 6th Symphony Language Classes

This article describes methodological recommendations for the organization of 6th grade mother tongue lessons from new generation textbooks based on the National Curriculum. This study aims to enhance mother tongue education using modern and interactive methods, tailored to students' characteristics, to foster interest in digital world topics. The methodology employs discussions, oral speeches, and reading comprehension exercises on internet-related terms and digitization and utilize interactive media to engage students in the learning process. The results show successful implementation of contemporary teaching methods, considering students' attributes, achieves the goal of imparting knowledge effectively. Students demonstrate understanding of digital concepts, critical thinking, and vocabulary expansion. Encouraging the use of Uzbek alternatives enhances lexicological skills. The study underscores the importance of adapting teaching approaches to the digital age.

How Does Large-Scale Assessments Affect Mother Tongue Lessons?

How Does Large-Scale Assessments Affect Mother Tongue Lessons?

"Quick Questions" in Primary School Grade 4 Mother Tongue Lessons

This article discusses the role of quick questions in effectively organizing native language lessons in primary school. Examples of quick questions used in 4th grade native language lessons are provided

Projektowanie zajęć języka ojczystego mniejszości narodowej w kontekście zdalnego nauczania

This article focuses on the design of distance learning for a national minority mother tongue lessons. During a pandemic, the implementation of ICT in the teaching process creates new opportunities for teachers and sets a new quality in education. The author drew attention to the individual elements of the didactic process that should be take into account by every teacher. In designing, it is also extremely important to organize many didactic situations that activate and eveninspire the student.

Developing Linguistic Competence Through Algorithmic Exercises In 5th Grade Mother Tongue Lessons

This article discusses algorithmic exercises as a means of increasing the effectiveness of 5th grade mother tongue teaching. In particular, it is scientifically based on the development of pupils' knowledge of linguistic competence through the performance of algorithmic exercises.

Shaping Pupils' Spirituality Through Creating Texts (Based On Mother Tongue Textbook Materials For 8th Grade)

The main purpose of creating texts in mother tongue lessons is to inculcate in the minds of pupils the ideas of national independence - to teach the next generation to be spiritually mature, patriotic, to look at their nation and national traditions, ancient values. It is the upbringing of a perfect and virtuous person who is able to preserve his ideals, who has mastered the science of maturity and eloquence.

Aktywizowanie rozwoju sprawności słuchania w języku polskim jako ojczystym

The aim of the present article is to present the typology of listening comprehension skills activated during Polish language lessons. What the author claims is that in Polish school two types of listening co-exist, namely: natural and activated. The former resembles conditions of natural communication, since a student assumes the role of text recipient, whereas the latter is a process of teaching the skills of listening comprehension. Based on questions and instructions elicited from selected school handbooks shows in what way the activated type of listening comprehension is taught as a part of Polish as a mother tongue lessons.

PROBLEMS OF N PROBLEMS OF NATIONAL LANGUAGE EDUCA GE EDUCATION AT SCHOOL

What should a student learn mainly from mother tongue lessons in secondary schools? Basics of linguistics or language features? Of course, learning linguistic features is important to the reader. Because not every high school graduate becomes a linguist in the future. This article analyzes the problems of mother tongue education in secondary schools and comments on their solutions.

Methods used in mother tongue lessons

Methods used in mother tongue lessons

Gender perspective on teacher-pupil classroom interaction: Feedback and evaluation

Various studies confirm the existence of gender bias in classroom interaction and unequal treatment of boys and girls. The aim of this paper is to determinate the differences in the type of teacher’s feedback after female and male pupils’ speech contribution and to explore whether the diverse teacher’s reaction types contribute to the development of different linguistic, gender and cultural identities of pupils in Serbian and Hungarian classes. The corpus was collected during the final year of a bilingual primary school in Subotica (Vojvodina) in 2015 and consists of the fine transcript of two audio and video recordings of mother tongue lessons in Serbian and Hungarian classes. The obtained results confirm the differences in feedback distribution and type in both classes regarding to pupils’ gender. The teachers’ feedback supports higher status of male pupils in the group (class) and in relation to the teachers.v

VADOVĖLĮ PAPILDANČIŲ MOKYMO PRIEMONIŲ NAUDOJIMO TENDENCIJOS LIETUVOS BENDROJO UGDYMO MOKYKLŲ PAMOKOSE

Straipsnyje aptariamas įvairių mokymo priemonių naudojimas per mokomųjų dalykų pamokas bendrojo ugdymo mokykloje. Analizuoti 6 575 Nacionalinės mokyklų vertinimo agentūros išorės vertintojų parengti pamokos stebėjimo protokolai iš 98 įvairiose Lietuvos savivaldybėse veikiančių bendrojo ugdymo mokyklų. Pamokų stebėjimai vykdyti 2010–2011 mokslo metais, kai išorės vertintojai atliko planinį šių mokyklų išorės vertinimą. Pamokų stebėjimo protokolų analizė atlikta 2011 metais. Taip pat straipsnyje pateikiamas autoriaus parengtas ir analizei naudotas mokymo priemonių klasifikatorius.

Metacognitive writing strategies of Sri Lankan secondary school children

This study was conducted to identify metacognitive strategies used by secondary school children in the three stages of writing process, to identify their distribution within metacognitive strands and metacognitive fields, and to identify whether they differ according to rural / urban schools, grades and sex. 408 observation notes, written exercises from 278 Mother Tongue lessons, 289 interviews and responses to a questionnaire were collected from 678 Grade 6-10 students. Qualitative data were coded, frequencies calculated and differences between proportions were Z tested. Quantitative data were clustered and analyzed using Chi square and Factor analysis. Writing Stage is dominant in the Writing Process of Grades 6 -10 students of both sexes and in rural / urban schools. Planning and Revising stages are mixed with the Writing Stage. The Planning Stage is dominated by an explanation of the lesson by the teacher. Students do not show an awareness or regulation of metacognitive strategies in the Planning of Writing. Knowledge Telling Process can be found in the Writing Stage. Revising Stage is dominated by mechanical and surface level changes. There is a tendency towards a boy-girl dichotomy. Girls emphasize the Planning Stage whereas the boys emphasize the Writing Stage. DOI: http://dx.doi.org/10.4038/sljss.v31i1-2.5462 Sri Lanka Journal of Social Sciences 2008/2009 31/32 (1 & 2) 27-46

‘I use my mother tongue at home and with friends – not in school!’ Multilingualism and identity in rural Kenya

The present paper investigates students’ experiences of being multilingual. Qualitative data have been collected during observation, focus groups, interviews and text writing in a public primary school in rural Kenya. The informants are students in standards one, three and eight whose mother tongue is the indigenous language called Nandi, which all these students use at home and with friends. The school languages are Swahili and English, and the use of Nandi is forbidden in school except in mother-tongue lessons in standards one to three. The aim of the study is to explore the students’ experiences of being multilingual, and to analyse how the prohibition against the use of the mother tongue in school may influence their identity. The data are interpreted in the light of research and theory concerned with the influence of the colonisation of education in Africa and the effect of languages on identity. Results indicated that the students are proud of their vernacular language and culture, but also see the importance of being multilingual in a global world. The students agree with the prohibition against the use of their mother tongue in school, and understand that English and Swahili are important for education. The conclusion constitutes a critical contribution to add to earlier research about multilingualism and education in Africa.

Assessing Turkish language books used for the first and second echelon in primary education in terms OS principles of creative writing

Learning is a progress beginning with birth, and continuing for a lifetime. Primary education is the most important step where basic knowledge and skills are gained. Sound foundations in this stage will play an important role in one's lifetime achievements. In our age, where everything changes and develops with great speed, individuals; who can adapt to this speed, think, question, criticize, create solutions, always look forward, create multiple points of view, express his/her emotions independently, use his/her language effectively; are needed.There are two dimensions of language; understanding and expression. Speaking and writing is the dimension of expression; listening and reading is the dimension of understanding. Writing is an activity which develops later than reading. For the healthy development of writing skill in the manner our age requires, a versatile support is needed. Curriculum, teacher, family, books, especially the textbooks used in mother tongue lessons have important responsibilities in order to have the student express his/her emotions, thoughts, dreams independently. The reason is that books play an important role in the development of both oral and written expression skills. Are books being prepared in a way to fulfill this important responsibility they undertake?In this descriptive research, the sections and instructions of texts on written expression, included in Turkish Language textbooks (6-8) studied in school in Turkey during 2009-2010 education year. The data of the research have been gathered by document examination method, among qualitative research methods. A total of 638 activities and instructions in Turkish Language textbooks have been reviewed separately; the activities and instructions are evaluated according to our purpose. Direct quotations were taken and interpreted from the examined texts by presenting the findings with frequencies in tables.

Mother Tongue Textbooks and the Possibilities of Creativity Development through Their Use in Mother Tongue Lessons in Early Primary School

Introduction Creativity as one of the most desired contemporary human qualities is closely related to self-expression, but self-expression to self-assessment, self-esteem, and further to self-actualisation. Therefore the early primary school stage becomes especially crucial which involves the development of creative abilities as one of the most fundamental tasks. The article focuses on the early primary text-books in the mother tongue (Latvian, Lithuanian, Estonian, Polish, Ukrainian, Russian) in order to clarify to what extent and exactly what kind of creativity promoting tasks the authors include in them. Aim of the study The aim is to analyse the mother tongue early primary school text-books of various nationalities in order to establish the number and type of the tasks promoting children’s creativity. Materials and methods Analysis of theoretical literature and the tasks provided by the text-books, a survey of children. Results Mother tongue early primary school text-books, including Latvian, Lithuanian, Estonian, Polish, Ukrainian and Russian by various authors, were analysed for in accordance with their rating for tasks which foster creativity. The pupils were surveyed about the assigned tasks, and the attitudes of di!erent authors for opportunities of fostering creativity in mother tongue lessons were assessed. Conclusions In the early primary school stage it is signicant to foster children’s creativity during mother tongue lessons as such tasks in opposition to boring and monotonous) are fullled with greater enthusiasm and pleasure, so they foster self-assessment, development of positive relationships, and faster achievement of teaching/ learning aims. Some tasks fostering children’s creativity are included in mother tongue early primary school text-books of di!erent nationalities. Nevertheless we have to conclude that some authors pay more attention to them than others. Consequently, text-books do not full their function as an idea bank for the teacher, and the teachers have to make great e!ort to develop creative, exciting and joyful educational experiences.

What place for literature in the education of French-speaking countries? A comparison between Belgium, France, Quebec and Switzerland.

This contribution attempts a partial synthesis of a large international study (Collès, Dufays & Maeder 2003), which explores the teaching and learning of Romance languages in France, French Belgium, French Switzerland and Quebec. Each author analysed in their country or region the official instructions related to primary and secondary school and the plans of action related to teachers' training. All dealt with the same questions. Considering those data, the analysis here focuses particularly on the section of the report concerning the teaching and learning of literature in French mother tongue lessons. Specifically, I address three questions: 1. Over the last 50 years, what place and value has been given to literature in the official programs for primary and secondary schools in the 4 countries or regions, compared to the other subjects considered as part of teaching French? 2. What are today's prescriptions as far as literature is concerned? In relation to the contemporary debate between different paradigms, is literature first handled in terms of skills or in terms of knowledge ? Which values are these knowledges and skills bound to? 3. What about the teachers' literature training? Are there important changes in this field which might be similar to the changes in the official prescriptions? Where were and are the teachers trained ? What were and are the nature of, the level required and the relative weight given to this particular training?