Alternative pathways into engineering professions; A student perspective

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

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Uncovering the Student Perspective - Six Questions to Ask Before Class

SSRN Electronic Journal ◽

10.2139/ssrn.1569038 ◽

2007 ◽

Author(s):

Sophie M. Sparrow

Keyword(s):

Student Perspective

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GETTING TEACHERS IN THE FIELD: A STUDENT PERSPECTIVE OF THE 2018 GSA GEOLOGY OF ARIZONA GEOTEACHERS WORKSHOP

10.1130/abs/2018am-325120 ◽

2018 ◽

Author(s):

Chad Joseph Kwiatkowski ◽

Keyword(s):

Student Perspective

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Neuroplasticity

The Oxford Handbook of Neurolinguistics ◽

10.1093/oxfordhb/9780190672027.013.10 ◽

2019 ◽

pp. 230-260

Author(s):

Judy S. Reilly ◽

Lara R. Polse

Keyword(s):

Neural Plasticity ◽

Late Onset ◽

Neural Substrates ◽

Brain Regions ◽

Developing Brain ◽

Perinatal Stroke ◽

Alternative Pathways ◽

Affective Expression ◽

Unilateral Brain ◽

Irreparable Damage

With respect to language, it has long been observed that children who experience early unilateral brain injury do not show the same irreparable damage as do adults with homologous late-onset strokes. Neural plasticity has been proposed as the explanation for such differential linguistic profiles; that is, the plasticity of the young, developing brain allows the possibility for extensive adaptation and organization following a neural insult. Recent research, however, suggests that there are limits to this ability to adapt and organize. Results from a another communicative system, affect, suggest that children with unilateral pre- or perinatal stroke show similar (albeit subtler) effects to adults with homologous late-onset injuries. This chapter presents findings on language development in children who sustained a pre- or perinatal unilateral stroke, and complements these studies with a discussion of affective expression in these same children. These prospective studies of children with perinatal stroke provide a unique window into the development of the neural substrates for language and affect. Specifically, they afford a context to investigate the degree to which particular brain regions may be privileged for specific behavioral functions, as well as how the developing brain adapts to organize alternative pathways in the wake of an early insult.

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