scholarly journals Begegnungsschule und Fremdsprache: Der pädagogisch-institutionelle Diskurs in Bezug auf die mehrsprachige und plurikulturelle Kompetenzförderung in einer deutschen Auslandsschule

Verbum ◽  
2018 ◽  
Vol 9 ◽  
pp. 41-50
Author(s):  
Robson Carapeto-Conceição
Keyword(s):  
School Environment ◽  
Native Speaker ◽  
Language Attitudes ◽  
Intercultural Dialogue ◽  
Pedagogical Practice ◽  
Institutional Discourse ◽  
School Life ◽  
Identity Processes ◽  
German School ◽  
School Concept

[full article, abstract in German; abstract in English] Im Kapitel 8 des Gemeinsamen europäischen Referenzrahmens für Sprachen (GER) wird die sogenannte mehrsprachige und plurikulturelle Kompetenz als weiteres Ziel des Sprachenlernens erläutert. Dementsprechend wird die allgemeine Sprachkompetenz „nicht als Schichtung oder als ein Nebeneinander von getrennten Kompetenzen verstanden, sondern vielmehr als eine komplexe oder sogar gemischte Kompetenz“ (Trim et al. 2001, p. 163) betrachtet. Insgesamt werden 140 Auslandsschulen mit Ressourcen des deutschen Auswärtigen Amtes in 71 Ländern gefördert. Von 80.000 Schülern besitzen ca. 73% weder die deutsche Staatsbürgerschaft noch sprechen sie Deutsch als Erstsprache. Meistens handelt es sich um private Bildungsanstalten, welche als bikulturelle Begegnungsschulen bezeichnet und von Kindern und Jugendlichen aus ökonomisch privilegierten Elternhäusern besucht werden. In diesem Zusammenhang stellt sich die Kernfrage: Inwiefern entspricht der dabei erwartete interkulturelle Dialog den Austauschdynamiken und Identitätsprozessen, wie sie im Schulalltag festgestellt werden können, und auch den Prämissen des GER in Bezug auf interkulturelle und mehrsprachige Kompetenz? An welcher sprachlichen Ideologie orientiert sich der Diskurs und die pädagogische Praxis in solchen binationalen Schuleinrichtungen? Die Analyse des institutionellen Diskurses der untersuchten Einrichtung zeigt ihren ideologischen Unterbau und die soziopolitische Zielgruppe auf, die sie in den Blick nimmt, sowie ihre Einstellung zu Interkulturalität und Mehrsprachigkeit. Die überwiegende Spracheinstellung verweist noch auf den „Nativitätsmythos“ (Rajagopalan 1997, p. 226 f.), indem die Sprachkompetenz des zweisprachigen Individuums hinsichtlich eines anachronistischen, imaginären ‚Muttersprachlers‘ bewertet wird. Encounter Schools and Foreign Language: The Pedagogical-Institutional Discourse about Multilingual and Pluricultural Competence Promotion in a German School Abroad Among the 80,000 students attending the 140 German schools abroad, about 73% are not German or ‘native’ German speakers. These are usually private schools, called “bicultural schools of encounter” frequented by children and young people from the economically privileged classes. The purpose of this study is to analyze the permeability of the space of this encounter and between the internal structures of the same. We seek to elucidate the extent to which the model of intercultural dialogue envisaged by this political project corresponds to the dynamics of exchanges and identity re-elaborations that occur organically and to the assumptions of the Common European Framework of Reference for Languages (CEFR) in relation to the development of intercultural and plurilingual competences. Analyzing the presentation of the institutional profile and pedagogical plan in the homepage of one of these schools, we hope to counter the vestiges of this proposal of literacy in the school environment to the social and linguistic representations shared by these institutions and their target audience. In this context, the key question arises: To what extent does the expected intercultural dialogue correspond to the exchange dynamics and identity processes that can be identified in everyday school life, and to the premises of the CEFR in relation to intercultural and multilingual competence? At which linguistic ideology is the discourse and pedagogical practice in such binational institutions oriented? The analysis of the institutional discourse of a bilingual German school located in Brazil aims to reveal its ideological substructure and the socio-political target group that it looks at, as well as its attitude to interculturality and multilingualism. According to the results, the predominant language attitude still refers to the "myth of nativity" (Rajagopalan 1997: 226 f.), in which the linguistic competence of the bilingual individual is evaluated in terms of an anachronistic, imaginary 'native speaker'. The theoretical basis for this study is presented in the first two chapters, followed by a brief discussion of the methodology applied on this research. Afterwards, chapter 5 deals in depth with the institutional discourse on the examined school concept. Chapter 6 deals with language attitudes and transcultural processes in reports on multidisciplinary activities and the following concluding chapter tries to reconstruct the challenges of a partly organic, partly planned development towards a multilingual (school) identity.

scholarly journals School climate in creating safe school: A conceptual analysis

2011 ◽  
Vol 1 (4) ◽  
pp. 73-84 ◽  
Author(s):  
Temel Çalık ◽  
Türker Kurt ◽  
Cemal Çalık
Keyword(s):  
School Climate ◽  
School Environment ◽  
Safe Schools ◽  
Negative Consequences ◽  
School Life ◽  
Safe School ◽  
School Concept ◽  
Teaching Learning ◽  
Support Students

In this study, they have been dealt with safe school and school climate concept as an important factor to improvement of safe school. When the researches and projects aimed at preventing violence at schools and creating a safe school environment are examined, the short term projects and precautions directly related to violence do not present the desired results, and in addition, they cause some negative consequences in school environment. In this respect, it is indicated that violence prevention projects and programs need to pervade the school's and education programs' every part, and to be handled using a more general approach. School climate is one of the most prominent concepts, in this sense. In this research, first of all, safe school concept was defined and information was given about research and other studies related to safe school subject. Afterwards, school climate concept was introduced and it was examined how school climate affect creating safe schools. It was determined that studies carried out to create safe school environment should handle school holistically, support students goodness at school, ensure students to have positive behavior, and be long term. Also, prevention activities should integrate all areas, primarily teaching-learning process, of school life. It is stated that, in this respect, the most related and mostly emphasized concept is school climate. Therefore, it can be asserted that the prior condition of a safe school is making school climate more positive.

scholarly journals Visual Social Publications in the Newspapers of Greek Primary Schools: A Semiotic Analysis

2013 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Lina P. Valsamidou
Keyword(s):  
Environmental Education ◽  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Semiotic Analysis ◽  
School Life ◽  
Social Content ◽  
Research Material ◽  
The Social ◽  
Social Messages

In the present study we investigate, record and discuss icons with asocial content, their type, their signifieds and ideological significations,wishing to extract useful conclusions regarding the use of icons in schoolnewspapers as vehicles of social messages. The research material comprises intotal 252 images with a social content found in the columns of schoolnewspapers, whereas the collection of the sample was based on the study of 64school newspaper issues coming from 32 titles of primary school newspapers fromall over Greece that were published in 2004-2006. All in all, it appears that social iconic publications create theeditors’ vivid interest, as they find their way mostly in the inside pages ofnewspapers. The analysis of the icons as to their signifieds places emphasis onthe dominant ideological forms: the signifieds of historic anniversaries,school life and environmental education come before the others, which in turnsuggests the dominant ideological trends, history-school-environment/ecology:a triptych that emerges through the social-iconic choices of those involved inpublishing school newspapers.Keywords: visual social publications, schoolnewspapers, semiotic analysis, students-journalists

Reflexões de uma formação docente: educação física escolar articulada com educação ambiental

2021 ◽  
Vol 19 (1) ◽  
pp. 1-7
Author(s):  
Marion Costa da Silva
Keyword(s):  
Physical Education ◽  
School Environment ◽  
Rio De Janeiro ◽  
Environmental Issues ◽  
Physical Education Teachers ◽  
Natural Environments ◽  
Pedagogical Practice ◽  
Interdisciplinary Work ◽  
Didactic Material ◽  
Pedagogical Guide

INTRODUÇÃO: O texto apresenta abordagem sobre formação continuada com professores da Secretaria Municipal de Educação da Cidade do Rio de Janeiro (SME), baseada em experiências com Esporte de Orientação que motivou a formulação de uma proposta interdisciplinar a ser desenvolvida nas Unidades Escolares.OBJETIVO: Analisar a possibilidade de uma ação educativa entre a educação física escolar e a educação ambiental por meio de uma prática pedagógica com o esporte de orientação. MÉTODOS: Foram oferecidas duas formações docentes, distribuição de um material didático (Cartilha Pedagógica do Esporte de Orientação) para o desenvolvimento das aulas práticas nas Unidades Escolares, e a viabilização de duas aulas externas em ambientes naturais para prática do esporte. Os professores de Educação Física que participaram deste processo formativo fizeram uma avaliação sobre as experiências oportunizadas com o Esporte de Orientação dentro e fora das Unidades Escolares.RESULTADOS: A formação docente possibilitou vivências exitosas com a prática do Esporte de Orientação, tanto no ambiente escolar quanto no ambiente natural. Para os professores, as experiências viabilizaram reflexões e discussões sobre um trabalho interdisciplinar para questões socioambientais e experiências inéditas m ambientes naturais para os estudantes.CONCLUSÃO: A partir das experiências oportunizadas e avaliadas positivamente pelos professores, compreendeu-se a importância de ampliar e aprofundar a proposta pedagógica. Assim, a Coordenadoria de Projetos de Extensão Curricular (CPEC) da SME planeja e se organiza para desenvolver o Projeto #MAPAAÇÃO, visando à materialização de ações pedagógicas que relacionam intrinsicamente educação, esporte e sustentabilidade através do Esporte de Orientação.Reflections from a teaching formation: school physical education articulated with environmental educationABSTRACTBACKGROUND: The text presents the approach on continuing education with teachers from Rio de Janeiro Municipal Education Secretariat (SME-RJ) based on experiences with the “Orienteering Sport” that motivated the formulation of an interdisciplinary proposal to be developed in School Units.OBJECTIVE: Seeking to analyze the possibility of an educational action between School Physical Education and Environmental Education through a pedagogical practice with the Orienteering Sport.METHODS: Two teaching courses were offered, distribution of didactic material (Pedagogical Guide to Orienteering Sport) for the development of practical classes in School Units, and the possibility of two external classes in natural environments for the practice of sport. The Physical Education teachers who participated in this formative process made an assessment of the experiences provided with the Orienteering Sport inside and outside the School Units. RESULTS: Teacher training enabled successful experiences with the practice of Orienteering Sport, both in the school environment and in the natural environment. For teachers, the experiences enabled reflections and discussions on interdisciplinary work for socio-environmental issues and unprecedented experiences immersed in natural environments for students.CONCLUSION: From the opportunized experiences and positively evaluated by the teachers, the importance of expanding and deepening the pedagogical proposal was understood. Thus, the Coordination of Curricular Extension Projects (CPEC) of Municipal Education Secretariat (SME) plans and organizes itself to develop Project #MAPAAÇÃO, aiming at the materialization of pedagogical actions that intrinsically relate education, sport and sustainability through Orienteering Sport.

Cyberbullying at School

2021 ◽  
pp. 34-53
Author(s):  
Joanna Lizut
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
School Environment ◽  
School Experiences ◽  
School Bullying ◽  
School Life ◽  
High Expectations ◽  
Strong Link ◽  
School Activities ◽  
Negative Perceptions

It is very important to collocate the occurrence of cyberbullying with a negative school environment. School bullying is widely known to be associated with many negative indicators, including lower academic achievement, lower school satisfaction, and lower levels of attachment and involvement at school. Several studies have combined cyberbullying with negative school experiences, such as lower academic performance and negative perceptions of the school climate. Moreover, many have suggested a strong link between the climate in the school and both traditional and cyberbullying. Some recent studies have shown that people who are perpetrators of cyberbullying and those who are victims both report a worse climate in schools than others not involved in the behavior. A poor disciplinary climate is one in which students are either unaware of the rules and the consequences of violations or one in which students are unmotivated to internalize and conform to the rules because they feel that they are unfair or unimportant. Weak parental involvement implies that the parents are not involved with the student's school life; they provide no help with homework, have very little communication with teachers, and rarely assist with school activities. Having a lack of didactic pressure means that neither teachers nor students hold high expectations for their academic achievement.

The Pragmatics of English as a Lingua Franca: Research and Pedagogy in the Era of Globalization

2018 ◽  
Vol 38 ◽  
pp. 80-101 ◽  
Author(s):  
Naoko Taguchi ◽  
Noriko Ishihara
Keyword(s):  
Language Use ◽  
Native Speaker ◽  
Communication Strategies ◽  
Nonnative Speakers ◽  
Pragmatic Competence ◽  
Pedagogical Practice ◽  
Lingua Franca ◽  
Formal Instruction ◽  
L2 Pragmatics ◽  
Recent Trends

ABSTRACTIn step with advancing globalization, applied linguists are compelled to reconsider established assumptions about language use and learning (Kramsch, 2014). Focusing on English as a lingua franca (ELF), this article illustrates how realities of globalization have challenged our conventional ways of researching and teaching second language (L2) pragmatics. In the context of ELF where English is used as a medium of communication among nonnative speakers as well as between native and nonnative speakers, researchers need to examine pragmatic competence based on how L2 learners can navigate communicative demands by using communication strategies skillfully while negotiating their identities. At the same time, it is tenable for teachers to move away from the sole dependence on idealized native-speaker models of appropriateness, politeness, and formality in their pedagogical practice and instead incorporate a nonessentialist viewpoint into formal instruction. This article discusses these recent trends in researching and teaching pragmatics under the lingua franca framework.

scholarly journals The contribution of South African teachers to students’ sense of belonging and mathematics achievement: Students’ perspective from the 2015 Trends in International Mathematics and Science Study

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Fabian Arends ◽  
Mariette Visser
Keyword(s):  
School Environment ◽  
Sense Of Belonging ◽  
Economic Status ◽  
School Belonging ◽  
School Life ◽  
Science Study ◽  
High Positive Correlation ◽  
Sense Of School Belonging ◽  
Students Attitudes ◽  
Mathematics And Science

Background: The role of teachers in nurturing students’ sense of belonging cannot be over-emphasised. Students who do not feel accepted by their teachers are at risk of withdrawing from school life and feeling disaffected. This study contributes to theories on school belonging by investigating the contribution of teachers to students’ sense of school belonging, the association of students’ attitudes towards teachers, and their sense of school belonging with students’ mathematics achievement.Aim: To provide empirical evidence of how students’ attitudes towards teachers contributed to their sense of school belonging, as well as their mathematics achievement.Setting: A representative sample of 10932 grade 5 students at 297 schools in South Africa completed a contextual questionnaire and a mathematics assessment during the 2015 Trends in International Mathematics and Science Study (TIMSS).Methods: The TIMSS 2015 data were used to develop indicators of students’ attitudes towards teachers, sense of school belonging and home socio-economic status. Absenteeism and the extent of bullying were also considered. Descriptive and inferential statistical analyses were performed.Results: A high positive correlation between students’ attitudes towards teachers and their sense of school belonging was found. Students’ attitudes towards teachers and their sense of belonging contributed significantly to mathematics achievement.Conclusion: The study confirms the crucial role that a sound student–teacher relationship plays in a healthy sense of school belonging and in terms of academic performance. The school environment should be managed in a manner that allows for mentoring relationships between students and teachers to be strengthened.

scholarly journals The discipline of history and the technologies: a challenge for the present time

2021 ◽  
Vol 14 (33) ◽  
pp. e14109
Author(s):  
Simone Weber Cardoso Schneider ◽  
Adriana Duarte Leon
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
School Environment ◽  
Specific Area ◽  
Communication Technologies ◽  
School Level ◽  
Pedagogical Practice ◽  
History Teachers ◽  
Information And Communication ◽  
Short Time

Based on the understanding that the use of Information and Communication Technologies (ICT) can contribute positively to the meaning of historical knowledge and to the motivation of students in the school environment, we investigate, in the Middle School level, from public schools, in the city of Pelotas/RS, how History teachers perceive ICT and how they are used in their pedagogical practice. Considering the number of teachers that we wanted to access and the short time for conducting the research, we opted for the application of an inquiry with the teachers of the specific area and we obtained a return of 68% of the teachers. We found that they identify students' motivation when ICT are used in the school environment; however, its use is limited by the lack of structural resources in the institutions and by the lack of continuing education for educators on the use of ICT in pedagogical practice.

scholarly journals Language projection of stereotypes in different linguistic cultures

2020 ◽  
Vol 6 (4) ◽  
pp. 146-155
Author(s):  
E. V. Maremukova
Keyword(s):  
University Students ◽  
Comparative Study ◽  
Native Speaker ◽  
Intercultural Dialogue ◽  
Thought Processes ◽  
Research Institutions ◽  
Human Thought ◽  
The World ◽  
Collective Experience ◽  
Linguistic Material

The article reveals the peculiarities of transmission of stereotypical images of various cultures in the language of a native speaker. Through a comparative study of the material of languages with different structures (English, Russian and Kabardino-Circassian), the specificity of linguistic explication of ethnocultural stereotypes is analyzed. The analysis of language tools demonstrates that stereotype as an integral part of human thought processes and a conceptual picture of the world is inextricably linked with ethnic culture, acting as an accumulator of collective experience and a regulator of individual’s behavior, and language not only transmits stereotypes of national thinking and projects the human worldview, but also creates reality, forming corresponding images in the minds of communicants. The study of linguistic material of compared languages made it possible 1) to conclude that language reflects the specific perception of surrounding reality by representatives of different linguistic cultures, due to the national mentality; 2) to identify the peculiarities of national thinking in the process of stereotyping; and 3) to determine the function of stereotypes reflected in language in building a constructive intercultural dialogue. The target audience of the study may include university students following linguistic, ethnocultural programs, employees of educational and research institutions, as well as all interested in a comparative study of languages with different structures.

scholarly journals Formation of students’ creativity in the classroom of the Russian language

2021 ◽  
Vol 5 (S1) ◽  
pp. 467-477
Author(s):  
Dilbar Jabborova
Keyword(s):  
Cultural Identity ◽  
Language Teaching ◽  
Russian Language ◽  
Theoretical Knowledge ◽  
Pedagogical Practice ◽  
Mobile System ◽  
School Life ◽  
Free Communication ◽  
The Russian Language

This article discusses the formation of students’ creativity in a Russian language lesson in detail. Russian language teaching is carried out not only in literature classes, but also in any educational topic and outside the classroom, in free communication with students; live Russian is becoming a universal of school life. The basis for the formation of civic and cultural identity is the Russian language. Teaching is a complex, multi-component mobile system that is rebuilt depending on who needs to be taught what, for what. This is a system that requires the synthesis of all theoretical knowledge, the ability to analyze, and model the situation of communication in pedagogical practice.

scholarly journals Experiences of Turkish Cypriot, Kurdish and Turkish Youth in Creating Transnational Social Spaces in London Schools

2013 ◽  
Vol 3 (1) ◽  
pp. 15-27
Author(s):  
Dogus Simsek
Keyword(s):  
Secondary School ◽  
Identity Formation ◽  
School Environment ◽  
School Experiences ◽  
Social Spaces ◽  
School Life ◽  
Transnational Social Spaces ◽  
Turkish Youth ◽  
Turkish Cypriot

This paper focuses on the role of school in identity formation of Turkish Cypriot, Kurdish and Turkish youths (thereafter TCKT) living in London and explores the perceptions of young people about their school life, mainly focusing on secondary school experiences, and exploring the difficulties faced in their relations with peers. It also examines the forms of homogeneity and heterogeneity within the school environment, examining their influence on identity formation and the negotiation of transnational social spaces by TCKT youth. The homogeneity of schools in London prevents them from forming identities based on interaction with various cultures and, therefore, limits their ability to create transnational social spaces.

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