scholarly journals Actitud de los estudiantes, frente a la educación intercultural bilingüe – 2014.

2016 ◽  
Vol 18 (2) ◽  
Author(s):  
Fredy Sosa-Gutierrez
Keyword(s):  
Bilingual Education ◽  
Quantitative Research ◽  
School Curriculum ◽  
Intercultural Education ◽  
Professional School ◽  
Positive Attitudes ◽  
Intercultural Bilingual Education ◽  
Politica Educativa ◽  
Unfavorable Attitude ◽  
Teaching Learning

<p>La  investigación trata de las actitudes que presentan los estudiantes de los diferentes semestres  de la Escuela Profesional de Educación Primaria (EPEP), donde se aplicó la investigación cuantitativa en los estudiantes asistentes al momento de la aplicación de la escala de Likert, se utilizó el diseño de investigación descriptivo simple, con muestras dispersas en cada semestre, quienes fueron encuestados sobre la postura personal (actitud favorable o desfavorable) que asumen sobre el programa Educación Intercultural Bilingüe (EIB). De acuerdo a los resultados obtenidos, nos permite conocer que en relación a los componentes de la actitud (cognitivo 43.96%, afectivo 38.11%, conductual 48.4%) que presentan los estudiantes frente a la EIB. Los resultados indican que manifiestan actitudes favorables, es decir que muestran actitudes positivas frente a la EIB en el proceso de enseñanza aprendizaje. Factor importante para promover, fortalecer y desarrollar la política educativa materia de la investigación. La posición de estar en acuerdo con los lineamientos de una educación en el marco de la interculturalidad, se ve fortalecido con el currículo de formación de la escuela profesional, ha ello debemos manifestar que los estudiantes tienen compromiso e identidad con los principios de la EIB, además manifiestan estar  de acuerdo en los criterios tratados respecto a la actitud de los estudiantes.      </p><p> </p><p><strong>Palabras clave: </strong>actitud, afectivo, bilingüe, cognitivo, conductual, educación e intercultural.</p><p align="center"><strong><br /></strong></p><p align="center"><strong>ABSTRACT</strong><strong></strong></p><p align="center"><strong> </strong></p><p align="center"><strong>ATTITUDE OF STUDENTS FACE OF INTERCULTURAL BILINGUAL EDUCATION - 2014.</strong></p><p> The research titled attitude of the students from professional school of Primary Education UNA Puno, front of the Intercultural Bilingual Education – 2014, This research to deal with the attitudes that show the students the different semesters from professional school where applied the quantitative research on the students attending at the time of the application of the Likert scale where simple descriptive research design was used with scattered samples in each semester, those who were surveyed about the use of languages Aymara/Quechua and Spanish in the educational institutions and the personal position (favorable or unfavorable attitude) that take on Educational Program about intercultural bilingual (EIB).  According to getting results ir show that the relation to the components in attitudes that present the students in front of intercultural bilingual education policy (cognitive 43.96%, affective with 38.11%, and conductive with  48.40%) is determined by favorable attitudes that is to say that they showed positive attitudes towards the EIB in the teaching learning process. Important factor to promote to fortify and to develop the educational policy in the research subject. The position of being in agreement with the framework of intercultural education is strengthened with the formation of the professional school curriculum. Furthermore this results show that the students have commitment and identification with the postulates of the EIB, also manifested being  agree on the criteria treated with respect to the attitude of the students.</p><p> </p><p><strong>Keywords: </strong>Attitude, bilingual, emotional, cognitive, affective, conductive, and intercultural education. </p>

scholarly journals LA EDUCACIÓN INTERCULTURAL Y LAS IDENTIDADES DE GÉNERO, CLASE Y ETNIA

2011 ◽  
Vol 6 (11) ◽  
pp. 273
Author(s):  
Horacio Gómez Lara
Keyword(s):  
Cultural Diversity ◽  
Bilingual Education ◽  
Intercultural Education ◽  
Ethnic Identities ◽  
Educational Policies ◽  
Intercultural Bilingual Education ◽  
Present Context ◽  
San Andres ◽  
Made In

Este trabajo hace referencia a la oportunidad que puede representar la educación intercultural para la resignificación de las identidades de género, etnia y clase. Se reflexiona a partir de la investigación sobre educación realizada en el municipio de San Andrés Larráinzar o Sakamch’en de los Pobres, Chiapas. A partir de los resultados de investigación se argumenta que en el contexto actual en que se está practicando la educación intercultural bilingüe en Chiapas y en el marco de políticas educativas que no son construcciones propias de los pueblos indígenas significan nada más nuevas imposiciones simuladas con los discursos de respeto a la diversidad cultural.   SUMMARY This paper refers to the opportunity that can represent the intercultural education for re-meaning the gender, class and ethnic identities. The work is a reflection from the investigation made in the municipality of San Andrés Larráinzar or Sakamch’en in Chiapas. From the results of investigation is argued that in the present context that the intercultural bilingual education is practicing in Chiapas and in the context of educational policies are not people’s own constructions, mean nothing more new impositions simulated with the speeches of respect for cultural diversity.

scholarly journals BIOGRAFÍAS DE LA EDUCACIÓN INTERCULTURAL BILINGÜE

2020 ◽  
Vol 7 (13) ◽  
Author(s):  
Noelia Enriz ◽  
Ana Carolina Hecht ◽  
Mariana García Palacios
Keyword(s):  
Indigenous Peoples ◽  
Field Work ◽  
Intercultural Education ◽  
Intercultural Bilingual Education ◽  
Public Rights ◽  
Educational Biographies ◽  
Mbya Guarani ◽  
Politica Educativa ◽  
The Individual ◽  
Bilingual Intercultural Education

En el presente artículo nos proponemos analizar las políticas de Educación Intercultural Bilingüe de las provincias de Chaco y Misiones (Argentina) a partir de las biografías de algunos/as referentes indígenas. Estas biografías nos aportan interesantes aspectos de los recorridos formativos individuales, atravesados por las transformaciones de la política educativa intercultural. Asimismo, permiten abordar la singularidad de dos casos de legislación provincial muy diferentes en cuanto a la visibilización de la cuestión indígena. La provincia de Chaco es reconocida por su temprana incorporación de normativa que pondera los derechos específicos para los pueblos indígenas que allí residen (toba/qom, mocoví/moqoit y wichí) y, específicamente, por contar con legislación muy progresista sobre los asuntos que regulan la escolarización y lenguas de los pueblos originarios. Por su parte, la provincia de Misiones presenta un escenario contrario, ya que el reconocimiento en las políticas públicas de derechos para los pueblos indígenas ha sido muy escaso y restrictivo; incluso si en particular tomamos en cuenta las políticas educativas, la regulación ha sido remisa, de poco alcance y focalizada. En el análisis efectuado en este artículo pondremos en diálogo las biografías educativas con las legislaciones provinciales más significativas y materiales de registros de trabajo de campo obtenidos de nuestras investigaciones etnográficas en las comunidades mbyá-guaraní de Misiones y toba/qom de Chaco.BIOGRAPHIES OF BILINGUAL INTERCULTURAL EDUCATION ABSTRACTIn this paper we analyze the policies of Bilingual Intercultural Education of the provinces of Chaco and Misiones (Argentina) from the biographies of some indigenous referents. These biographies give us interesting aspects of the individual formative paths, undergoing the transformations of intercultural educational policy. Likewise, they allow addressing the uniqueness of two very different cases of provincial legislation, regarding the visibility of the indigenous issue. The province of Chaco is recognized for its early incorporation of regulations that weigh the specific rights for the indigenous peoples that reside there (toba / qom, mocoví / moqoit and wichí) and, specifically, for having very progressive legislation on the matters they regulate the schooling and languages of the native peoples. On the other hand, the province of Misiones presents a contrary scene, since recognition in public rights policies for indigenous peoples has been very scarce and restrictive, even if we take into account educational policies in particular, the regulation has been scale, of little scope and focused. In the analysis carried out in this article, we will dialogue educational biographies with the most significant provincial laws and materials of field work records obtained from our ethnographic research in the Mbyá-Guaraní communities of Misiones and toba / qom de Chaco.Keywords: Biography. Intercultural Bilingual Education. Mbyá-Guaraní. Toba/Qom.

scholarly journals A presença do invisível em escolas indígenas: escolarização, diferença e cosmologia entre os povos Mbyá (Guarani) do Rio de Janeiro / The presence of the invisible in indigenous schools: scholarization, difference and cosmology...

2017 ◽  
Vol 7 (2) ◽  
pp. 103 ◽  
Author(s):  
Danielle Bastos Lopes
Keyword(s):  
Bilingual Education ◽  
Rio De Janeiro ◽  
Population Group ◽  
School Curriculum ◽  
The State ◽  
Intercultural Education ◽  
Language Group ◽  
New Meanings ◽  
Mbya Guarani ◽  
Curriculum Policies

Este artigo analisa a Educação Intercultural e Bilíngue (EIB) para as sociedades ameríndias com ênfase nas particularidades da cultura Guarani Mbyá, grupo de língua guarani, do tronco Tupi, localizados no estado do Rio de Janeiro. Trata-se de uma análise sobre a escolarização e sua relação com os aspectos sagrados não visíveis, muitas vezes in- humanos que circulam as cosmologias dos povos ameríndios, particularmente, do grupo de população guarani -mbyá. Assim, a partir da escrita dos autores guarani e minha experimentação do processo de escolarização que está ocorrendo em seus territórios, analiso como a política escolar indígena, as escritas e não escritas, propriamente, têm se organizado para legislar conceitos como interculturalidade, bilinguismo, etnoconhecimento, que tem recebido novos sentidos entre a magia e os seres invisíveis do xamanismo guarani.Palavras-chave: Educação Intercultural Indígena; Cosmologias; Guarani-Mbyá. ABSTRACT: This article analyzes the Intercultural and Bilingual Education (EIB) for Amerindian societies, with particular emphasis on the Guarani Mbyá culture, a Guarani language group, from of the Tupi trunk, located in the state of Rio de Janeiro. It is an analysis of curriculum policies and their relation to the sacred, non-visible, often inhuman aspects that circulate the cosmologies of the amerindian peoples, particularly of the Guaraní - Mbya population group. Thus, based on the writing of the Guarani authors and my experimentation with the process of schooling that is taking place in their territories, i analyze how indigenous school curriculum policies, written and unwritten, have been organized to legislate conceptos known as interculturality, bilingualism, which have received new meanings and translation between the spells and invisible beings of Guarani shamanism.Keywords: Indigenous Intercultural Education; Cosmologies; Guarani -Mbyá population.

scholarly journals Elementary Students’ First Approach to Computational Thinking and Programming

2021 ◽  
Vol 11 (2) ◽  
pp. 80
Author(s):  
Susanne Kjällander ◽  
Linda Mannila ◽  
Anna Åkerfeldt ◽  
Fredrik Heintz
Keyword(s):  
Elementary School ◽  
Longitudinal Research ◽  
Computational Thinking ◽  
School Curriculum ◽  
Digital Competence ◽  
Policy And Practice ◽  
Positive Attitudes ◽  
Design For Learning ◽  
Students First ◽  
Group Interviews

Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational thinking through programming activities, mainly in mathematics—which are supposed to be based on both proven experience and scientific grounds. Both are lacking in the lower grades of elementary school. This article gives unique insight into pupils’ learning during the first programming lessons based on a group of Swedish pupils’ experiences when entering school. The goal of the article is to inform education policy and practice. The large interdisciplinary, longitudinal research project studies approximately 1500 students aged 6–16 and their teachers over three years, using video documentation, questionnaires, and focus group interviews. This article reports on empirical data collected during the first year in one class with 30 pupils aged 6–7 years. The social semiotic, multimodal theoretical framework “Design for Learning” is used to investigate potential signs of learning in pupils’ multimodal representations when they, for example, use block programming in the primary and secondary transformation unit. We show that young pupils have positive attitudes to programming and high self-efficacy, and that pupils’ signs of learning in programming are multimodal and often visible in social interactions.

Utilizing Group Investigation Techniques to Enhance Students’ Reading Comprehension Skills on Recount Text

2020 ◽  
Vol 3 (2) ◽  
pp. 53-61
Author(s):  
Ledy Nur Lely ◽  
Welliam Hamer ◽  
Fathimah Zahroh
Keyword(s):  
Reading Comprehension ◽  
Junior High School ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Posttest Score ◽  
Eighth Grade ◽  
Investigation Technique ◽  
Eighth Grade Students ◽  
Class Viii

Recount text is one of the texts in writing which must be taught and stated in Junior High School curriculum. Some students felt that reading text is boring because the students tend to be very lazy to read the text, so that they are not interested in English lessons. The researchers used group investigation technique as one of alternatives in teaching and learning to develop the material and make students more active and interested in class. The objective of this research is to find out whether teaching using group investigation technique is able to develop the students’ reading in recount text at the eighth grade students of SMP Negeri 17 Kota Serang. The methodology of this research was a quantitative research method by using true experimental design. The study was carried out into two classes, Class VIII E as experimental class, and Class VIII C as control class. The results of the study showed that group investigation was able to develop students’ reading comprehension in recount text. Mean of posttest score of the experimental class (67.31) was higher than the control class (64.18). Based on the statistical analysis using t-test analysis, it showed the value of tcount ≥ ttable = 49.12 ≥ 1.99. It means that (Ha) was accepted and the (H0) was rejected. It can be concluded that group investigation is able to develop students’ reading comprehension in recount text at eighth grade students of SMP Negeri 17 Kota Serang.

MODEL PEMBELAJARAN CONTEXTUAL TEACHING LEARNING TERHADAP MOTIVASI BELAJAR MAHASISWA PROGRAM STUDI PENDIDIKAN AGAMA UNIVERSITAS ISLAM SYEKH YUSUF TANGERANG

ISLAMIKA ◽  
2019 ◽  
Vol 13 (2) ◽  
pp. 62-70
Author(s):  
Aslihatul Rahmawati ◽  
Neni Nuraeni ◽  
Hasim Hasim
Keyword(s):  
Data Collection ◽  
Research Method ◽  
Quantitative Research ◽  
Learning Model ◽  
Learning Motivation ◽  
Islamic Education ◽  
Study Program ◽  
Education Study ◽  
Contextual Teaching ◽  
Teaching Learning

AbstractThis research was conducted with the aim to find out how much influence the contextual teaching learning model of learning motivation of Islamic education study program students at the Islamic University of Syekh Yusuf Tangerang. The research method used is a quantitative research method with data collection techniques in the form of questionnaires. The respondents of this study were 25 Islamic education study program students. Based on the results of data processing and discussion, it can be concluded that the contextual teaching learning model has a low effect of 11.56% on student learning motivation. But when testing the hypothesis,   implies that  is accepted and rejected . AbstrakPenelitian ini dilakukan dengan tujuan untuk mengetahui seberapa besar pengaruh model pembelajaran contextual teaching learning terhadap motivasi belajar mahasiswa program studi pendidikan Islam Universitas Islam Syekh Yusuf Tangerang. Metode  penelitian yang digunakan  adalah metode penelitian kuantitatif  dengan teknik pengumpulan data berupa penyebaran angket. Responden  penelitian ini adalah mahasiswa program studi pendidikan agama Islam yang berjumlah 25 mahasiswa. Berdasarkan hasil olah data dan pembahasan diperoleh kesimpulan bahwasanya Model Pembelajaran contextual teaching learning berpengaruh rendah 11,56% terhadap motivasi belajar mahasiswa. Namun pada saat pengujian hipotesis,  hal ini mengandung arti bahwasanya diterimanya dan ditolaknya .

scholarly journals The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

2017 ◽  
Vol 10 (12) ◽  
pp. 37
Author(s):  
Amel M. Al-Adwani ◽  
Anaam Al-Fadley
Keyword(s):  
Quantitative Research ◽  
Arab World ◽  
Smart Device ◽  
Attitudes Toward Reading ◽  
School Students ◽  
Academic Reading ◽  
Positive Attitudes ◽  
Negative Effect ◽  
Research Findings ◽  
Mean Differences

The current study is a quantitative research that examined the mean differences of the students’ attitude towards reading, based upon several demographic variables (such as gender, grade level and social media devices usage)The researchers used the Students’ Reading Attitude Survey (SRAS) as the dependent variable; the sample consisted of 812 young elementary students (from the 5th and 6th grade) randomly selected from public schools.The research findings revealed that Kuwaiti students possess favorable attitudes toward both leisure and academic reading. Girls showed more positive attitudes toward reading than boys did. Younger students from the 5th grade showed more positive attitude toward reading than those of the 6th grade. Nevertheless, the results indicated that having an account in Instagram, Snap chat, or YouTube, or possessing a smart device had a negative effect on attitudes towards reading.This study is expected to help curriculum designers, education policy makers, and English teachers to promote independent reading amongst school students and enable them to move beyond traditional books by encouraging them to form a community of life-long readers in the Arab world.

The Impact of Attending and Participating in Translation Conferences on Translation Education: A Quantitative Study

2018 ◽  
Vol 10 (5) ◽  
pp. 21
Author(s):  
Fayyad Amin Odeh
Keyword(s):  
Random Sample ◽  
Quantitative Study ◽  
Research Method ◽  
Quantitative Research ◽  
Future Research ◽  
Tertiary Level ◽  
New Horizons ◽  
Positive Attitudes ◽  
Research Questions ◽  
The Impact

This piece of research was specifically carried out in the field of translation pedagogy. It aims to measure the impact of attending and participating in translation conferences on translation education as perceived by a random sample of thirty-three translation instructors working at several universities in different countries. To this end, quantitative research method was employed in the study to yield answers to a couple of research questions. On this, the instructors were reached online to participate in responding to a researcher-made questionnaire of 18 - closed items. An SPSS analysis (version 24) was used to interpret the data elicited from the aforementioned research instrument. Having the data processed, the findings revealed that attending and participating in translation conferences is to be considered a major source for university translation programs to develop the implementation of translation didactics and pedagogies. Moreover, positive attitudes were developed in the study towards the practicality of integrating what could be seen innovative of translation conferences proceedings into translation education at the tertiary level. In the light of the study's findings, the researcher presents a number of pedagogical implications that would be taken into consideration to overhaul the existing university translation programs. Finally, a glance at some practical ideas is made for future research to explore new horizons in translation education in various teaching contexts.

scholarly journals La planificación lingüística del Maya yucateco y la educación bilingüe en Yucatán

2020 ◽  
Vol 28 ◽  
pp. 134
Author(s):  
Anne Marie Guerrettaz ◽  
Eric J. Johnson ◽  
Gisela Ernst-Slavit
Keyword(s):  
Bilingual Education ◽  
Applied Linguistics ◽  
Ethnographic Study ◽  
Indigenous Languages ◽  
Pedagogical Practices ◽  
Rapid Decline ◽  
Language Program ◽  
Related Language ◽  
Intercultural Bilingual Education ◽  
K 12

The rapid decline of indigenous languages represents one of the most troubling topics within applied linguistics. Teachers’ implementation of indigenous language planning through their pedagogical practices is a significant but under-researched issue. This ethnographic study examines a Maya language program (i.e., professional development) for 1,600 teachers in the Yucatan’s Intercultural Bilingual Education (EIB) system, and K-12 schools in Maya-speaking communities where they worked. Using longitudinal data (2010-2016), analysis centered on the creation and promulgation of the Norms of Writing for the Maya Language (2014) and related language policy. Findings illustrate: 1) the importance of increasing the quantity of Maya-speaking teachers, and 2) a clash between widespread orthographic variation in Maya and teachers’ standard language-culture. The new standard has not been implemented in EIB, which still does not in practice require Maya proficiency of teachers. This research discusses possible benefits and risks of a standard Maya for EIB.

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