La politica del multilinguismo e l'apprendimento della lingua

FUTURIBILI ◽  
2009 ◽  
pp. 134-138
Author(s):  
Sean O'Rian
Keyword(s):  
Middle School ◽  
European Union ◽  
Primary School ◽  
Language Learning ◽  
School Children ◽  
Primary School Children ◽  
The European Union ◽  
Language Policies ◽  
The Moment ◽  
Almost All

- This paper focuses on a number of developments in macro-level language policies, outlines the background to the new status of the Irish language in the European Union and attempts to examine a proposal designed to improve the teaching of Irish in particular and language learning in general. At the moment the teaching of Irish is undergoing a serious crisis. While almost all primary school children in Ireland are able to speak English and Irish, in English-based schools the majority of students make no progress in Irish. To facilitate learning a second language a proposal is made for a preparatory approach involving the teaching of Esperanto in primary and middle school in Ireland in particular and Europe in general.

Language Education and primary school children: the story of using stories

2019 ◽  
Vol 15 (2-2019) ◽  
pp. 157-169 ◽  
Author(s):  
Christina Nicole Giannikas
Keyword(s):  
Longitudinal Study ◽  
Action Research ◽  
Primary School ◽  
Language Learning ◽  
Language Learners ◽  
School Children ◽  
Research Study ◽  
Language Education ◽  
Primary School Children ◽  
Western Greece

The present study concentrates on the development of interactive skills in the L2 and the pedagogical aspects of Young Language Learners’ (YLLs) through the use of story telling. Such an approach reveals the benefits of encouraging creativity in learning and, as a result, captures the dynamics of the classroom and the progress of the learner. The data derives from an Action Research study carried out as part of a longitudinal study in South Western Greece, where storytelling is a neglected language learning source. The research concentrates on YLLs of a Beginners level, aged 7-9 years old. The results show the advantageous use of Action Research as a tool of intervention to apply necessary change in language teaching contexts.

Can WordBricks Make Learning Irish More Engaging for Students?

2019 ◽  
Vol 9 (2) ◽  
pp. 20-39
Author(s):  
Monica Ward ◽  
Maxim Mozgovoy ◽  
Marina Purgina
Keyword(s):  
Primary School ◽  
Language Learning ◽  
School Children ◽  
Visual Learning ◽  
Age Groups ◽  
Primary School Children ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning Paradigm ◽  
Typical School

Learning a language is challenging and it is important that learners be kept motivated throughout the process. Many Irish primary school children are not particularly motivated to learn the language and there are few computer assisted language learning (CALL) resources available to them. WordBricks is an app that enables learners to construct only grammatically correct sentences. It leverages a visual learning paradigm and has a Scratch-like interface. It was originally developed for English, and more recently has been expanded to cater for Irish. This article investigates if using Irish WordBricks is both suitable and usable for primary school learners, if it is pedagogically appropriate for them and if it is enjoyable for them. The WordBricks app was tested by five classes of two different age groups in a typical school in Ireland. This article reports on the results of the WordBricks deployment and the feedback of students and teachers.

scholarly journals Preschool and Primary School Children as Learners in 2030: Views of Finnish Student Teachers

2009 ◽  
Vol 11 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Marja Nurmilaakso
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Student Teachers ◽  
School Children ◽  
Primary School Children ◽  
Primary School Teachers ◽  
Primary School Student ◽  
The Future ◽  
Research Questions ◽  
The University

Preschool and Primary School Children as Learners in 2030: Views of Finnish Student TeachersTeachers are key to the future. Because of enormous future changes, teachers need to re-evaluate their thinking. This study focuses on what student teachers think of the future in preschool and primary school of the year 2030. The questionnaire, conducted in October 2007, reached 76 student teachers from the University of Helsinki in Finland. Of these students, 52 were preschool and 24 primary school student teachers. The research questions were: 1) How important is it that children in preschool and primary school in the year 2030 can use language and communication and can work in groups and in the environment? (2) How can preschool and primary school teachers support language learning and communication in the year 2030? (3) How will children in preschool and primary school in the year 2030 take responsibility for their own (child-centred) learning? The results confirm that preschool and primary school student teachers think very traditionally. Many felt that it would be less important for children in 2030 to speak many languages, and student teachers did not consider the use of computers.

scholarly journals Valorizzare la diversità linguistica e culturale

2018 ◽  
Author(s):  
Daria Coppola ◽  
Raffaella Moretti
Keyword(s):  
Middle School ◽  
European Union ◽  
Cultural Diversity ◽  
Language Learning ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Experimental Sample ◽  
The European Union ◽  
Fundamental Value

Linguistic and cultural diversity has always been a fundamental value of the European Union. However, today, due to the current profound crisis, it is in danger of being perceived rather as an obstacle to cooperation. The aim of this paper is to take advantage of the diversity that characterises multiethnic classes, promoting plurilingualism and a dialogical approach to language learning-teaching and to intercultural communication. In a case study, the validity of plurilingualism and of cooperative methodologies, also in language testing, is confirmed by the results relating to the linguistic and intercultural competence of an experimental sample of middle school pupils.

scholarly journals Practices of hygiene among primary school children in a selected semi urban area of Bangladesh

2021 ◽  
Vol 3 (Number 2) ◽  
pp. 16-20
Author(s):  
Nasreen Akther ◽  
Meherunnessa Begum ◽  
Farhana Islam ◽  
Sabara Syeda Khan ◽  
Maheen Doha ◽  
...  
Keyword(s):  
Primary School ◽  
Urban Area ◽  
School Children ◽  
Tap Water ◽  
Cross Sectional Study ◽  
Primary School Children ◽  
Class Iii ◽  
Cross Sectional ◽  
Hygiene Intervention ◽  
Almost All

This descriptive type of cross sectional study was conducted to assess the practice of hygiene among primary school children in a selected semi urban area of Bangladesh. This study was conducted among 150 respondents who were selected purposively at Shafipur Model High School in Kaliyakoir thana of Shafipur upazilla, Gazipur in Bangladesh and a semi-structured questionnaire was used to collect data by face-to-face interview. In this study, majority of the respondents 89 (59.33%) were within the age group of 08-10 years. About respondents 88 (58.67%) were girls and 62 (41.33%) were boys. Among the respondents 54 (36%) were students of class III, 48 (32%) were students of class IV and 48 (32%) were students of class V. About 121 (80.66%) respondents gathered knowledge of hand hygiene from their parents. Regarding hand washing, 137 (91.33%) respondents washed their hands before meal. All the respondents washed their hands with soap after coming from toilet. Almost everyone 145 (96.67%) regularly cut their fingernails. Maximum respondents 119 (79.33%) used tap water and 31 (20.67%) used deep tube well water for drinking. Almost all of them 148 (98.66%) covered their water container. Maximum respondents 148 (98.67%) took bath regularly. Most of the respondents 148 (98.67%) used sanitary latrine. Maximum respondents 131 (87.33%) kept garbage in covered dustbin. Information from this study will serve as baseline data for future school-based hygiene intervention programs in semi-urban area of Bangladesh.

scholarly journals Age-related aspects in risk of developing nervous system pathology in gymnasium students

2021 ◽  
pp. 74-81
Author(s):  
О.А. Maklakova ◽  
◽  
S.L. Valina ◽  
I.Е. Shtina ◽  
D.А. Eisfeld ◽  
...  
Keyword(s):  
Middle School ◽  
Nervous System ◽  
Primary School ◽  
School Children ◽  
Educational Process ◽  
Primary School Children ◽  
Middle School Children ◽  
Educational Activities ◽  
Age Related ◽  
Developing Nervous System

Growing neuropsychic disorders caused by intensified educational process are a peculiar feature of schoolchildren’s health at present. Our research aim was to examine age-related peculiarities in risks of developing nervous system pathology in school-children attending a gymnasium. We performed clinical examination of 94 children in primary school (Group A) and 56 children in middle school (Group B) who attended a gymnasium. The examination included determining contents of neuromediators and neurotrophic factors in blood, neuro-psychological computer testing (reaction test and STROOP-test). Educational activities were evaluated to determine whether the educational process conformed to hygienic standards. Statistical data analysis involved determining relative risk and odds ratio as well as establishing cause–effect relations. Hygienic assessment of educational activities revealed several adverse factors that made for developing disorders of the nervous system. They included growing weekly educational loads, irrational distribution of school subjects in schedules, and too long use of interactive whiteboards during lessons. We established that nervous system pathology was already developing in 62.8 % children in primary school and 42.9 % children in middle school. We also revealed that asthenoneurotic syndrome and neurosis-like syndrome were by 2.2 times more probable among primary schoolchildren whereas vegetative dysfunction was by 1.6 times more probable among middle school children. Asthenoneurotic syndrome in primary school children was accompanied with lower NOTCH-1 levels in 41.9 % cases; lower acetylcholine content in blood, in 66.7 %; greater serotonin content in blood, in 29.2 %. The disorder became apparent through increased fatigability and weakness, as well as children being too whiny and moody. Middle school children had by 3.1–6.4 times higher risks of lower neuregulin-1β and tumor necrosis factor contents in blood; developing vegetative dysfunctions in them were accompanied with sleeping disorders, headaches, and palpitation. Primary school children were established to have slower perception of a visual and sound stimulus, developing fatigue of kinesthetic reactions as well as rigid cognitive control and poorly automated gnostic functions.

Ergonomics of school workplaces as an important factor in preserving the health of adolescents

2020 ◽  
Vol 60 (11) ◽  
pp. 707-709
Author(s):  
A. V. Ablyaeva
Keyword(s):  
Risk Factors ◽  
Primary School ◽  
Musculoskeletal System ◽  
School Children ◽  
Work Ability ◽  
Primary School Children ◽  
Working Posture ◽  
Working Postures ◽  
Almost All

Introduction. Workplaces of adolescents in school may create risk factors for disorders of the musculoskeletal system, which affect the work ability and quality of future life. The aim of this study was to assess the rationality of the working posture of adolescents at school using the analysis of goniometric indicators. Materials and methods. A total of 414 jobs were studied: 244 primary school children and 170 senior school children. Plots of working postures of teenagers were constructed, and goniometric indicators were compared with the recommended ranges. Results. Almost all goniometric indicators were found to have deviations from the recommended ranges, none of the adolescents had all 8 or at least 7 goniometric indicators included in the range of recommended values, which leads to the formation of an irrational working posture.

Sign in / Sign up

Export Citation Format

Share Document