Teachers' perceptions of using English as the medium of instruction in the subject of general studies in a Hong Kong primary school : a case study

2004 ◽  
Author(s):  
Man-ling Mai
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Medium Of Instruction ◽  
Teachers Perceptions ◽  
The Subject ◽  
General Studies

Researching English as a Medium of Instruction in University Lecturers' Teaching Methodology

2020 ◽  
pp. 205-231
Author(s):  
María del Carmen Méndez-García ◽  
Gloria Luque Agulló
Keyword(s):  
Linguistic Competence ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
Medium Of Instruction ◽  
Teachers Perceptions ◽  
Descriptive Research ◽  
Group Interviews ◽  
University Lecturers ◽  
And Training

There has recently been an increase in English as a medium of instruction (EMI) in higher education (HE). The growth of EMI has led to a proliferation of descriptive research on teachers' linguistic competence, learners' and teachers' perceptions of and attitudes toward EMI, the methodology implemented in English as a medium of instruction, and the support and training provided to EMI teaching staff. However, to date, this rise in EMI has not been accompanied by a plethora of research on pedagogical and linguistic considerations. This chapter sheds light on some of these factors, with a focus on lecturers' teaching methodology. Focus group interviews and case study analyses were conducted involving EMI lecturers from a university in southern Spain. The data obtained in this study have been used to establish a pedagogical proposal for in-service EMI teacher training.

Lesson Study as a bridge between two learning contexts

2020 ◽  
Vol 9 (3) ◽  
pp. 289-299 ◽  
Author(s):  
Birgitta Lundbäck ◽  
Helen Egerhag
Keyword(s):  
Lesson Study ◽  
After School ◽  
School Age ◽  
Content Type ◽  
Teachers Perceptions ◽  
Teaching Situation ◽  
Learning Contexts ◽  
Before And After ◽  
The Subject

PurposeLesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1–3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons.Design/methodology/approachData were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject.FindingsTeachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school.Research limitations/implicationsAn important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations.Originality/valueThe originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.

scholarly journals ACQUIRING ENGLISH THROUGH MATHEMATICS: A CASE STUDY ON A BILINGUAL EDUCATION

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Aulia Apriana ◽  
Sri Rachmajanti ◽  
Evynurul Laily Zen
Keyword(s):  
Primary School ◽  
Bilingual Education ◽  
Language Production ◽  
National Curriculum ◽  
Third Graders ◽  
Teaching Mathematics ◽  
Medium Of Instruction ◽  
School Subjects ◽  
And Mathematics

Abstract: This study aims at examining the process acquiring a second language through Mathematics subject among the students of Laboratory Primary School of Universitas Negeri Malang, which is a university-based laboratory primary school whose curriculum reflects the result of a synergy between the National Curriculum of Indonesia and International Framework. In this school, English becomes the medium of instruction in two school subjects, Science and Mathematics. The design of the study is descriptive qualitative which attempts to describe the process of acquiring English through Mathematics class. The subjects in this study were 16 third graders who belong to the International Class Program (ICP). The results of the analysis showed that the students’ language comprehension was in fact greater than their language production. Finally, it is concluded that teaching Mathematics in English facilitates the learners’ attempt in learning English.

Gamification in Higher Education (Case Study on a Management Subject)

2021 ◽  
Vol 20 (5) ◽  
pp. 211-231
Author(s):  
Andrea Bencsik ◽  
Adriana Mezeiova ◽  
Bernadett Oszene Samu
Keyword(s):  
Higher Education ◽  
Young People ◽  
Literature Review ◽  
Primary School ◽  
National Survey ◽  
Education Institution ◽  
Extensive Literature ◽  
Educational Methods ◽  
The Subject

In today’s education systems, new solutions are required for educators to raise and maintain the interest of young people (from primary school to higher education). The aim of the study is to present a self-developed gamification solution and its application in higher education in economics. The method, the process, and experiences presented in the study were tested within the framework of a management subject. The gamification model, based on an extensive literature review, was elaborated with the help of a self-developed method. Prior to the development of the process, students’ opinions on their experiences and expectations for current educational methods were surveyed. After the end of the semester, our students were asked on their feedback, and a national survey was conducted in higher education institutions about the experiences with gamification solutions. The positive consequences of the application of our own model, can be traced in the students’ continuous and year-end performance (a higher level of task solutions and better grades) and also in their feedback. Although the subject of the test semester was a management-type subject, the logic of the model can be applied within the framework of any other subject and in any higher education institution as well.

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