Temat: teaching diversity - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Innovation strategy at the level of municipal government – the case of inclusive education
Autorzy:: Nesterenko, Galyna
Tereshchenko, Maryna
Powiązania:: https://bibliotekanauki.pl/articles/987235.pdf
Data publikacji:: 2016
Wydawca:: Szkoła Główna Gospodarstwa Wiejskiego w Warszawie. Wydawnictwo Szkoły Głównej Gospodarstwa Wiejskiego w Warszawie
Tematy:: strategy
strategic plan
teaching diversity
municipal government
inclusive education
innovation
Opis:: Diversity pedagogy and inclusive education – understood as the integration of the representatives of heterogeneous groups into the educational community – is as an example of a very up-to-date, socially important innovation, which requires serious, systematic approach to its generation and diffusion. The paper shows that successful implementation of such innovation depends not only on what part of the population considers it to be socially useful, but also on the consistent and, in the long term perspective, logical steps taken to implement and disseminate the innovation. Such consistency can be accomplished most effectively within the framework of the strategic plan of innovation implementation.
Źródło:: Turystyka i Rozwój Regionalny; 2016, 5; 85-93
2353-9178
Pojawia się w:: Turystyka i Rozwój Regionalny
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: How to choose the right English language textbook?
Autorzy:: Reid, Eva
Kováčiková, Elena
Powiązania:: https://bibliotekanauki.pl/articles/1387935.pdf
Data publikacji:: 2017-02-21
Wydawca:: Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:: English language teaching
criteria for textbooks
cultural diversity
linguistic
diversity
Opis:: The book market in Slovakia is overloaded with various language books offered by prestigious publishing houses. The “international” textbooks are rather very general, not paying attention to cultural and language peculiarities which are different for each country and culture. Modern teaching approaches call for cross-curricular relations and the content of teaching might differ in every country. National books have the advantage of including cultural and language specifics of the particular country, connect contents of various schools subjects and take into consideration the needs of “home” language teachers with the aim to improve and develop specifically the sides of language systems and skills that are particularly necessary for students of their country. The paper analyses three English language textbooks for third grade of primary schools. Two textbooks are form major international publishing houses and are the most popular in Slovakia. The third book is written by Slovak authors and is new to the market. The method of document analysis was used to compare contents of linguistic and cultural diversity and supporting development of intercultural awareness and intercultural communicative competences of pupils.
Źródło:: Problemy Wczesnej Edukacji; 2017, 36, 1; 87-98
1734-1582
2451-2230
Pojawia się w:: Problemy Wczesnej Edukacji
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Ecolinguistic approach to foreign language teaching on the example of English
Autorzy:: Wiertlewska, Janina
Powiązania:: https://bibliotekanauki.pl/articles/918001.pdf
Data publikacji:: 2011-01-01
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: Ecolinguistics
Robustness
Foreign language teaching
The triad
Natural language diversity maintenance
Opis:: The paper deals with the problem of balance maintenance of natural languages in the context of foreign language teaching. A new paradigm of foreign language teaching in the following triad: native language – global language – second foreign language is proposed. Translingualism is treated as the only means of maintaining linguistic balance between natural languages viewed from an ecolinguistic perspective.
Źródło:: Glottodidactica. An International Journal of Applied Linguistics; 2011, 37, 1; 141-151
0072-4769
Pojawia się w:: Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Diversity and Complexity in the Classroom: Valuing Racial and Cultural Diversity
Autorzy:: du Plessis, Pierre
Bisschoff, Tom
Powiązania:: https://bibliotekanauki.pl/articles/43085985.pdf
Data publikacji:: 2007-12-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: cultural diversity
academic culture
teaching and learning styles
didactics
class discussion
Opis:: From a diversity perspective, all students should receive an education that continuously affirms human diversity – one that embraces the history and culture of all racial groups and that teaches people of colour to take change of their own destinies. With regard to teaching, a diversity perspective assumes that teachers will hold high expectations for all students and that they will challenge these students who are trapped in the cycle of poverty and despair to rise above it. Individual teachers in individual classrooms play an important role in providing equity of opportunity to learn and in ameliorating racism, but more comprehensive conceptions of diversity education capture the school’s crucial role as well. This article wants to address diversity in the classroom and how racial and cultural diversity is valued and what can be done to improve it.
Źródło:: The New Educational Review; 2007, 13; 169-190
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education
Autorzy:: Farrell, Angela
Masterson, Mary
Daly, Michelle
Powiązania:: https://bibliotekanauki.pl/articles/15000332.pdf
Data publikacji:: 2023
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: Diversity
inclusion
multilingualism
language-sensitive teaching
teacher professional needs
teacher education
language support teachers
whole-school approach
Opis:: The 21st century has been characterised by an unprecedented growth in transnational migration with education systems in many countries challenged to address the implications of this ongoing global phenomenon. This paper reports on a recent study that was undertaken amongst teachers and school managers in post-primary state schools in Ireland to explore the current position regarding language-sensitive teaching as an emergent response to the growing reality of linguistic diversity in schools. Bottom-up research of this kind is vital as it can shed light on the perceptions and experiences of the key stakeholders involved in order to determine their related professional needs and shape future directions in teacher education in this area. The key findings show that language-sensitive teaching remains in its infancy in the Irish post-primary educational context with an urgent need for teacher awareness-raising and upskilling in relation to this approach and its implementation in different subject classrooms. The research has also indicated that language support teachers can play a central role in developing language-sensitive teaching at the whole school level but this potential remains largely under-exploited in the Irish post-primary educational context.
Źródło:: Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 77-95
0072-4769
Pojawia się w:: Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Non-contextual teaching of sensitive topics focusing on cultural diversity in polish schools
Bezkontekstowe nauczanie tematów drażliwych z uwzględnieniem różnorodności kulturowej w polskich szkołach
Autorzy:: Markowska-Manista, Urszula
Powiązania:: https://bibliotekanauki.pl/articles/2081957.pdf
Data publikacji:: 2021
Wydawca:: Lubuskie Towarzystwo Naukowe
Tematy:: non-contextual teaching
sensitive topics
cultural diversity inPolish schools
decolonisation
nauczanie bezkontekstowe
tematy drażliwe
różnorodnośćkulturowa w polskich szkołach
dekolonizacja
Opis:: The aim of this article is to capture the specifics and validity of non-contextual teaching of sensitive topics focusing on the increasing cultural diversity in Polish schools. The term ’non-contextual teaching’ refers to teaching about cultural diversity in schools which were non-diverse for a long period of time, but are becoming increasingly culturally diverse. On the one hand, the paper looks at school asymmetries related to school curricula. On the other hand, it describes the needs of diverse groups of students and teachers connected with the decolonisation of educational content in the increasingly diversified world. Due to the limited space available in the paper, the article is only an attempt at signalling certain issues important for the subject at hand that can be a point of departure for further analysis and reflection about the necessity to decolonise school curricula.
Celem niniejszego artykułu jest uchwycenie specyfiki i zasadności bezkontekstowego nauczania tematów drażliwych z uwzględnieniem rosnącej różnorodności kulturowej w polskich szkołach. Termin „nauczanie bezkontekstowe” oznacza naukę o różnorodności kulturowej w szkołach, które przez długi czas nie były, ale z czasem stają się coraz bardziej kulturowo zróżnicowane. Z jednej strony, artykuł poświęcony jest asymetrii szkolnej związanej z programami nauczania. Z drugiej opisuje potrzeby zróżnicowanych grup uczniów i nauczycieli związane z dekolonizacją treści edukacyjnych w coraz bardziej zróżnicowanym świecie. Ze względu na ograniczoną ilość miejsca artykuł jest jedynie próbą zasygnalizowania pewnych istotnych dla omawianego tematu kwestii, które mogą stanowić punkt wyjścia do dalszych analiz i refleksji nad koniecznością dekolonizacji szkolnych programów nauczania.
Źródło:: Rocznik Lubuski; 2021, 47, 1; 141-156
0485-3083
Pojawia się w:: Rocznik Lubuski
Dostawca treści:: Biblioteka Nauki

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