Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Bilingual education" wg kryterium: Temat

  Lista filtrów
Wyrównaj
Wyświetlanie 1-10 z 37
Tytuł:
Implementation of Bilingual Education in Ukrainian Institutions of Higher Education
Autorzy:
Snizhko, Nataliia
Powiązania:
https://bibliotekanauki.pl/articles/29430840.pdf
Data publikacji:
2023-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
foreign language education
bilingual education
model of bilingual education
subject-oriented bilingual didactic models
bilingual professional education
Opis:
The article deals with issues regarded to implementation of bilingual education in Ukrainian universities. This process can be considered as part of Ukrainian integration into European and world scientific and educational space. Furthermore, this area is being developed according with the National Doctrine of Educational Development. Specific aspects of bilingual education development at the end of the 20th century are noted. Bilingual educational system leads to both getting the education as provided by the bilingual system itself and personality formation when an individual is open to the interaction with the whole world. Applied to obtaining a certain specialty at the university, the goal of bilingual education is a synthesis of communicative and subject competencies. It is reported that a foreign (in particular, English) language is not only the goal, but also a means of understanding the world of special knowledge. Bilingual education features are examined in detail. It is noted that at the moment a comprehensive concept of bilingual professional education in Ukraine has not been built. Currently, only certain aspects of the problem of bilingual education in higher education have been defined. А number of issues have been formulated which need to be theoretically comprehended in order to implement succesfully the bilingual educational system at the universities. Attention is paid to the complex of didactically and methodically relevant factors which depend on the students’ future profession and qualifications. Appropriate criteria have been identified, which influence on many levels on the content, organization and choice of methods of bilingual education in a certain field of study. It is underlined that the factors (criteria) are both the linguistic ones and non-linguistic ones. Finding and taking into account all these factors is mandatory to create the scientifically based concept of the bilingual educational system at the non-language departments.
Źródło:
Viae Educationis; 2023, 3; 35-39
2956-2856
Pojawia się w:
Viae Educationis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ukraine’s Use of the Positive Experience of the United States in Forming the Content of Bilingual Education in Secondary Schools
Autorzy:
Zaytseva, Nataliya
Powiązania:
https://bibliotekanauki.pl/articles/16539039.pdf
Data publikacji:
2022-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
acculturation
bilingual education
content of bilingual education
multicultural development
multilingual development
Opis:
The article deals with bilingual education (teaching academic content in two languages), which provides general and further education to students of different nationalities. The United States is considered one of the most multilingual countries in the world, which is why the American experience in bilingual education is very valuable. Ukraine is a multinational country too. So, it is important to solve the problem of the introduction of bilingual education to determine the components of the content of such education and its main features for its effective functioning and development. The article considers the peculiarities of the content of bilingual education in US secondary education. Based on the analysis of the content of bilingual education in secondary schools in the United States, the most important components that can be used in Ukrainian secondary schools are identified. The article considers and compares the content of bilingual education in some American schools in different states. The introductory course of a bilingual secondary school includes compulsory and elective subjects. In the most populous states, bilateral bilingual programmes are common. They are the most effective and therefore prestigious, but also costly. Low-efficiency programmes are common in many other states, which cannot fund expensive projects, such as transitional bilingual programmes, double immersion programmes, monolingual programmes, etc. The most common minority languages involved in bilingual programmes are Spanish, French, German, oriental, and other languages. To assess the level of knowledge of bilingual students, tests with tasks in the native language of students, accompanied by descriptive explanations and expected answers, are used. This type of testing is called Multiple choice. The acquisition of a second language occurs in parallel with the process of students’ acculturation. The specifics of the multicultural development of students in US schools are revealed in the article. The use of bilingual education is one of the leading trends in developing the content of US school education. That is why the positive experience of the United States is valuable for Ukraine.
Źródło:
Viae Educationis; 2022, 2; 17-22
2956-2856
Pojawia się w:
Viae Educationis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice
Autorzy:
Banegas, Dario Luis
Poole, Paige Michael
Corrales, Kathleen A.
Powiązania:
https://bibliotekanauki.pl/articles/780787.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
CLIL
bilingual education
Latin America
teacher education
Opis:
Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 2; 283-305
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CLIL’s Role in Facilitating Intercultural Learning
Autorzy:
Romanowski, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/555476.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
CLIL
bilingual education
intercultural learning
intercultural competence
Opis:
Alongside the globalisation phenomenon, many European countries have already situated their educational practice in existing multilingual contexts. The multilingualism policies of the European Union provided an ideal backdrop to the development of integrative approaches such as Content and Language Integrated Learning (CLIL) and, as a result, the term CLIL was coined in 1996 through sustained interest and pedagogical activity in the field of bilingual education across Europe. CLIL environments can also facilitate the promotion of intercultural communicative competence as described in the Common European Framework of Reference for Languages. In addition, as culture seems to be one of the five dimensions of CLIL provision, it is essential to discuss and consider the incorporation of an intercultural perspective in CLIL. The integrative nature of CLIL gives an opportunity for a simultaneous combination of foreign language learning, content subject learning and intercultural learning
Źródło:
Applied Linguistics Papers; 2018, 25/2; 71-87
2544-9354
Pojawia się w:
Applied Linguistics Papers
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bilingual advantage? Literacy and phonological awareness in Polish-speaking early elementary school children learning English simultaneously
Autorzy:
Pawlicka, Paulina
Lipowska, Małgorzata
Jurek, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/2137706.pdf
Data publikacji:
2018-03-28
Wydawca:
Fundacja Edukacji Medycznej, Promocji Zdrowia, Sztuki i Kultury Ars Medica
Tematy:
bilingual education
extensive literacy training
reading efficiency
Opis:
In most studies, paired bilingual programs turned out to be more effective in L2 (usually English) literacy acquisition than other types of programs. L1 reading proficiency was shown to foster second language reading acquisition across many languages. However, little is known about L1 reading acquisition in bilingual programs. The study examines the effect of a paired-bilingual education program conducted in Polish (L1) and English (L2) on word reading fluency in Polish as L1 after an average of 1 and 2.5 years of literacy training. 61 Polish children obtaining Polish-only literacy training and 54 children obtaining the paired-bilingual Polish-English literacy training completed word and pseudoword reading and onset-rhyme (rhyme production) and phoneme awareness (phoneme deletion and phonemic differentiation) tasks in Polish. Also Rapid Automatized Naming (RAN) and English (L2) word fluency were tested. A strong main effect of the literacy level was observed, pointing to a progressive tendency in reading efficiency in both groups of children. Moreover, a significant interaction between the group and literacy level was documented. Beginner readers (after one year of literacy instruction) from the monolingual literacy group showed a higher word reading proficiency than students from the paired-bilingual. However, after two and a half years of literacy training children from the paired-bilingual group achieved significantly higher results in Polish word reading than their peers from the monolingual group. Phonological awareness predicted reading fluency in both groups, but no significant differences between the groups were found suggesting other predictors to be responsible for the bilingual group’s advantage.
Źródło:
Acta Neuropsychologica; 2018, 16(1); 27-46
1730-7503
2084-4298
Pojawia się w:
Acta Neuropsychologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Handinhand School: Dealing with Adversity within a Multicultural Context
Szkoła Handinhand: radzenie sobie z trudnościami w kontekście wielokulturowym
Autorzy:
Bar Shalom, Amira
Powiązania:
https://bibliotekanauki.pl/articles/921274.pdf
Data publikacji:
2018-04-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
multicultural education
bilingual education
Arab citizens of Israel
teacher counseling
Opis:
The Hand in Hand bilingual school in Jerusalem operates against the broader background of the Arab-Israeli conflictand the unequal relations between Jewish and Arab citizens in the State of Israel. Drawing on multicultural educational models, the School seeks to ensure that all groups are visible and respected and to develop a curriculum that reflectsthe culture of all the students and their families. Against the dominant model of segregated education in Israel, the School creates intercultural space. In recent years, the School has been the target of several attacks. The article describes the work of the author, a counselor at the School, in responding to these attacks and in enhancing the resilience of the School community. Structured staff meetings enabled the educators to express themselves, support each other, and receive tools for coping in multicultural classrooms in a conflicted society.
Źródło:
Studia Edukacyjne; 2018, 48; 367-375
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Learning/teaching philosophy in sign language as a cultural issue
Autorzy:
DE FÁTIMA SÁ CORREIA, MARIA
Coelho, Orquídea
Magalhães, António
Benvenuto, Andrea
Powiązania:
https://bibliotekanauki.pl/articles/628339.pdf
Data publikacji:
2013
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Bilingual education, Deaf culture, Learning-teaching Philosophy, Portuguese Sign Language
Opis:
This paper is about the process of learning/teaching philosophy in a class of deaf stu-dents. It starts with a presentation of Portuguese Sign Language that, as with other sign lan-guages, is recognized as a language on equal terms with vocal languages. However, in spite of the recognition of that identity, sign languages have specifi city related to the quadrimodal way of their production, and iconicity is an exclusive quality. Next, it will be argued that according to linguistic relativism - even in its weak version - language is a mould of thought. The idea of Philosophy is then discussed as an area of knowledge in which the author and the language of its production are always present.Finally, it is argued that learning/teaching Philosophy in Sign Language in a class of deaf students is linked to deaf culture and it is not merely a way of overcoming diffi culties with the spoken language
Źródło:
Journal of Education Culture and Society; 2013, 4, 1; 9-19
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Concept Maps and Obliteration in Bilinguals
Autorzy:
Gómez Ramos, José Luis
Bravo Palomares, Silvia María
Powiązania:
https://bibliotekanauki.pl/articles/43467352.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet Dolnośląski DSW. Wydawnictwo Naukowe DSW
Tematy:
concept maps
long-term memory
CLIL
bilingual education
instructional design
Opis:
This study examines the effectiveness of concept maps in promoting long-term memory among Content and Language Integrated Learning (CLIL) students. It focuses on the accuracy of content transmission and the acquisition of meaningful learning in bilingual education by connecting new and carefully organized information to students' prior knowledge. Thus, the research assesses the use of concept maps as instructional tools in foreign language (L2, or 'second language') settings, addressing a lack of evidence regarding their effectiveness. It also considers how concept mapping affects long-term memory through factors such as perception, processing, cognition, and transfer. The study examines how bilingualism, bilingual education, and curricular content influence instructional design when using concept maps. The study involved 60 Spanish primary education students attending a semi-public bilingual school. The research results aim to contribute to the development of effective teaching strategies and instructional design in CLIL classrooms, ultimately enhancing students' long-term memory and learning outcomes.
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2024, 26, 1(95); 9-32
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What Kind of Bilingual Education is Most Beneficial? The Psycholinguistic Perspective
Autorzy:
Antonchuk, Daniela
Powiązania:
https://bibliotekanauki.pl/articles/1803841.pdf
Data publikacji:
2019-10-24
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
dwujęzyczność; edukacja; edukacja dwujęzyczna; psycholingwistyka; wielojęzyczność
bilingualism; education; bilingual education; psycholinguistics; multilingualism
Opis:
Jaki typ edukacji dwujęzycznej jest najskuteczniejszy? Perspektywa psycholingwistyczna Od momentu, gdy rozpoznano korzyści płynące z dwujęzyczności, dwujęzyczna edukacja zaczęła zyskiwać na znaczeniu. Mimo to nie udało się do tej pory ustalić, który rodzaj dwujęzyczności jest najkorzystniejszy. Według badań autora niniejszego artykułu przeprowadzonych nad dwujęzycznością pod kątem zrozumienia trzeciego języka bez jego uprzedniej znajomości znajomość dwóch języków pochodzących z różnych grup językowych przyczynia się w znacznym stopniu do zdolności zrozumienia trzeciego języka należącego do jednej z grup językowych informatora. Na przykład osoba władająca językiem słowiańskim (np. rosyjskim) i romańskim (np. rumuńskim, któremu poświęcony jest niniejszy artykuł) wykształci pewne strategie psycholingwistyczne, które umożliwią jej łatwiejsze zrozumienie i bardziej efektywne przyswojenie kolejnego słowiańskiego lub romańskiego języka. Wniosek ten nie dotyczy wyłącznie tych dwóch języków, lecz może być zaaplikowany do każdego typu dwujęzyczności obejmującego dwie grupy językowe. Artykuł stawia pytanie o sposób, w jaki wiedza ta może być wykorzystana w nauczaniu. Umożliwienie dziecku edukacji w zakresie dwóch języków z dwóch grup językowych ułatwi mu w przyszłości naukę języków należących do jednej z owych dwóch grup. Co więcej, znajomość wielu języków ułatwia akwizycję języków z innych grup językowych.
The significance of bilingual education has grown remarkably in the modern society since the benefits of bilingualism were affirmed long ago. However, the specific kind of bilingualism resulting in the most favourable effect has not been clarified as much. According to our investigation held on the subject of bilingualism in terms of the comprehension of a third language without its prior learning, bilingualism between two different language families contributes significantly to the understanding of another language belonging to a language family manifested in the bilingual informant. Hence, for example, a person representing a native-like capacity in a Slavic language, such as Russian, and a Romance language, such as Romanian (the case investigated in the research), will present the development of specific psycholinguistic strategies implying particular brain functioning as well as language data analysis resulting in the ability to access and understand, then subsequently acquire another Slavic or Romance language more efficiently. Evidently, this specific example does not refer to the Russian-Romanian bilingualism merely, but to any bilingualism between two language families. Consequently, how can it contribute to the educational system? Providing a child with a strong bilingual education based on the bilingualism between two different language families can result in the subsequent opportunity for an easier acquisition of other languages provided they belong to one of the language families the child masters. Additionally, the knowledge of many languages brings more facility in terms of eventual language learning in general, including dealing with a language from a different language family.   
Źródło:
Roczniki Humanistyczne; 2018, 66, 11; 7-23
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Społeczno-polityczne uwarunkowania integracji mieszkańców wielokulturowej Łotwy w jednoczącej się Europie
Autorzy:
Jurzysta, Katarzyna
Urlińska, Maria Marta
Powiązania:
https://bibliotekanauki.pl/articles/2050816.pdf
Data publikacji:
2014-08-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
ethnicity
minority rights
citizenship
European integration
multicultural education and intercultural bilingual education
Opis:
Economic and political changes in Europe, particularly in the last decade have led to an increase in the cultural diversity of its citizens. Latvia, which received a troubling legacy from the former Soviet Union – a diverse ethnic mix, also found itself EU. In 1989, after nearly fifty years of Soviet domination it regained its independence and stood on the way of reform and transition from a totalitarian to an independent style of governance. Among the many problems that appeared in front of this small country in 2004, there were also those that are lively debated in contemporary Europe. Some of them are laws for immigrants and minority rights. Analysis of past and present situation in Latvia seem to be particularly important to the events which have recently been seen in Ukraine which is an another country of the past Soviet Union – and after 1990 also the Russian – sphere of influence. Article deals with the integration process, with Latvian law regulating issues of citizenship, minority rights and the status of the state language as conforming to international standards. It also deals with the education of national minorities in Latvia. Bilingual education proposed to the minorities has goal to integrate the Latvian society as a whole, to build a multicultural state based on unity. Bilingual education also enables the acquisition of language skills allowing the free movement on the labor market. This ensures both the protection of ethnic and religious identity by providing the understanding of the language and culture of the country of residence. Problems of this young state are still waiting for a solution by the future government in Latvia. This small Baltic country, for ten years, is integrating multinational community of its own country into the tissue of Western Europe to which it was a stranger till the year 2004.
Źródło:
Kultura i Edukacja; 2014, 4(104); 188-210
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 37

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies