Spelling suggestions: "subject:"oon mothertongue"" "subject:"oon mothertongues""
61 |
Effective use of mother tongue in foreign language teaching in Chinese foreign language institutesWen-jian, Gao, n/a January 1984 (has links)
Whether or not the mother tongue is to be used in the
language classroom has long been a subject of heated
argument among language teachers in China. The great success
of the communicative approach in second language teaching
seems to have strengthened some peoples' belief that the
mother tongue should be completely avoided in language
teaching. It is, therefore, of great importance in China,
and perhaps of interest to foreign language teachers in
other countries as well, to analyse the situations of
foreign language teaching and learning, including the
difference between second language and foreign language
teaching, in order to see whether controlled use of the
mother tongue can in fact make teaching and learning
effective and efficient.
Chapter 1 reviews the major language teaching methods
and approaches now in use within and outside China. These
methods and approaches are categorized in accordance with
the ways of the learning they represent, and the advantages
and problems of these methods and approaches are analysed.
The differences between foreign language learning and
second language learning are examined in Chapter 2. Since
foreign language learners have different aims and objectives,
a different environment and possibly different motives,
their ways of learning are bound to be affected. Theories of
language learning compound and co-ordinate bilingualism,
independent and interdependent bilinguals, acquisition and
learning, are also discussed in relation to the
influence of these theories on language teaching as well
as the reasons why people use the mother tongue in foreign
language teaching. However, it is the teacher's
responsibility to select the appropriate techniques for
presenting and practising the target language. In the case
of foreign language learning the use of the mother tongue
is not only possible but can be effective and efficient.
Chapter 3 focuses on the foreign language teaching
situation in China. It includes a description of and
comments on the changes in methods in the last 50 years
as well as some important arguments in academic circles
associated with the issue of the use of the mother tongue
in foreign language teaching.
Chapter 4 describes the author's investigation in the
form of questionnaires sent to foreign language teachers and
observations of foreign language classrooms. Answers to
the questionnaires appear to confirm the existence of the
problems in the use of the mother tongue. Analysis of
the observations reveals possible solutions to the problems.
Practical suggestions about the actual use of the
mother tongue in the foreign language teaching are offered
in Chapter 5. For teaching, it seems possible to use the
mother tongue to teach/explain : 1) new concepts;
2) abstract ideas; 3) different points; 4) target
language grammar; 5) translation skills; and 6) target
language culture. Mother tongue is also very helpful
for teachers in their compiling of teaching materials.
On the other hand, students can use mother tongue in
their learning; it helps them practise as well as gather
historical and cultural background information.
|
62 |
Titta, en liten ”spindeltråd”. Vem tror ni vill gå balansgång på den här?Nygren, Anna January 2008 (has links)
<p>Syftet med min undersökning är att jämföra hur svenska pedagoger arbetar med sång och musik på en förskola med barn som har svenska som modersmål respektive en förskola med barn som har ett annat modersmål än svenska. Jag observerade och intervjuade tre kvinnliga förskollärare från två olika förskolor. Resultatet visade att pedagogerna på de båda förskolorna arbetade mycket med det språkliga, men på olika sätt. Pedagogerna som arbetade med barn med ett annat modersmål än svenska hade mer språkliga mål och syften med sitt sång- och musikarbete och framhävde mer den språkliga förståelsen medan pedagogen som arbetade med barn som hade svenska som modersmål mer såg på vikten av att göra det lättare för barnen att minnas, samt på utvecklingen av det sociala, exempelvis samspel och gemenskap. Pedagogen som arbetade med barn som hade svenska som modersmål, gav barnen mer utrymme för samtal och frågor än vad pedagogerna på den andra förskolan gjorde och gav mer utrymme för båda könen. Jag hoppas att detta arbete bidrar till ny kunskap hos de som läser det, när det gäller vikten av att ha sång och musik som en del i förskolan för barnens utveckling, inte bara språkligt utan även motoriskt och socialt.</p><p>The aim with my research is to compare how Swedish pedagogues work with song and music at a preschool with children who have Swedish as their mother tongue, with a preschool with children who has another mother tongue than Swedish. I observed and interviewed three female nursery-school teachers from two different preschools. The result showed that the pedagogues at both preschools worked much with the language but in different ways. The pedagogues who worked with children having another mother tongue than Swedish had more linguistic aims with song and music and brought out the linguistic understanding, while the pedagogue who worked with children who had Swedish as their mother tongue brought out the importance of making it easier for children to remember, and the social development. The pedagogue who worked with children having Swedish as their mother tongue, gave the children more time for conversation and questions than the pedagogues at the other preschool and gave more time for both gender. I hope that this work will contribute to new knowledge for the persons who read it when it comes to the importance of having song and music as a part for children’s development in preschools. Not just for their linguistic development but also for their motor learning and social development</p>
|
63 |
Litteraturundervisning på yrkesförberedande program och på studieförberedande program på gymnasieskolan : en studie över hur litteraturundervisningen anpassas efter studieinriktningIriarte, Urbina January 2007 (has links)
<p>This essay shows how teachers adjust the literature studies in the mother tongue subject to their different classes in upper secondary school.</p><p>The study is based on interviews with two teachers and an analysis of two different school-books. The conclusion is that the subject of literary education in the vocational programs is a pragmatic subject with focus on the pupils’ needs and skills, and the subject in the theoretical programs has more focus on mediation of a literary heritage.</p>
|
64 |
Tvåspråkig matematikundervisning : En kvantitativ och kvalitativ studie om matematikkunskaperWiker, Charlotte January 2009 (has links)
<p>Students with foreign background do not reach the goals of mathematics education in the Swedish school to the same extent as students with a Swedish background, this is shown in a number of Swedish and international reports. Both Swedish and international research show that it takes many more years to learn a language so well that the student is capable of learning new school-related knowledge in this new language than just using the language for everyday speech. Students with foreign background are in danger of falling far behind their peers in school in for example mathematics where they language-wise are not able to acquire knowledge. One method for helping students with another native language than Swedish is to provide mathematics education in two languages, Swedish and the student's native language. In media a number of politicians have expressed negative and positive arguments about this method, the opponents have argued that the students' Swedish skills would be suffering. I have chosen to compare a school applying bilingual mathematics education and one which instead is working with a so-called study workshop (studieverkstad). This study focuses on grades in mathematics from grade 9 and results from the national tests in mathematics in grade 9, and two interviews with teachers, one teacher of mathematics and one mother-tounge language teacher. I have chosen to study grade and test statistics from these two schools during several years to see what effect is acquired by each method of working. The main finding of this study is that bilingual mathematics teaching tends to keep students' grades at a constant level while students' grades decrease when using the study workshop method.</p>
|
65 |
Modersmålsundervisningens existens och förutsättningar : Om samarbetet mellan SO-lärare och modersmålslärare på en skola i södra StockholmHuss, Cecilia January 2009 (has links)
<p>This paper aims to examine the mother tongue subject and it´s existence and condition in a school located in the south of Stockholm. I have performed interviews with four teachers about their opinions and attitudes regarding the mother tongue subject in the school were they work. Two of the teachers are teachers in social studies and two of them are teachers in the mother tongue subject. My aim is also to examine whether an interest exists among the teachers to collaborate in between the subjects and what possibilities and conditions such collaboration would have in effect. I have applied a qualitative method based on personal interviews with semi-structured questions as my data acquisition method. I have also performed document studies to strengthen and support the qualitative interviews. The result, based on the interviews, shows that there was no existing collaboration between the teachers at the time of the interviews. All of the teachers said that they are willing to collaborate and that they believe that such collaboration would be profitable</p>
|
66 |
Svårigheter i matematik för elever med svenska som andraspråk : Lärares syn på problem och möjligheter / Difficulties in matemathics for students with Swedish as a second language : Teachers views on problems and possibilitiesHallgren, Mirja January 2009 (has links)
<p> </p><p>In today’s society teachers will face students of foreign origin. It is up to the teachers to help these students gain the knowledge they need to flourish in society. Despite the fact that mathematics is a universal topic with high status in many countries, studies have shown that mathematics is a subject where a large proportion of foreign students fails. The purpose of this study was to see wherein the problem lies and describe teachers' perceptions of the barriers and the opportunities in mathematics for students with Swedish as a second language. The method used was a literature review and interviews with three teachers in Swedish as a second language, who also partly teach mathematics and one remedial teacher in mathematics. The literature and interviews clearly showed that the language plays a major role in mathematics. There is an ignorance of this, which means that students do not get the right help. Considering that language plays such a significant role in the subject, teachers should work more with the mathematical language. It would lead to students getting an understanding of language while they learn about mathematics. The study also found an absence of collaboration between language teachers and mathematics teachers.</p><p> </p><p> </p>
|
67 |
Litteraturundervisning på yrkesförberedande program och på studieförberedande program på gymnasieskolan : en studie över hur litteraturundervisningen anpassas efter studieinriktningIriarte, Urbina January 2007 (has links)
This essay shows how teachers adjust the literature studies in the mother tongue subject to their different classes in upper secondary school. The study is based on interviews with two teachers and an analysis of two different school-books. The conclusion is that the subject of literary education in the vocational programs is a pragmatic subject with focus on the pupils’ needs and skills, and the subject in the theoretical programs has more focus on mediation of a literary heritage.
|
68 |
Titta, en liten ”spindeltråd”. Vem tror ni vill gå balansgång på den här?Nygren, Anna January 2008 (has links)
Syftet med min undersökning är att jämföra hur svenska pedagoger arbetar med sång och musik på en förskola med barn som har svenska som modersmål respektive en förskola med barn som har ett annat modersmål än svenska. Jag observerade och intervjuade tre kvinnliga förskollärare från två olika förskolor. Resultatet visade att pedagogerna på de båda förskolorna arbetade mycket med det språkliga, men på olika sätt. Pedagogerna som arbetade med barn med ett annat modersmål än svenska hade mer språkliga mål och syften med sitt sång- och musikarbete och framhävde mer den språkliga förståelsen medan pedagogen som arbetade med barn som hade svenska som modersmål mer såg på vikten av att göra det lättare för barnen att minnas, samt på utvecklingen av det sociala, exempelvis samspel och gemenskap. Pedagogen som arbetade med barn som hade svenska som modersmål, gav barnen mer utrymme för samtal och frågor än vad pedagogerna på den andra förskolan gjorde och gav mer utrymme för båda könen. Jag hoppas att detta arbete bidrar till ny kunskap hos de som läser det, när det gäller vikten av att ha sång och musik som en del i förskolan för barnens utveckling, inte bara språkligt utan även motoriskt och socialt. The aim with my research is to compare how Swedish pedagogues work with song and music at a preschool with children who have Swedish as their mother tongue, with a preschool with children who has another mother tongue than Swedish. I observed and interviewed three female nursery-school teachers from two different preschools. The result showed that the pedagogues at both preschools worked much with the language but in different ways. The pedagogues who worked with children having another mother tongue than Swedish had more linguistic aims with song and music and brought out the linguistic understanding, while the pedagogue who worked with children who had Swedish as their mother tongue brought out the importance of making it easier for children to remember, and the social development. The pedagogue who worked with children having Swedish as their mother tongue, gave the children more time for conversation and questions than the pedagogues at the other preschool and gave more time for both gender. I hope that this work will contribute to new knowledge for the persons who read it when it comes to the importance of having song and music as a part for children’s development in preschools. Not just for their linguistic development but also for their motor learning and social development
|
69 |
Tvåspråkig matematikundervisning : En kvantitativ och kvalitativ studie om matematikkunskaperWiker, Charlotte January 2009 (has links)
Students with foreign background do not reach the goals of mathematics education in the Swedish school to the same extent as students with a Swedish background, this is shown in a number of Swedish and international reports. Both Swedish and international research show that it takes many more years to learn a language so well that the student is capable of learning new school-related knowledge in this new language than just using the language for everyday speech. Students with foreign background are in danger of falling far behind their peers in school in for example mathematics where they language-wise are not able to acquire knowledge. One method for helping students with another native language than Swedish is to provide mathematics education in two languages, Swedish and the student's native language. In media a number of politicians have expressed negative and positive arguments about this method, the opponents have argued that the students' Swedish skills would be suffering. I have chosen to compare a school applying bilingual mathematics education and one which instead is working with a so-called study workshop (studieverkstad). This study focuses on grades in mathematics from grade 9 and results from the national tests in mathematics in grade 9, and two interviews with teachers, one teacher of mathematics and one mother-tounge language teacher. I have chosen to study grade and test statistics from these two schools during several years to see what effect is acquired by each method of working. The main finding of this study is that bilingual mathematics teaching tends to keep students' grades at a constant level while students' grades decrease when using the study workshop method.
|
70 |
Svårigheter i matematik för elever med svenska som andraspråk : Lärares syn på problem och möjligheter / Difficulties in matemathics for students with Swedish as a second language : Teachers views on problems and possibilitiesHallgren, Mirja January 2009 (has links)
In today’s society teachers will face students of foreign origin. It is up to the teachers to help these students gain the knowledge they need to flourish in society. Despite the fact that mathematics is a universal topic with high status in many countries, studies have shown that mathematics is a subject where a large proportion of foreign students fails. The purpose of this study was to see wherein the problem lies and describe teachers' perceptions of the barriers and the opportunities in mathematics for students with Swedish as a second language. The method used was a literature review and interviews with three teachers in Swedish as a second language, who also partly teach mathematics and one remedial teacher in mathematics. The literature and interviews clearly showed that the language plays a major role in mathematics. There is an ignorance of this, which means that students do not get the right help. Considering that language plays such a significant role in the subject, teachers should work more with the mathematical language. It would lead to students getting an understanding of language while they learn about mathematics. The study also found an absence of collaboration between language teachers and mathematics teachers.
|
Page generated in 0.0757 seconds