ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies for Improving Teachers&apos; Professional Development in Higher Education Institutions in the Southwest Region of Cameroon
Author: Etomes, Sophie Ekume
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Faculty Development,Coaching (Performance),Reflective Teaching,Teacher Improvement,College Faculty,Teacher Collaboration,Teaching Methods

The expansion of higher education institutions (HEIs) in Cameroon, and the continuous change in the curriculum to meet national and global needs, calls for a need for continuous professional development of teachers to handle these challenges. This study examined peer coaching and reflective teaching as strategies for improving teachers' professional development in HEIs in the Southwest region of Cameroon. Questionnaires and an interview guide were used to collect data from 409 teachers and 37 heads of departments respectively. The Spearman's rho test was used to test the hypotheses while the ordinary least square regression model was used to test the impact of reflective teaching and peer coaching on teachers' professional development. Findings revealed that peer coaching and reflective teaching have a positive and significant impact on teachers' professional development. However, the regression model shows that reflective teaching has more impact on teachers' professional development. In addition, the practice is more in the private sector than the state HEIs. Therefore, it is recommended that peer coaching should be well planned and teachers should be provided with relevant resources to carry out the activity. It is also recommended that teachers should be trained on how to carry out reflective teaching for effective practice.
Fostering Internationalization in Adult Education Graduate Programs in the United States: Opportunities for Growth
Author: Biniecki, Susan Yelich
Date: 2023-00-00
Type: Journal Articles
Subjects: Adult Education,Graduate Study,Global Approach,Cultural Literacy,College Curriculum,Professional Continuing Education,Nonformal Education,Informal Education

Internationalization is a key element of higher education missions to prepare learners for the global dimensions of their lives and work, which are increasingly integrated. In the United States, adult education graduate programs play a vital role in the wider educational landscape, particularly because of their interconnectedness with diverse disciplines and a working learner student population. Although student and scholar mobility remain important to fostering connections, adult education graduate programs can broaden the scope of internationalization aims. This paper proposes three main opportunities for internationalization growth within adult education graduate programs: incorporating intercultural literacy in formal curricula, emphasizing a continuing professional education approach, and integrating the formal - nonformal - informal education continuum in programs. Conceptualizing efforts within these opportunity sectors can spur innovation central to internationalization initiatives.
Chess and Education
Author: Karakus, Gülçin
Date: 2023-00-00
Type: Journal Articles
Subjects: Games,Academic Ability,Instructional Effectiveness,Academic Achievement,Thinking Skills,Game Based Learning

This review presents how chess improves student abilities and underlines inferences about chess and its educational benefits. In this study, quantitative samples, experimental designs, or test scores of studies are not the main focus. Numerous empirical studies and limited review studies about chess instruction in the literature express the effect of chess on students' success and mental skills. However, almost all of these studies address only positive effects; this review attempts to explain &quot;how&quot; chess achieves this success. What are the other components of this effect? Is it possible to determine how chess impacts education? The question is how and why chess is considered so effective. Is it possible to present examples by linking basic features of chess, lessons, and cognitive structures?
Teaching French as a Foreign Language in Multilingual and Anglophone Contexts: The Experiences of Teachers in Nigeria and Ghana
Author: Akinpelu, Michael
Date: 2023-00-00
Type: Journal Articles
Subjects: Multilingualism,French,Second Language Learning,Second Language Instruction,Cross Cultural Studies,Foreign Countries,National Curriculum,Required Courses,Language Attitudes,Official Languages,Comparative Education,Educational Policy,Secondary School Students,Higher Education,Barriers

Nigeria and Ghana are two Anglophone countries in West Africa that have adopted the teaching of the French language in their education systems because of their proximity to francophone countries and the necessity for regional integration. Whereas the language has gained some official status in the national curriculum (National Policy on Education) in Nigeria and made a required subject at some levels of education, French continues to enjoy a privileged status in Ghana but without an official status yet. Using a comparative approach, this paper explores the language policy in favour of the French language and its teaching at the secondary and postsecondary levels in both countries. The analysis of primary data collected with teachers at both levels in these countries show that, although French does not enjoy the same status in the two geographical spaces, similarities abound in terms of the policy regulating its teaching and the challenges impeding the full implementation of the policy. Country-specific solutions are offered to existing challenges.
Multilingualism in Lithuanian Pre-School Education Institutions: Situation, Issues, Prospects
Author: Lenkauskaite, Jurgita
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Education,Multilingualism,Second Language Learning,Cultural Pluralism,Second Language Instruction,Teacher Role,Preschool Children,Preschool Teachers

The growing manifestation of multiculturalism in Lithuania has been prompting the educational community and education policy makers to pay more attention to the issues related to quality education for bilingual and multilingual children. Due to the lack of experience in analyzing this phenomenon, certain previous studies on multilingualism have created a basis that leads to underestimation of the importance of multilingualism at an early age. In recent years attitudes towards multilingual education have been changing. More effective language learning is becoming one of the priority areas of education. Building on the analysis of scientific and methodological literature, the article presents the situation, issues and prospects of multilingualism in Lithuanian pre-school education institutions. A multilingual environment and properly selected methods enable the child of pre-school age to naturally learn several languages. Therefore, early learning of a foreign language is gaining popularity in Lithuania, and in terms of children with other nationalities, it is aimed at creation of favorable conditions for them to learn the official Lithuanian language. The article also reviews the organizational models and methods of multilingual education, best practice of multilingual and multicultural kindergartens in Lithuania, challenges faced by the pre-school education institutions in terms of multilingualism, emphasizes the necessity and possibilities for development of teachers' multicultural competence.
Constructivism in Language Pedagogy
Author: Szabó, Fruzsina
Date: 2023-00-00
Type: Journal Articles
Subjects: Constructivism (Learning),Second Language Learning,Second Language Instruction,Teaching Methods,Learning Processes,Transfer of Training,Educational Theories,Blended Learning,Technology Uses in Education,Task Analysis,Computer Assisted Instruction,Telecommunications,Handheld Devices,Problem Based Learning

This paper highlights the concept of constructivism that underpins the theory and practice of foreign language teaching. The dominance of this pedagogical movement in the second half of the 20th century and the beginning of the 21st century has been particularly important for the study and understanding of digitally supported forms of learning. Constructivism can provide a response to the analysis and practice of new forms of learning: it is based on the premise that knowledge transfer and the role of the teacher are undergoing intense change. Its implications in the classroom define and influence the pedagogical models and traditions of our time. The paper traces the emergence and dimensions of constructivism in today's digitally infused education, providing a theoretical and literature overview.
Debate as an Educational Method in Hungary: The Policy Environment and Needs in Teacher-Training
Author: Venkovits, Balázs
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Debate,Teaching Methods,Educational Benefits,Educational Policy,National Curriculum,Preservice Teacher Education,Educational Needs,Secondary Education,Secondary School Students,Preservice Teachers

The benefits of using formalized debates in the classroom are widely known as debating develops various skills that students need both inside and outside the modern educational system. Such competences range from communication and research skills, critical thinking, team work, public speaking, and self-confidence (Kennedy, 2007; Medina, 2020; Snider &amp; Schnurer, 2006). However, while debating is frequently used both in regular classroom settings and as extra-curricular activities in various countries, it is still largely neglected as an educational tool in Hungary. This is true both in secondary and tertiary education with the teaching of debate mostly absent from teacher-training programs as well. After an overview of research findings on the key benefits of using debates in the classroom, the paper examines the educational policy environment in Hungary concerning the use of debates and based on various surveys argues that the manifold benefits of debating could also be exploited in Hungary as it is not only enabled by the core and general curricula but also caters for a clear need both in teacher training and daily educational practice.
Development of the Discourse Competence through Literary Texts
Author: La?cu, Tatiana
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Educational Policy,Teaching Methods,Discourse Analysis,Social Environment,Cultural Context,Task Analysis,Literature,Role Playing,Essays,Student Projects,Schemata (Cognition)

The aim of the article is to present a study of the literary text from a discursive perspective focusing on the development of the discourse competence in the English language. It is a new approach in the EFL methodology which highlights the relation between the holistic understanding of the comunication, social phenomena and the study of language structures in their use. The European educational policies favour the literary text as a key factor in boosting the students' communicative skills. Thus, the paper presents a theoretical framework of the researches in the field and shares our vision on the discourse competence which places the discourse component on the central position in the process of developing the communicative competence. The text interpretation through a discursive approach constitutes an effective tool for examining the language correlation with the intent and sociocultural context. In this regard, in the second part of the article, we offer some concrete didactic activities related to the necessary conditions (such as the context and communicative situations) and discourse-oriented practices (activities simulating real needs outside the classroom) used for an optimal development of students' discourse competence.
Focus on 10th Grade Students with Learning Problems: What Influences Their Achievements?
Author: Hegedus, Roland
Date: 2023-00-00
Type: Journal Articles
Subjects: Grade 10,High School Students,Influences,Second Language Learning,Foreign Countries,Learning Disabilities,Behavior Disorders,Reading Achievement,Mathematics Achievement

There is an increased interest in exploring the interaction between knowledge of foreign languages, Reading and Mathematics and correlation of students' achievement in Hungary (e. g. Szirmai, 2003; Garami, 2009; Hegedus &amp; Sebestyén, 2019). Special learner groups are rarely put in the focus of research, therefore in our paper, we examine achievements in Reading and Mathematics of students with learning disorder or integration, learning and behavioural difficulties (ILBD). We examine data in different types of classes, for example, in special classes with a high number of foreign language lessons. We analyse the data of National Competency Measurement (NCM) of 2019 in the 10th grade (N = 83,751) with SPSS. In this database, there are 3,029 students with learning disorder and 4,284 students with ILBD. 5.9% of the first group and 9% of the latter group learn in classes with a high number of foreign language lessons per week. According to our results, these students have better competence results from Reading and Mathematics than students who learn in classes with &quot;normal&quot; curriculum, and lower achievements than students in classes with a special curriculum.
Gamification in Foreign Language Teaching: A Conceptual Introduction
Author: Szabó, Fruzsina
Date: 2023-00-00
Type: Journal Articles
Subjects: Gamification,Second Language Learning,Instructional Innovation,Student Motivation,Individualized Instruction,Teaching Methods

Over the past few years, the concept of gamification has gained increased attention in foreign language teaching research as it demonstrates potential to promote motivation and learner engagement. The authors of the paper believe that gamification can become an innovative and promising tool to help students overcome their motivational difficulties. When it comes to language learning and teaching, one of the major issues to be tackled is the differences among students in terms of academic achievement. Applying gamification in the field of education profoundly supports the process of teaching and learning by creating a supportive environment, which is reinforcing and enables individual progress. One specific feature of gamification is that it breaks down learning into elements, similarly to motivation theory, where goals are not uncommonly divided into subgoals. It also includes applying the characteristics of games, and implementing these in real-world situations, while generating specific behaviours within the gamified situation. The most important benefit of using gamification in language teaching is that it provides differentiation. Learners can progress at their own pace, their assessment is individualised, their motivation is strongly influenced by their own skills and abilities that are reinforced by gamification itself. As the process of learning meets the individual's needs, differentiation can be brought about. This paper highlights the most important outcomes of research into gamification in language learning, while exploring its underlying principles in the field of motivation.
Multilingualism, Culture, Museum Learning
Author: Hegedus, Anita
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Museums,College Students,Barriers,Language Proficiency,Cultural Awareness,Cultural Differences,Disadvantaged,History,Foreign Students,Student Motivation

Language difficulties can be a problem for foreign students studying in Hungary: they see as Hungarians do not speak foreign languages, which hinders the well-being of foreigners. At the same time, students studying at Hungarian universities also have different cultural expectations: it is important for them to gain cultural experiences, expand their knowledge of Hungarian culture and history. Classical public cultural institutions, such as museums, can be perfect places to learn about the culture and history of a country. The aim of this study is to introduce our research findings whether foreigner students studying at the University of Szeged have to face these problems. Our goal is to find out how important it is to them to get to know Hungarian culture, and whether they think about museums from this point of view and what kinds of language barriers do they have. In our study, we present the results of focus group research with foreign students studying at the University of Szeged. The results show that the students who took part in the research had language difficulties in Hungary which has affected their knowledge of Hungarian culture and history. They do not usually go to museums to gain more information but they think museums can be great places for this purpose although the students have problems with museums' multilingual aspects. We have come to the conclusion that foreign students are interested in Hungarian culture but the language barriers are building walls between them and the museums.
Moving towards Intercultural Communicative Competence and Intercultural Citizenship: Lessons from Second Language Acquisition and Language Pedagogy for the Communication Center
Author: Foltz, Kristen
Date: 2023-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),English Language Learners,Inclusion,Citizenship,Anxiety,Second Language Learning,Public Speaking,Teaching Methods,Cultural Awareness,Universities,Best Practices,Second Language Instruction,Speech Communication,Language Proficiency,Empathy,Tutors,Language Laboratories,Student Needs,College Students

Studies show English language learners (ELLs) experience increased communication apprehension and foreign language anxiety more than primary English speakers. Strategies to better assist ELLs with their public speaking skills are needed, especially within communication centers. One way is to better understand the intercultural aspects of the ELL student population on specific university campuses. Using foreign language pedagogy, this article explores best practices for communication center tutors working with ELL clients. Communication centers can use this information to assess traditional tutoring models and examine how their center meets the needs of this student population. The authors argue for an organizational structure of support and inclusivity, which may be achieved with a stronger emphasis on intercultural competency, including ways to address proficiency levels and practice cultural empathy. With proper support, communication consultants can achieve intercultural communicative competence and intercultural citizenship.
Conceptualizing and Operationalizing a Value of Communication Scale for Use in Training and Development Applications
Author: McGloin, Rory
Date: 2023-00-00
Type: Journal Articles
Subjects: Communication (Thought Transfer),Resource Centers,Training,Factor Analysis,Undergraduate Students,Communicative Competence (Languages),Best Practices

In this two-part study, a value of communication (VOC) is conceptualized and operationalized to determine the worth an individual places on communication and its professional development for application in communication center training programs. In Study 1, a survey methodology evaluated the initially proposed VOC scale. An exploratory factor analysis was applied to identify a reliable 8-item single-factor solution and was also compared with other known self-reported communication trait variables to examine the scale's potential convergent validity. In Study 2, a confirmatory factor analysis was applied using a survey methodology to validate the VOC scale further. Following a set of model modifications, a reliable single-factor 6-item scale was identified and proposed for use in communication training and development applications. The successful confirmation of a valid and reliable scale aims to provide a stable measure that can be utilized to help predict an individual's willingness to invest time and energy in communication training and development.
Tertiary Language Didactics 2.0: A Review of a Multilingual Didactics Approach and Its Remodeling in the Light of Empirical Research, Translanguaging and &quot;Compétence Plurilingue&quot;
Author: Dietrich-Grappin, Sarah
Date: 2023-00-00
Type: Journal Articles
Subjects: Multilingualism,Communicative Competence (Languages),Grammar,Teaching Methods,German,Second Language Learning,English (Second Language),Second Language Instruction,Expressive Language,Receptive Language,Research Reports,Higher Education,Code Switching (Language),Foreign Countries,Student Diversity,Educational History

The article proposes a remodeling of Tertiary Language Didactics (TLD) against the backdrop of empirical findings from German-speaking areas and the notions of translanguaging and &quot;compétence plurilingue.&quot; TLD as a multilingual didactics approach for the initial stages of L3 learning developed in the 1990s in the field of &quot;German as a foreign language after English&quot; (&quot;DaFnE&quot;) as a response to the specificity of L3 learning conditions (age, intellectual development, different domains of prior knowledge in other languages). Later, the approach, with its overarching principle of cognitive learning and teaching, was generalized to other language constellations (Hufeisen &amp; Neuner, 2003; Neuner et al., 2009). By reviewing selected studies from the 1980s up to 2021, our remodeling highlights the importance of transfer not only in L3 reception, but also in L3 production and practice. In order to economize L3 learning, TLD 2.0 proposes to focus on cognates in reception and production (perceived and assumed cross-linguistic similarities) and streamlined grammar teaching (deduction-practice combinations, parallel exercises). Informed by the discourses of translanguaging and &quot;compétence plurilingue,&quot; we also discuss the role of less &quot;visible&quot; knowledge stores that bi- or plurilingual L3 learners may have and the possibility of activating skills in previously learned or acquired languages (two-language tasks) in pursuit of education goals beyond L3 learning.
Clarity of Communication for Facilitating Change
Author: Ebner, Aviva
Date: 2023-00-00
Type: Journal Articles
Subjects: Virtual Schools,Change Strategies,Reliability,Access to Information,School Personnel,Communication Strategies,Organizational Communication,Charter Schools

Schools are typically highly structured institutions, so any shifts in processes can potentially generate anxiety, confusion, and even anger among staff. As such, when there is frequent change, initiatives often fail to achieve their intended goals. Well-intentioned initiatives can go awry when not consistently implemented correctly by all staff; lack of buy-in due to confusion of how the initiative is necessary also impacts outcomes. Ensuring buy-in and consistent implementation of new initiatives can be even more challenging in virtual school environments. How changes are communicated is crucial to how they are received and to the success of their implementation. A communication intervention was implemented at a 100% independent study personalized learning non-classroom-based remote setting of 2400 students where the staff of over 200 works from home. All departments agreed upon common goals and a common template for rollouts was instituted. Staff reported less confusion and administrators reported less &quot;pushback&quot; over changes as well as vastly reduced misimplementation of initiatives, resulting in improved academic outcomes for students. The determination was made that the more clarity there is in rollouts, the better equipped staff are to support students, and student outcomes are more likely to improve.