Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
{"title":"Indonesian Language Learning Methods in Australian Elementary Schools","authors":"Rahmi Fhonna, Y. Q. Yusuf","doi":"10.17323/jle.2020.10080","DOIUrl":"https://doi.org/10.17323/jle.2020.10080","url":null,"abstract":"Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.","PeriodicalId":220423,"journal":{"name":"EduRN: Language & Literacy (Pedagogy) (Topic)","volume":"368 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121739873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Billari, Gentile Monica, Linciano Nadia, Francesco Saita
Despite the importance that policy-makers acknowledge to financial education, little is known about the demand for financial literacy (especially among the least literate individuals). We here build on the social-psychological framework of the Theory of Planned Behaviour (TPB) to study the intention to learn more about savings and investments as a function of attitudes, subjective norms, and perceived behavioural control, also controlling for individual background factors, including psychological traits. We develop a novel TPB-based module for the CONSOB 2018 Survey on financial investments by Italian households, administered to 1,601 individuals. Analyses of this module, also through structural equation models, show that attitudes, subjective norms and perceived behavioural control are significant determinants of intentions to learn more about savings and investments, as predicted by TPB. Differences in attitudes, subjective norms, and perceived behavioural control contribute to financial literacy gaps for women and less literate individuals in general. In analogy to other fields, interventions in the area of financial literacy should also target the determinants of individuals’ intentions, especially for adults that are generally involved in financial education programs on a voluntary basis.
{"title":"Who Intends to Become Financially Literate? Insights from the Theory of Planned Behaviour","authors":"F. Billari, Gentile Monica, Linciano Nadia, Francesco Saita","doi":"10.2139/ssrn.3494984","DOIUrl":"https://doi.org/10.2139/ssrn.3494984","url":null,"abstract":"Despite the importance that policy-makers acknowledge to financial education, little is known about the demand for financial literacy (especially among the least literate individuals). We here build on the social-psychological framework of the Theory of Planned Behaviour (TPB) to study the intention to learn more about savings and investments as a function of attitudes, subjective norms, and perceived behavioural control, also controlling for individual background factors, including psychological traits. We develop a novel TPB-based module for the CONSOB 2018 Survey on financial investments by Italian households, administered to 1,601 individuals. Analyses of this module, also through structural equation models, show that attitudes, subjective norms and perceived behavioural control are significant determinants of intentions to learn more about savings and investments, as predicted by TPB. Differences in attitudes, subjective norms, and perceived behavioural control contribute to financial literacy gaps for women and less literate individuals in general. In analogy to other fields, interventions in the area of financial literacy should also target the determinants of individuals’ intentions, especially for adults that are generally involved in financial education programs on a voluntary basis.","PeriodicalId":220423,"journal":{"name":"EduRN: Language & Literacy (Pedagogy) (Topic)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130706122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: This paper reviewed literature as they relate to Information Literacy Competency. The review is necessary so as to guide students as well as scholars of Library and Information Science who may want to be exposed to the concepts and elements of Information Literacy.Design/Methodology: The exploratory approach was used for this study; first a conceptual framework was examined so as to identify the components of Information Literacy Competency which is combination of Knowledge, Skills and Attitude. This was followed by review of elements of three models of Information Literacy as well as review of views of scholars on Information Literacy Competencies. Finally position was taken on Information Literacy Competency.Findings: The paper found out that the term Information Literacy Competency and Information Literacy skills though often used interchangeably are not the same. Information literacy competency is a combination of knowledge, skills and attitudes towards recognizing when and why information is needed, where to find it, how to evaluate, manage and apply it, synthesize, use and communicate it ethically and legally. On the other hand, skill is a component of competency which includes other components (knowledge and attitude).Originality/Value: The value of this paper lies in its identification and discussion on review of the views and position on the concepts of information competency and literacy. It also brings together scholars and schools of thought ideology on information literacy competency which is expected to aid those in quest for knowledge.
{"title":"Information Literacy Competencies: A Conceptual Analysis","authors":"C. Anunobi, Obiora Kingsley Udem","doi":"10.31234/osf.io/9n82q","DOIUrl":"https://doi.org/10.31234/osf.io/9n82q","url":null,"abstract":"Purpose: This paper reviewed literature as they relate to Information Literacy Competency. The review is necessary so as to guide students as well as scholars of Library and Information Science who may want to be exposed to the concepts and elements of Information Literacy.Design/Methodology: The exploratory approach was used for this study; first a conceptual framework was examined so as to identify the components of Information Literacy Competency which is combination of Knowledge, Skills and Attitude. This was followed by review of elements of three models of Information Literacy as well as review of views of scholars on Information Literacy Competencies. Finally position was taken on Information Literacy Competency.Findings: The paper found out that the term Information Literacy Competency and Information Literacy skills though often used interchangeably are not the same. Information literacy competency is a combination of knowledge, skills and attitudes towards recognizing when and why information is needed, where to find it, how to evaluate, manage and apply it, synthesize, use and communicate it ethically and legally. On the other hand, skill is a component of competency which includes other components (knowledge and attitude).Originality/Value: The value of this paper lies in its identification and discussion on review of the views and position on the concepts of information competency and literacy. It also brings together scholars and schools of thought ideology on information literacy competency which is expected to aid those in quest for knowledge.","PeriodicalId":220423,"journal":{"name":"EduRN: Language & Literacy (Pedagogy) (Topic)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127846733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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