Since the last part of XX century there has been a great interest on Foreign Language (FL) acquisition. A lot of research has been done on Second Language Classrooms (Chaudron, 1988) and on how English learning can be improved (Ellis and Sinclair, 1989) big efforts have been made on making lessons more meaningful to students (Long & Doughty, 2009). Special attention was given to learner's uptake (Bailey, 1991) although most of the studies have been carried out studying teacher's performance in class. This research pretends to investigate the teaching learning context itself. Although taking into account all participants in class, the main focus is on learners. Taking discourse analysis as an essential tool (Sinclair & Coulthard, 1992; Tsui, 1994; Poyatos, 1998; Velasco 2012) we study English classes for Spanish young learners aged 10-12. We are interested in analyzing learners’ oral output after using a different methodology. Believing that motivation, affect and students’ emotional intelligence play an exceptional role on L2 learning (Arnold, 2006) as well as Cooperative Learning (Kagan, 2009; Slavin, 2014), our methodology has focused on promoting and helping students to create a game to play in and out of class, in big and small groups in order to improve their FL acquisition. We have studied students’ participation and interaction level as well as their English acquisition level. Results show very relevant information that could greatly help teachers and students from all educative levels.
{"title":"CHILDREN LEARNING A FOREIGN LANGUAGE BY DOING AND PLAYING","authors":"Velasco Moreno, María Isabel","doi":"10.36315/2019v1end104","DOIUrl":"https://doi.org/10.36315/2019v1end104","url":null,"abstract":"Since the last part of XX century there has been a great interest on Foreign Language (FL) acquisition. A lot of research has been done on Second Language Classrooms (Chaudron, 1988) and on how English learning can be improved (Ellis and Sinclair, 1989) big efforts have been made on making lessons more meaningful to students (Long & Doughty, 2009). Special attention was given to learner's uptake (Bailey, 1991) although most of the studies have been carried out studying teacher's performance in class. This research pretends to investigate the teaching learning context itself. Although taking into account all participants in class, the main focus is on learners. Taking discourse analysis as an essential tool (Sinclair & Coulthard, 1992; Tsui, 1994; Poyatos, 1998; Velasco 2012) we study English classes for Spanish young learners aged 10-12. We are interested in analyzing learners’ oral output after using a different methodology. Believing that motivation, affect and students’ emotional intelligence play an exceptional role on L2 learning (Arnold, 2006) as well as Cooperative Learning (Kagan, 2009; Slavin, 2014), our methodology has focused on promoting and helping students to create a game to play in and out of class, in big and small groups in order to improve their FL acquisition. We have studied students’ participation and interaction level as well as their English acquisition level. Results show very relevant information that could greatly help teachers and students from all educative levels.","PeriodicalId":400236,"journal":{"name":"Education and New Developments 2019","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126858850","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}
The aim of the research is to analyse the role of social dialogue within the partnership approach in European cohesion policy. Since the Republic of Croatia has become a member of the European Union in 2013, the objective is also to analyse the Croatian experience in this area. The fundamental objective of the European cohesion policy is to equalize regional inequalities across the entire territory of the European Union. In order to achieve this goal, among other things, it was necessary to establish a partnership, and social dialogue has a significant role within this partnership. There is a close link between partnership and multi-level governance (European, national, regional and local). These are the key principles underpinning the European Cohesion Policy. Partnership and social dialogue are particularly pronounced when concluding a partnership agreement, which is a novelty in the programming period of cohesion policy from 2014 to 2020. In doing so, each Member State, in accordance with its institutional and legal framework, has the obligation to organize a partnership with the competent regional and local authorities. Each EU Member State is required to prepare Partnership Agreements (Vertical Partnerships) in cooperation with partners as defined in the legally binding EU Regulation (EU) No. 1303/2013 and in dialogue with the European Commission. The Partnership Agreement establishes the mechanisms of a Member State for the effective and efficient use of the European Structural and Investment Funds. Partnership, in particular, includes social partners who, through negotiations and consultations in shaping the European Cohesion Policy, define social dialogue. The said Regulation stipulates that the partnership agreement must be in accordance with the principles of subsidiarity and proportionality, thus favouring the involvement of social partners at local level. Given the fact that the Agreement on Partnership between the Republic of Croatia and the European Commission on the use of EU Structural and Investment Funds for Growth and Jobs in the period 2014-2020 has been adopted at the EU level, Croatia's experience in these activities is also analysed.
{"title":"ROLE OF SOCIAL DIALOGUE WITHIN PARTNERSHIP APPROACH TO EUROPEAN COHESION POLICY AND CROATIA EXPERIENCES","authors":"B. Andrlic, Marko Šostar, Antun Marinac","doi":"10.36315/2019v2end045","DOIUrl":"https://doi.org/10.36315/2019v2end045","url":null,"abstract":"The aim of the research is to analyse the role of social dialogue within the partnership approach in European cohesion policy. Since the Republic of Croatia has become a member of the European Union in 2013, the objective is also to analyse the Croatian experience in this area. The fundamental objective of the European cohesion policy is to equalize regional inequalities across the entire territory of the European Union. In order to achieve this goal, among other things, it was necessary to establish a partnership, and social dialogue has a significant role within this partnership. There is a close link between partnership and multi-level governance (European, national, regional and local). These are the key principles underpinning the European Cohesion Policy. Partnership and social dialogue are particularly pronounced when concluding a partnership agreement, which is a novelty in the programming period of cohesion policy from 2014 to 2020. In doing so, each Member State, in accordance with its institutional and legal framework, has the obligation to organize a partnership with the competent regional and local authorities. Each EU Member State is required to prepare Partnership Agreements (Vertical Partnerships) in cooperation with partners as defined in the legally binding EU Regulation (EU) No. 1303/2013 and in dialogue with the European Commission. The Partnership Agreement establishes the mechanisms of a Member State for the effective and efficient use of the European Structural and Investment Funds. Partnership, in particular, includes social partners who, through negotiations and consultations in shaping the European Cohesion Policy, define social dialogue. The said Regulation stipulates that the partnership agreement must be in accordance with the principles of subsidiarity and proportionality, thus favouring the involvement of social partners at local level. Given the fact that the Agreement on Partnership between the Republic of Croatia and the European Commission on the use of EU Structural and Investment Funds for Growth and Jobs in the period 2014-2020 has been adopted at the EU level, Croatia's experience in these activities is also analysed.","PeriodicalId":400236,"journal":{"name":"Education and New Developments 2019","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123361025","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}
Social dialogue is the cornerstone of European social policy and helps create decent working conditions for all workers and workers, improving work legislation and developing social partnership as a tool to achieve all common goals such as job creation, improved living standards and economic growth. Bipartite social dialogue is a dialogue directly between social partners (appropriate level of associations of employers and trade unions) as well as negotiations held within its framework. It needs to be emphasized that in Croatia, as a new democracy with relatively short tradition of social dialogue, social dialogue is not only collective bargaining but it also comprises dialogue and negotiations. Although Croatian legislation guarantees protection of workers’ rights, in practice, however, many of them are violated on a daily basis. The research is also focused on the analysis of the EU funds available to finance projects in the area of social dialogue development. The research was conducted in the form of a survey to analyze employee satisfaction with the public sector on their rights and work obligations. The aim of the research is to improve the quality of social dialogue through the development and strengthening of administrative and professional capacities of social partners at international, national, regional, local and sectoral level.
{"title":"POSSIBILITIES OF EU FUNDS IN SOCIAL DIALOGUE DEVELOPMENT: CASE STUDY OF CROATIA","authors":"Marko Šostar, Antun Marinac, B. Andrlic","doi":"10.36315/2019v2end047","DOIUrl":"https://doi.org/10.36315/2019v2end047","url":null,"abstract":"Social dialogue is the cornerstone of European social policy and helps create decent working conditions for all workers and workers, improving work legislation and developing social partnership as a tool to achieve all common goals such as job creation, improved living standards and economic growth. Bipartite social dialogue is a dialogue directly between social partners (appropriate level of associations of employers and trade unions) as well as negotiations held within its framework. It needs to be emphasized that in Croatia, as a new democracy with relatively short tradition of social dialogue, social dialogue is not only collective bargaining but it also comprises dialogue and negotiations. Although Croatian legislation guarantees protection of workers’ rights, in practice, however, many of them are violated on a daily basis. The research is also focused on the analysis of the EU funds available to finance projects in the area of social dialogue development. The research was conducted in the form of a survey to analyze employee satisfaction with the public sector on their rights and work obligations. The aim of the research is to improve the quality of social dialogue through the development and strengthening of administrative and professional capacities of social partners at international, national, regional, local and sectoral level.","PeriodicalId":400236,"journal":{"name":"Education and New Developments 2019","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116209820","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}
This paper uses available literature to theorize, analyse and define the syntagma of “street children” and describes the descriptors of implication of the namesake theme. Numerous research, both psychosocial and other perspectives, point to the increase in the number of street children that are becoming a growing global problem, especially concerning modern emigration flows during the so-called emigration crisis in Europe, but also in the world. The problem requires the finding of starting point of understanding who street children are, as well as factors that conditioned the existence of this phenomenon. Thus, this paper can be seen also as a possibility of potential prevention since once assimilated children on the street have a hard time becoming equal participants in society with equal opportunities. However, the problem of street children could also be observed as an unused social capital since these street children withstand the harsh reality, succeeding in assimilation often imposed upon them in their struggle for survival. Researches shows an increase in sexually transmitted disease such as AIDS among street children, as well as increase in hepatitis, prostitution and beggary. Despite the fact that street children represent a significant challenge to social workers, physicians, educationalists and other experts, majority of street children are literate, know basic calculations and poses exceptional diction despite the fact they never receiving school education. In conclusion, the paper tries to present global and national perspectives of street children.
{"title":"“INVISIBLEˮ STREET CHILDREN - EDUCATIONAL PERSPECTIVES AND / OR SOCIAL PROBLEM","authors":"Vesnica Mlinarević, Antonija Huljev","doi":"10.36315/2019v2end040","DOIUrl":"https://doi.org/10.36315/2019v2end040","url":null,"abstract":"This paper uses available literature to theorize, analyse and define the syntagma of “street children” and describes the descriptors of implication of the namesake theme. Numerous research, both psychosocial and other perspectives, point to the increase in the number of street children that are becoming a growing global problem, especially concerning modern emigration flows during the so-called emigration crisis in Europe, but also in the world. The problem requires the finding of starting point of understanding who street children are, as well as factors that conditioned the existence of this phenomenon. Thus, this paper can be seen also as a possibility of potential prevention since once assimilated children on the street have a hard time becoming equal participants in society with equal opportunities. However, the problem of street children could also be observed as an unused social capital since these street children withstand the harsh reality, succeeding in assimilation often imposed upon them in their struggle for survival. Researches shows an increase in sexually transmitted disease such as AIDS among street children, as well as increase in hepatitis, prostitution and beggary. Despite the fact that street children represent a significant challenge to social workers, physicians, educationalists and other experts, majority of street children are literate, know basic calculations and poses exceptional diction despite the fact they never receiving school education. In conclusion, the paper tries to present global and national perspectives of street children.","PeriodicalId":400236,"journal":{"name":"Education and New Developments 2019","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124520775","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}
Children with attention deficits are usually integrated in regular primary school classes in Croatia, without any special educational treatment nor in
在克罗地亚，有注意力缺陷的儿童通常被纳入正规小学班级，没有任何特殊的教育待遇，也没有任何特殊的教育
{"title":"TEACHERS' EDUCATIONAL AND MISBEHAVIOR MANAGEMENT STRATEGIES IN WORKING WITH PRIMARY SCHOOL STUDENTS WITH ATTENTION DEFICITS","authors":"T. Velki, N. Vlah, Irena Kovačević","doi":"10.36315/2019v2end074","DOIUrl":"https://doi.org/10.36315/2019v2end074","url":null,"abstract":"Children with attention deficits are usually integrated in regular primary school classes in Croatia, without any special educational treatment nor in","PeriodicalId":400236,"journal":{"name":"Education and New Developments 2019","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126004266","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}
L. Landry-Meyer, Deborah Wooldridge, Susan H. Peet, S. Bae
{"title":"CREATING CIVIC-MINDED GRADUATES THROUGH COMMUNITY ENGAGEMENT","authors":"L. Landry-Meyer, Deborah Wooldridge, Susan H. Peet, S. Bae","doi":"10.36315/2019v1end079","DOIUrl":"https://doi.org/10.36315/2019v1end079","url":null,"abstract":"","PeriodicalId":400236,"journal":{"name":"Education and New Developments 2019","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123074527","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}
A current ongoing process in many countries today is to implement programming in K-12 education. With this comes challenges for the involved teachers on how to best teach and integrate programming ...
{"title":"TEACHER CHALLENGES AND CHOICE OF PROGRAMMING TOOLS FOR TEACHING K-12 TECHNOLOGY AND MATHEMATICS","authors":"Niklas Humble, Peter Mozelius, Lisa Sällvin","doi":"10.36315/2019v1end099","DOIUrl":"https://doi.org/10.36315/2019v1end099","url":null,"abstract":"A current ongoing process in many countries today is to implement programming in K-12 education. With this comes challenges for the involved teachers on how to best teach and integrate programming ...","PeriodicalId":400236,"journal":{"name":"Education and New Developments 2019","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126604086","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}
{"title":"ICT COMPETENCES FOR EDUCATIONAL INNOVATION: A TEACHER TRAINING PROGRAM IN COLOMBIA","authors":"David Castro-Garcia, Fredy Andrés Olarte Dussán","doi":"10.36315/2019v1end024","DOIUrl":"https://doi.org/10.36315/2019v1end024","url":null,"abstract":"","PeriodicalId":400236,"journal":{"name":"Education and New Developments 2019","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116612567","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}
This article examines content-based instruction (CBI) as a didactic methodology for the teaching of foreign languages in a North American public school in the state of Massachusetts. It gives an account of the difficulties experienced by a group of teachers in the implementation of this methodology. Currently, there is a significant amount of literature which supports CBI as a teaching method. However, few studies are focusing on the actual working conditions of teachers and what happens in the classrooms where this method is followed. Whereas research in language teaching didactics has allowed for critical analysis of this method, it has not accounted for the difficulties and doubts teachers face. Therefore, this study focused on teachers' evaluations and suggestions. For this purpose, the authors conducted interviews, analysed lesson plans and didactic materials and also administered a critical evaluation of the students' proficiency in the target language. This study identified the handicaps and risks of this methodology. It also highlighted that the way used to implement this product in this school required an effort on the part of teachers, which did not, in any way, translate into benefits for the students. This study is comprised of four stages: 1) Theoretical foundations of the CBI methodology; 2) Analysis of Teachers' Feedback and perspective; 3) Language ideology in a neoliberal context of data-driven and increased privatization of Education; 4) Final considerations and suggestion of possible future research needs; This research is of particular interest in Portugal where there is a robust governmental push for empowering councils across the country to take charge of their educational needs. This paper sheds light on areas such as autonomy and school innovation, leadership in education and the definition of the concept of being a teacher. It is also relevant for any entity interested in related issues due to curricular changes, together with the professional well-being and stability of the teaching staff.
{"title":"CONTENT BASED INSTRUCTION IN THE FOREIGN LANGUAGE CLASSROOM: CHALLENGES AND BARRIERS IN THE CONTEXT OF AN AMERICAN PUBLIC SCHOOL OF THE STATE OF MASSACHUSETTS","authors":"Ana Henriques","doi":"10.36315/2019v2end026","DOIUrl":"https://doi.org/10.36315/2019v2end026","url":null,"abstract":"This article examines content-based instruction (CBI) as a didactic methodology for the teaching of foreign languages in a North American public school in the state of Massachusetts. It gives an account of the difficulties experienced by a group of teachers in the implementation of this methodology. Currently, there is a significant amount of literature which supports CBI as a teaching method. However, few studies are focusing on the actual working conditions of teachers and what happens in the classrooms where this method is followed. Whereas research in language teaching didactics has allowed for critical analysis of this method, it has not accounted for the difficulties and doubts teachers face. Therefore, this study focused on teachers' evaluations and suggestions. For this purpose, the authors conducted interviews, analysed lesson plans and didactic materials and also administered a critical evaluation of the students' proficiency in the target language. This study identified the handicaps and risks of this methodology. It also highlighted that the way used to implement this product in this school required an effort on the part of teachers, which did not, in any way, translate into benefits for the students. This study is comprised of four stages: 1) Theoretical foundations of the CBI methodology; 2) Analysis of Teachers' Feedback and perspective; 3) Language ideology in a neoliberal context of data-driven and increased privatization of Education; 4) Final considerations and suggestion of possible future research needs; This research is of particular interest in Portugal where there is a robust governmental push for empowering councils across the country to take charge of their educational needs. This paper sheds light on areas such as autonomy and school innovation, leadership in education and the definition of the concept of being a teacher. It is also relevant for any entity interested in related issues due to curricular changes, together with the professional well-being and stability of the teaching staff.","PeriodicalId":400236,"journal":{"name":"Education and New Developments 2019","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117093978","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}
{"title":"STUDENTS’ PERCEPTION ON HIGHER EDUCATION CRM POLICY","authors":"V. Babić, Marko Slavković, Marijana Šimić","doi":"10.36315/2019v2end053","DOIUrl":"https://doi.org/10.36315/2019v2end053","url":null,"abstract":"","PeriodicalId":400236,"journal":{"name":"Education and New Developments 2019","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128255376","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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