International Muslim students have been pursuing higher education in the US for decades. They choose the US for its renowned institutions of higher education and its welcoming attitude. However, today’s geopolitical situation, in light of the ‘travel ban’ and the rhetoric (pre and post-election), has created unprecedented fear and concerns among Muslim students currently enrolled in US institutions as well as those outside the US who are debating whether to attend universities in the US. This article argues that globalization and crossing borders will persist, and there will always be Muslim students who are interested in furthering their education in the US. It also calls for more effort and support on the part of US institutions of higher education to ease Muslim students’ international educational experience on their campuses as this will not only benefit these students but also their universities and the US at large.
{"title":"International Muslim Students in the US: The Accountability of Educators","authors":"Ahmad Al-Issa, Laila S. Dahan","doi":"10.22161/jhed.1.6.2","DOIUrl":"https://doi.org/10.22161/jhed.1.6.2","url":null,"abstract":"International Muslim students have been pursuing higher education in the US for decades. They choose the US for its renowned institutions of higher education and its welcoming attitude. However, today’s geopolitical situation, in light of the ‘travel ban’ and the rhetoric (pre and post-election), has created unprecedented fear and concerns among Muslim students currently enrolled in US institutions as well as those outside the US who are debating whether to attend universities in the US. This article argues that globalization and crossing borders will persist, and there will always be Muslim students who are interested in furthering their education in the US. It also calls for more effort and support on the part of US institutions of higher education to ease Muslim students’ international educational experience on their campuses as this will not only benefit these students but also their universities and the US at large.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125987822","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 Competition Model (CM) embraces lexicalist and functionalist approach to language structure and function. What is highly emphasized in this model is a lexicalist functionalism through which syntactic patterns are directed and controlled by lexical items. CM tenets resemble to that of Haliday’s systemic-Functional linguistics in that it only deals with form-meaning relations within a text and not in the real world. A new Competition Model needs to be introduced which is more pragmatic-oriented through taking formulaic sequences as forms to be mapped onto real world pragmatic functions. CM must free itself from the mere focus on sentence processing studies and involve itself with more pragmatic manifestations of form-function relations. It is claimed that within the models in which there is an architecture that utilizes lexical categories to build “valence bridges”, L1-L2 translation equivalents facilitate crossing valence bridges which helps in discovering forthcoming elements and filling syntactic slots.
{"title":"Competition Model and Contrastive Lexical Competition","authors":"Meisam Ziafar, Ehsan Namaziandost","doi":"10.22161/JHED.1.6.1","DOIUrl":"https://doi.org/10.22161/JHED.1.6.1","url":null,"abstract":"The Competition Model (CM) embraces lexicalist and functionalist approach to language structure and function. What is highly emphasized in this model is a lexicalist functionalism through which syntactic patterns are directed and controlled by lexical items. CM tenets resemble to that of Haliday’s systemic-Functional linguistics in that it only deals with form-meaning relations within a text and not in the real world. A new Competition Model needs to be introduced which is more pragmatic-oriented through taking formulaic sequences as forms to be mapped onto real world pragmatic functions. CM must free itself from the mere focus on sentence processing studies and involve itself with more pragmatic manifestations of form-function relations. It is claimed that within the models in which there is an architecture that utilizes lexical categories to build “valence bridges”, L1-L2 translation equivalents facilitate crossing valence bridges which helps in discovering forthcoming elements and filling syntactic slots.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134379348","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}
Address terms are words used to address others and oneself. It plays an important role in discourse, for it indicates the discourse afterward as well as gives the counterpart a good impression by using the appropriate forms. The correct and appropriate use of address terms closely relates to culture. There is a certain gap between Chinese culture and western culture, which contributes a great deal to Chinese and English languages. However, a polite utterance with appropriate addressing always facilitates successful communication in all cultures. Therefore, in order to make a smooth communication in the discourse, usually starting with addresses, it is quite significant to understand politeness in the use of address terms. Based on cultural different politeness theories in both China and west, .this paper analyzes the different use of Chinese and English address in discourse under different circumstances. Only through fully comprehending the cultural featured politeness can address terms be used appropriately and serve successful communication.
{"title":"The Influences of Cultural Different Politeness on the use of address terms in Chinese and in English Discourse","authors":"Z. Lili, Z. Jianqun","doi":"10.22161/jhed.1.5.4","DOIUrl":"https://doi.org/10.22161/jhed.1.5.4","url":null,"abstract":"Address terms are words used to address others and oneself. It plays an important role in discourse, for it indicates the discourse afterward as well as gives the counterpart a good impression by using the appropriate forms. The correct and appropriate use of address terms closely relates to culture. There is a certain gap between Chinese culture and western culture, which contributes a great deal to Chinese and English languages. However, a polite utterance with appropriate addressing always facilitates successful communication in all cultures. Therefore, in order to make a smooth communication in the discourse, usually starting with addresses, it is quite significant to understand politeness in the use of address terms. Based on cultural different politeness theories in both China and west, .this paper analyzes the different use of Chinese and English address in discourse under different circumstances. Only through fully comprehending the cultural featured politeness can address terms be used appropriately and serve successful communication.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121967228","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}
Damianus - Abun, Theogenia Magallanes, S. L. Foronda, Mary Joy Incarnacion
The study wants to determine the relationship between the cognitive and affective attitudes of teachers toward research and their intention to conduct research. To support and strengthen the study, theories on human attitude, human behavior, the relationship between attitude and behavior, the nature of academic research and related studies were discussed. The study used descriptive correlational method of research design and aided by fact finding inquiry. The population of the study were 150 teachers of Divine Word Colleges in Ilocos Region. Validated questionnaires were used to gather the data and to treat the data statistically, mean, and Pearson r were used. Mean was to measure the level of cognitive and affective attitude of teachers toward research and their behavioral intention to conduct research in the future and Pearson r was used to determine the correlation between cognitive and affective attitude toward research and intention to conduct research. The study found that teachers have high attitudes on positive cognition and affection toward research and moderate level on negative cognition and negative affection toward research. Both, cognitive and affective attitude toward research (positive and negative components) correlates to the behavioral intention to conduct research. Thus, the study recommends to strengthen cognitive and affective attitude toward research and minimize their negative attitude toward research through continuous training on research methodology.
{"title":"Investigation of Cognitive and affective Attitude of Teachers toward Research and their behavioral Intention to conduct Research in the Future","authors":"Damianus - Abun, Theogenia Magallanes, S. L. Foronda, Mary Joy Incarnacion","doi":"10.22161/jhed.1.5.2","DOIUrl":"https://doi.org/10.22161/jhed.1.5.2","url":null,"abstract":"The study wants to determine the relationship between the cognitive and affective attitudes of teachers toward research and their intention to conduct research. To support and strengthen the study, theories on human attitude, human behavior, the relationship between attitude and behavior, the nature of academic research and related studies were discussed. The study used descriptive correlational method of research design and aided by fact finding inquiry. The population of the study were 150 teachers of Divine Word Colleges in Ilocos Region. Validated questionnaires were used to gather the data and to treat the data statistically, mean, and Pearson r were used. Mean was to measure the level of cognitive and affective attitude of teachers toward research and their behavioral intention to conduct research in the future and Pearson r was used to determine the correlation between cognitive and affective attitude toward research and intention to conduct research. The study found that teachers have high attitudes on positive cognition and affection toward research and moderate level on negative cognition and negative affection toward research. Both, cognitive and affective attitude toward research (positive and negative components) correlates to the behavioral intention to conduct research. Thus, the study recommends to strengthen cognitive and affective attitude toward research and minimize their negative attitude toward research through continuous training on research methodology.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116622412","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 study was conducted to measure the perception of electronic examination among undergraduate students of University of Maiduguri. It was orchestrated on three specific objectives; to find out the perception of the students regarding the introduction of e-exam; to examine the perception of the students regarding e-exam as means of assessment; to examine the negative and positive perception of the students regarding the appropriateness of facilities, timing and format of question. The study employed the propositions of Technology Acceptance Model (TAM) to explain students’ knowledge, acceptance and perception. The research used quantitative research method and survey methodology, using Questionnaire as instruments for data collection. The study purposely selected 200 students and found that majority of the students believe e-examination is better than the pen-paper examination. Majority of the students perceive electronic examination as an easy process. The study also found that the electronic examination is not suitable for every course to majority of the students. Majority of the respondents are against the format of the questions being asked via electronic examination. The study concluded that the introduction of e-examination in University of Maiduguri was a success despite having few challenges. The students perceived the new system as better means of assessment than pen-paper, even though they expressed dissatisfaction with the format of questions, examination timing and its suitability for some courses. It was recommended that the University of Maiduguri need to review the implementation of the new examination system in order to examine its suitability to all courses. Technical failures and limitation should be checked to improve effectiveness of the conduct of the examinations.
{"title":"Perception of Electronic Examination among Undergraduate Students of University of Maiduguri","authors":"M. A. Umar, Fredrick Wilson","doi":"10.22161/jhed.1.5.1","DOIUrl":"https://doi.org/10.22161/jhed.1.5.1","url":null,"abstract":"The study was conducted to measure the perception of electronic examination among undergraduate students of University of Maiduguri. It was orchestrated on three specific objectives; to find out the perception of the students regarding the introduction of e-exam; to examine the perception of the students regarding e-exam as means of assessment; to examine the negative and positive perception of the students regarding the appropriateness of facilities, timing and format of question. The study employed the propositions of Technology Acceptance Model (TAM) to explain students’ knowledge, acceptance and perception. The research used quantitative research method and survey methodology, using Questionnaire as instruments for data collection. The study purposely selected 200 students and found that majority of the students believe e-examination is better than the pen-paper examination. Majority of the students perceive electronic examination as an easy process. The study also found that the electronic examination is not suitable for every course to majority of the students. Majority of the respondents are against the format of the questions being asked via electronic examination. The study concluded that the introduction of e-examination in University of Maiduguri was a success despite having few challenges. The students perceived the new system as better means of assessment than pen-paper, even though they expressed dissatisfaction with the format of questions, examination timing and its suitability for some courses. It was recommended that the University of Maiduguri need to review the implementation of the new examination system in order to examine its suitability to all courses. Technical failures and limitation should be checked to improve effectiveness of the conduct of the examinations.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128675428","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}
Aeta is one of the many groups of indigenous people (IP)inhabiting the Philippines particularly the Zambales Aetas of Central Luzon. Interestingly, these IPs have given much importance in formal education until the tertiary level as shown by the increasing number of IP enrollees in colleges and universities. However, Aetas who enter in the higher education institution confront a multitude of problems and issues from personal to social aspects. This article attempts to determine the problems and issues encountered by the Aeta college students in one state university in Central Luzon, Philippines. Researcher-structured survey tool was administered to gather valuable data while focus group discussion and informal interviews were made to validate the survey results. Findings of the study revealed that the major problems and issues encountered by the students are mostly on verbal bullying, fear towards their teachers, language barrier, low self-esteem, and academic pressure. A personality development and formation program, contextualized for the young IPs, is recommended for implementation in the University.
{"title":"Dilemmas encountered by Aeta students in a state university in Central Luzon, Philippines","authors":"Danilo Jr. V. Rogayan","doi":"10.22161/jhed.1.5.3","DOIUrl":"https://doi.org/10.22161/jhed.1.5.3","url":null,"abstract":"Aeta is one of the many groups of indigenous people (IP)inhabiting the Philippines particularly the Zambales Aetas of Central Luzon. Interestingly, these IPs have given much importance in formal education until the tertiary level as shown by the increasing number of IP enrollees in colleges and universities. However, Aetas who enter in the higher education institution confront a multitude of problems and issues from personal to social aspects. This article attempts to determine the problems and issues encountered by the Aeta college students in one state university in Central Luzon, Philippines. Researcher-structured survey tool was administered to gather valuable data while focus group discussion and informal interviews were made to validate the survey results. Findings of the study revealed that the major problems and issues encountered by the students are mostly on verbal bullying, fear towards their teachers, language barrier, low self-esteem, and academic pressure. A personality development and formation program, contextualized for the young IPs, is recommended for implementation in the University.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133673765","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 Green School for Green Bhutan programme was initiated by the Ministry of Education (MoE), Bhutan in 2010. This programme constitutes eight dimensions: environmental greenery, intellectual greenery, academic greenery, social greenery, cultural greenery, spiritual greenery, aesthetic greenery, and moral greenery. Since 2010, schools in Bhutan have implemented the Green School for Green Bhutan programme by initiating different activities for the eight dimensions. Although this programme has been implemented in the schools since 2010, in the absence of studies, nothing much is known about the factors affecting its implementation. The present study investigated the factors that affected the implementation of green school. Data for the study were gathered from 28 participants from six school in Samtse district, Bhutan using a semi-structured interview. NVivo was used for data management and analysis. The data were analyzed using thematic analysis. The findings from the study showed that the implementation of green school was affected by factors at three different levels: intrapersonal (knowledge, interest, confidence, commitment and self-efficacy), interpersonal (support from different stakeholders) and organizational levels (opportunity and/or lack of opportunity for professional growth, resources, academic focus, time constraint, workload, infrastructural facilities and change fatigue). Keywords: Green school, implementation, intrapersonal, interpersonal, organizational
{"title":"Factors affecting the implementation of Green Schools in Bhutan","authors":"Yangdon Yangdon","doi":"10.22161/JHED.1.4.9","DOIUrl":"https://doi.org/10.22161/JHED.1.4.9","url":null,"abstract":"The Green School for Green Bhutan programme was initiated by the Ministry of Education (MoE), Bhutan in 2010. This programme constitutes eight dimensions: environmental greenery, intellectual greenery, academic greenery, social greenery, cultural greenery, spiritual greenery, aesthetic greenery, and moral greenery. Since 2010, schools in Bhutan have implemented the Green School for Green Bhutan programme by initiating different activities for the eight dimensions. Although this programme has been implemented in the schools since 2010, in the absence of studies, nothing much is known about the factors affecting its implementation. The present study investigated the factors that affected the implementation of green school. Data for the study were gathered from 28 participants from six school in Samtse district, Bhutan using a semi-structured interview. NVivo was used for data management and analysis. The data were analyzed using thematic analysis. The findings from the study showed that the implementation of green school was affected by factors at three different levels: intrapersonal (knowledge, interest, confidence, commitment and self-efficacy), interpersonal (support from different stakeholders) and organizational levels (opportunity and/or lack of opportunity for professional growth, resources, academic focus, time constraint, workload, infrastructural facilities and change fatigue). \u0000Keywords: Green school, implementation, intrapersonal, interpersonal, organizational","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"333 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134224706","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}
Silene Nogueira De Oliveira Arantes, E. Honorato, Tirza Almeida da Silva, Sônia Maria Lemos, É. Carvalho, Â. Monteiro, Daniel Cerdeira de Souza, C. S. Cruz, Luziane Vitoriano da Costa, Kenne Samara Andrade Martins, Rômulo Chaves Pereira de Oliveira
This paper presents itself as an experience report. Its objective was to provide the academic community with mechanisms that enable the habit of critical reflection on the information provided with scientific basis, in the perspective of deconstructing common sense concepts and building new ones, focusing on reducing prejudice and exclusion and encouraging respect for others. The choice of the students being all specifically from the psychology degree occurred during the supervision of the care provided at the school clinic, where difficulties were reported in dealing with the demands related to the themes addressed in the workshops. This is the experience of psychology students of all semesters, in the morning and evening shifts of a private university in the city of Manaus, Brazil, where workshops were held, divided into two themes: Alcohol and other drugs, and Sexuality, Gender and Human Rights, from October 27 to November 11. There were 10 meetings, each lasting approximately 2h30m, conducted by three professional psychologists. The instruments used during the workshops were videos and images, along with dynamics and conversation wheels to raise discussions¸ providing, through the conversation wheel, a space for interaction and exchange of experiences on each theme.
{"title":"Health Educational Practices on Alcohol, Drugs, Sexuality, Gender and Human Rights – An Experience Report","authors":"Silene Nogueira De Oliveira Arantes, E. Honorato, Tirza Almeida da Silva, Sônia Maria Lemos, É. Carvalho, Â. Monteiro, Daniel Cerdeira de Souza, C. S. Cruz, Luziane Vitoriano da Costa, Kenne Samara Andrade Martins, Rômulo Chaves Pereira de Oliveira","doi":"10.22161/JHED.1.4.8","DOIUrl":"https://doi.org/10.22161/JHED.1.4.8","url":null,"abstract":"This paper presents itself as an experience report. Its objective was to provide the academic community with mechanisms that enable the habit of critical reflection on the information provided with scientific basis, in the perspective of deconstructing common sense concepts and building new ones, focusing on reducing prejudice and exclusion and encouraging respect for others. The choice of the students being all specifically from the psychology degree occurred during the supervision of the care provided at the school clinic, where difficulties were reported in dealing with the demands related to the themes addressed in the workshops. This is the experience of psychology students of all semesters, in the morning and evening shifts of a private university in the city of Manaus, Brazil, where workshops were held, divided into two themes: Alcohol and other drugs, and Sexuality, Gender and Human Rights, from October 27 to November 11. There were 10 meetings, each lasting approximately 2h30m, conducted by three professional psychologists. The instruments used during the workshops were videos and images, along with dynamics and conversation wheels to raise discussions¸ providing, through the conversation wheel, a space for interaction and exchange of experiences on each theme.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129444985","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}
In this work, characterized as an assay, it's pointed out reflections about the film "The Wild Boy" (1970) through the perspectives of Piaget and Vygotsky. Through the theories of the stages and socio-cultural mediation of the authors, it is possible to analyze how these elements are explored by the film and how they are closely linked to the processes of development of subjects in certain social groups.
{"title":"Reflections about the film “The Wild Child” (1970) through Piaget and Vygotsky perspectives","authors":"Rafael Marques Garcia, Erik Giuseppe Pereira","doi":"10.22161/JHED.1.4.6","DOIUrl":"https://doi.org/10.22161/JHED.1.4.6","url":null,"abstract":"In this work, characterized as an assay, it's pointed out reflections about the film \"The Wild Boy\" (1970) through the perspectives of Piaget and Vygotsky. Through the theories of the stages and socio-cultural mediation of the authors, it is possible to analyze how these elements are explored by the film and how they are closely linked to the processes of development of subjects in certain social groups.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134084436","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}
Andrew Philominraj, Danisa Orellana Zuñiga, Nicol Quinteros
This article aims to illustrate the current scenario of English language teaching and learning at preschools in the Chilean context. This study based on bibliographic review highlights how English as a foreign language is considered important in Chile; nevertheless, this has not been properly implemented in the Chilean education system. Chile adventures in becoming a bilingual nation but this is far from becoming a reality due to the fact that English is taught from 5th grade onwards. The results provided by the Education Quality Measurement System (SIMCE) and by the International language teaching organization, Education First (EF), clearly indicates the urgency to start introducing English in early childhood. This study also reveals how to reduce the language gap from the very beginning of children’s school education. Furthermore, literature evidence that not only teaching in early stages is beneficial and necessary, but also it promotes positive attitudes in children towards the language that they are learning, and at the same time, it brings better outcomes towards the goal of making a nation bilingual.
{"title":"ENGLISH AT PRESCHOOLS: A NECESSITY OR DUTY? A CHILEAN CASE STUDY","authors":"Andrew Philominraj, Danisa Orellana Zuñiga, Nicol Quinteros","doi":"10.22161/JHED.1.4.7","DOIUrl":"https://doi.org/10.22161/JHED.1.4.7","url":null,"abstract":"This article aims to illustrate the current scenario of English language teaching and learning at preschools in the Chilean context. This study based on bibliographic review highlights how English as a foreign language is considered important in Chile; nevertheless, this has not been properly implemented in the Chilean education system. Chile adventures in becoming a bilingual nation but this is far from becoming a reality due to the fact that English is taught from 5th grade onwards. The results provided by the Education Quality Measurement System (SIMCE) and by the International language teaching organization, Education First (EF), clearly indicates the urgency to start introducing English in early childhood. This study also reveals how to reduce the language gap from the very beginning of children’s school education. Furthermore, literature evidence that not only teaching in early stages is beneficial and necessary, but also it promotes positive attitudes in children towards the language that they are learning, and at the same time, it brings better outcomes towards the goal of making a nation bilingual.","PeriodicalId":415377,"journal":{"name":"Journal of Humanities and Education Development","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123610898","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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