Education systems of the 21 st century face the challenge of reflecting the needs of an extremely dynamic global society. Of paramount importance is students’ aptitude for life-long learning; a quality that needs to be fostered and enhanced by sustainable assessment practices that focus on promoting learning instead of merely testing existing knowledge and skills. Within any contemporary educational system, school-based assessment (SBA) may be utilised to promote higher-order thinking skills. SBA is especially valuable in English language learning which involves the acquisition of a variety of linguistic and communication skills. In the South African system, however, SBA in English classrooms seems to amount to nothing more than regular summative testing, grading and record keeping of marks to satisfy bureaucracy and prepare candidates for high-stakes examinations
{"title":"School-based Assessment in English Language Teaching: Weighing the cow will not fatten it","authors":"Maryn Reyneke","doi":"10.5785/32-2-624","DOIUrl":"https://doi.org/10.5785/32-2-624","url":null,"abstract":"Education systems of the 21 st century face the challenge of reflecting the needs of an extremely dynamic global society. Of paramount importance is students’ aptitude for life-long learning; a quality that needs to be fostered and enhanced by sustainable assessment practices that focus on promoting learning instead of merely testing existing knowledge and skills. Within any contemporary educational system, school-based assessment (SBA) may be utilised to promote higher-order thinking skills. SBA is especially valuable in English language learning which involves the acquisition of a variety of linguistic and communication skills. In the South African system, however, SBA in English classrooms seems to amount to nothing more than regular summative testing, grading and record keeping of marks to satisfy bureaucracy and prepare candidates for high-stakes examinations","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"6 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2016-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84959104","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 focuses on and explores the issue of teaching students to write with some level of fluency. In light of this, it investigates the use of expressive writing which can develop as the mainstay approach to help students improve their academic writing skills. Teaching students to write with confidence is always a daunting undertaking for any teacher, even more so when they are at a tertiary level. This study was conducted over a semester where a qualitative methodology was used to study autobiographical writing, journal entries and personal-response writing. Our results show that students’ writing improved over a continuum of writing tasks of an evolutionary/daily living nature, through which we explored their self-expression. The study is predicated on the dynamics and fall-outs of L2 writing at a tertiary setting in Cape Town. The data provided by the fourteen participants featured in our study were meant to identify the kinds of strategies that could assist L2 students with English Language writing tasks. By the same token, the study was meant to offer useful insights into the educational practice and prevalence of writing for self-expression.
{"title":"EXPLORATION OF SELF-EXPRESSION TO IMPROVE L2 WRITING SKILLS","authors":"V. Pfeiffer, S. Sivasubramaniam","doi":"10.5785/32-2-654","DOIUrl":"https://doi.org/10.5785/32-2-654","url":null,"abstract":"This article focuses on and explores the issue of teaching students to write with some level of fluency. In light of this, it investigates the use of expressive writing which can develop as the mainstay approach to help students improve their academic writing skills. Teaching students to write with confidence is always a daunting undertaking for any teacher, even more so when they are at a tertiary level. This study was conducted over a semester where a qualitative methodology was used to study autobiographical writing, journal entries and personal-response writing. Our results show that students’ writing improved over a continuum of writing tasks of an evolutionary/daily living nature, through which we explored their self-expression. The study is predicated on the dynamics and fall-outs of L2 writing at a tertiary setting in Cape Town. The data provided by the fourteen participants featured in our study were meant to identify the kinds of strategies that could assist L2 students with English Language writing tasks. By the same token, the study was meant to offer useful insights into the educational practice and prevalence of writing for self-expression.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"74 1","pages":"95-108"},"PeriodicalIF":0.0,"publicationDate":"2016-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83995569","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}
South Africa has one of the most progressive constitutions in the world protecting the linguistic and cultural rights of Deaf people. However, there is a huge gap between policies and reality in schools for Deaf learners in South Africa. In this paper we critically unpack and reflexively explore the linguistic and cultural issues that emerged during the process of creating and implementing the new South African Sign Language (SASL) curriculum. This curriculum was produced as a result of a landmark court case. We use an ethnographic framework based on our own reflections, discussions with Deaf people, notes from meetings, and discussions with the other team members. Why and how did the process that started off with so much energy, excitement and goodwill break down? We argue that a key reason for this breakdown is inadequate linguistic knowledge and cultural sensitivity in relation to SASL and Deaf cultural identity. The paper concludes with an outline of lessons learnt.
{"title":"Constructing and rolling out the new South African Sign Language (SASL) curriculum – Reflexive critique","authors":"R. Morgan, M. Glaser, Lucas Magongwa","doi":"10.5785/32-2-648","DOIUrl":"https://doi.org/10.5785/32-2-648","url":null,"abstract":"South Africa has one of the most progressive constitutions in the world protecting the linguistic and cultural rights of Deaf people. However, there is a huge gap between policies and reality in schools for Deaf learners in South Africa. In this paper we critically unpack and reflexively explore the linguistic and cultural issues that emerged during the process of creating and implementing the new South African Sign Language (SASL) curriculum. This curriculum was produced as a result of a landmark court case. We use an ethnographic framework based on our own reflections, discussions with Deaf people, notes from meetings, and discussions with the other team members. Why and how did the process that started off with so much energy, excitement and goodwill break down? We argue that a key reason for this breakdown is inadequate linguistic knowledge and cultural sensitivity in relation to SASL and Deaf cultural identity. The paper concludes with an outline of lessons learnt.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"78 1","pages":"15-29"},"PeriodicalIF":0.0,"publicationDate":"2016-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90411138","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}
N. Nel, K. Mohangi, Soezin Krog, Oluyemi Adetunji Stephens
Pre-school literacy teaching in Early Childhood Education (ECD) inclusive classrooms is crucial in preparing learners for the transition to formal literacy teaching and learning. This article describes a collaborative exploratory research project between a university in South Africa and one in China, in order to gain an overview of early literacy teaching and learning in the two countries. In the case of South Africa, the focus was on Grade R literacy teaching and learning. Teacher participants in three rural schools, three township schools and four inner city schools in Mpumalanga and Gauteng were purposively selected. Data were gathered by means of open-ended questions in a questionnaire, individual interviews with Heads of Departments (HOD) and classroom observations. Coding, categorising and identifying themes were manually conducted. Persistent challenges were identified of which limited resources, low socio-economic conditions, English as the language of learning and teaching (LoLT), inadequate teaching strategies used to implement the Curriculum Assessment Policy Statement (CAPS) and barriers to learning were highlighted. This overview of early literacy teaching and learning in South Africa served as a precursor for the second phase of the project between the two countries.
{"title":"An overview of Grade R literacy teaching and learning in inclusive classrooms in South Africa","authors":"N. Nel, K. Mohangi, Soezin Krog, Oluyemi Adetunji Stephens","doi":"10.5785/32-2-651","DOIUrl":"https://doi.org/10.5785/32-2-651","url":null,"abstract":"Pre-school literacy teaching in Early Childhood Education (ECD) inclusive classrooms is crucial in preparing learners for the transition to formal literacy teaching and learning. This article describes a collaborative exploratory research project between a university in South Africa and one in China, in order to gain an overview of early literacy teaching and learning in the two countries. In the case of South Africa, the focus was on Grade R literacy teaching and learning. Teacher participants in three rural schools, three township schools and four inner city schools in Mpumalanga and Gauteng were purposively selected. Data were gathered by means of open-ended questions in a questionnaire, individual interviews with Heads of Departments (HOD) and classroom observations. Coding, categorising and identifying themes were manually conducted. Persistent challenges were identified of which limited resources, low socio-economic conditions, English as the language of learning and teaching (LoLT), inadequate teaching strategies used to implement the Curriculum Assessment Policy Statement (CAPS) and barriers to learning were highlighted. This overview of early literacy teaching and learning in South Africa served as a precursor for the second phase of the project between the two countries.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"35 1","pages":"47-65"},"PeriodicalIF":0.0,"publicationDate":"2016-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84688512","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}
Students’ academic writing literacies are required to express their knowledge, as academic writing is the common mode of assessment in higher education. 28 isiXhosa-speaking first-year diploma students, who failed an academic literacies admission test evaluating the level of their academic writing literacies in the Business faculty, participated once a week over a period of eight months in a course including the practice of code meshing. In the June and November Tourism Communication tests, which also evaluated their academic writing literacies, there was a significant difference in the mean scores when compared to the admission test in the Business faculty. Their academic writing had also improved, according to their assignment marks. The researcher in this project provides evidence that code meshing as a bi/multilingual strategy could be used to improve academic writing literacies in students.
{"title":"CODE MESHING: ONLINE BILINGUAL TUTORING IN HIGHER EDUCATION","authors":"Thelma Thokozile Batyi","doi":"10.5785/32-2-612","DOIUrl":"https://doi.org/10.5785/32-2-612","url":null,"abstract":"Students’ academic writing literacies are required to express their knowledge, as academic writing is the common mode of assessment in higher education. 28 isiXhosa-speaking first-year diploma students, who failed an academic literacies admission test evaluating the level of their academic writing literacies in the Business faculty, participated once a week over a period of eight months in a course including the practice of code meshing. In the June and November Tourism Communication tests, which also evaluated their academic writing literacies, there was a significant difference in the mean scores when compared to the admission test in the Business faculty. Their academic writing had also improved, according to their assignment marks. The researcher in this project provides evidence that code meshing as a bi/multilingual strategy could be used to improve academic writing literacies in students.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"16 1","pages":"82-94"},"PeriodicalIF":0.0,"publicationDate":"2016-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89352094","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 quality of teacher training directly affects the quality of primary and secondary school teachers’ professional development and indirectly affects the quality of primary and secondary school education. With an interest in teacher development, this paper presents an overview of the Zhejiang model of teacher training, with specific reference to the training of Chinese language teachers. This paper analyses the guidance of government’s teacher training policy, the design of training programmes, the qualifications for teacher-training institutions, the composition of trainer teams, the improvement of training management, financial support of teacher training programmes and the change of the organisational mode of teacher training programmes. Through examining the case of the training programme for Chinese language teachers, it was found that current teacher training practice in Zhejiang Province aims to follow the country’s education reform policy. Teachers are allowed to make their choices about which training programmes to attend. All the training institutions are open to competition. The improvement of the quality assurance mechanism is the guarantee for the success of the practices of free choices of teachers and free competition of institutions.
{"title":"An overview of the Zhejiang Model of Teacher Training","authors":"D. Zheng, Yabing Gao, Chao Wang","doi":"10.5785/32-1-670","DOIUrl":"https://doi.org/10.5785/32-1-670","url":null,"abstract":"The quality of teacher training directly affects the quality of primary and secondary school teachers’ professional development and indirectly affects the quality of primary and secondary school education. With an interest in teacher development, this paper presents an overview of the Zhejiang model of teacher training, with specific reference to the training of Chinese language teachers. This paper analyses the guidance of government’s teacher training policy, the design of training programmes, the qualifications for teacher-training institutions, the composition of trainer teams, the improvement of training management, financial support of teacher training programmes and the change of the organisational mode of teacher training programmes. Through examining the case of the training programme for Chinese language teachers, it was found that current teacher training practice in Zhejiang Province aims to follow the country’s education reform policy. Teachers are allowed to make their choices about which training programmes to attend. All the training institutions are open to competition. The improvement of the quality assurance mechanism is the guarantee for the success of the practices of free choices of teachers and free competition of institutions.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"198 1","pages":"57-70"},"PeriodicalIF":0.0,"publicationDate":"2016-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75649207","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}
Much research exists about South African learners’ low literacy and numeracy levels and about poorly performing schools. In contrast , there are far fewer detailed descriptions of instructional practices and what teachers are actually doing in their classrooms, and far less evidence exists of in-depth research attempts to understand in what way and why teachers may experience problems with the teaching of reading literacy, particularly reading comprehension. This article aims to contribute to narrowing that gap by reviewing recent South African research on classroom comprehension instruction and obtaining information from teachers about how they perceive themselves as readers, what their teaching context is, what they claim to be doing about reading in their classrooms, and to match these responses with ANA results at their schools. Data were obtained through a quantitative questionnaire from 159 teachers at 30 schools across three provinces. The results show that many teachers are not themselves immersed in rich reading practices, many teachers claim to be doing more than is reflected in their schools’ literacy results, and in general teachers don’t seem to have a clear understanding of reading concepts, reading development and reading methodology.
{"title":"Reading comprehension in South African schools: Are teachers getting it, and getting it right?","authors":"E. Pretorius, N. Klapwijk","doi":"10.5785/32-1-627","DOIUrl":"https://doi.org/10.5785/32-1-627","url":null,"abstract":"Much research exists about South African learners’ low literacy and numeracy levels and about poorly performing schools. In contrast , there are far fewer detailed descriptions of instructional practices and what teachers are actually doing in their classrooms, and far less evidence exists of in-depth research attempts to understand in what way and why teachers may experience problems with the teaching of reading literacy, particularly reading comprehension. This article aims to contribute to narrowing that gap by reviewing recent South African research on classroom comprehension instruction and obtaining information from teachers about how they perceive themselves as readers, what their teaching context is, what they claim to be doing about reading in their classrooms, and to match these responses with ANA results at their schools. Data were obtained through a quantitative questionnaire from 159 teachers at 30 schools across three provinces. The results show that many teachers are not themselves immersed in rich reading practices, many teachers claim to be doing more than is reflected in their schools’ literacy results, and in general teachers don’t seem to have a clear understanding of reading concepts, reading development and reading methodology.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"65 1","pages":"1-20"},"PeriodicalIF":0.0,"publicationDate":"2016-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73771947","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}
N. Nel, Soezin Krog, K. Mohangi, H. Muller, Oluyemi Adetunji Stephens
Due to concern about the literacy situation in South Africa (schools being near the bottom of the international systemic measures of performance in literacy), and the important role that literacy plays in China, the researchers of both countries embarked on a collaborative research project. The overall aim is to explore the literacy perceptions and classroom practices of teachers in primary schools in both countries. In this article, the second of a series, the researchers explored Grade R teachers’ attitudes towards reading literacy in primary schools and what the reading-literacy teaching practices are that they employ, with particular emphasis on reading comprehension. The expected outcome was to provide an overview of the literacy situation in Grade R in South Africa as a precursor for the next phase of the project. An exploratory, mixed methods design was employed of which the quantitative part is reported in this article. Grade R teachers were selected from ten schools which had Grade R classrooms in two cities in Gauteng Province and one city in Mpumalanga Province. Data was collected through the use of questionnaires. The statistical analyses were conducted using the SAS/STATS module of the Statistical Software System (SAS), version 9.4 statistical package. The findings are presented as part of the overview.
{"title":"Research partnership between South Africa and China : emergent literacy teaching and learning in early childhood education in South Africa","authors":"N. Nel, Soezin Krog, K. Mohangi, H. Muller, Oluyemi Adetunji Stephens","doi":"10.5785/32-1-647","DOIUrl":"https://doi.org/10.5785/32-1-647","url":null,"abstract":"Due to concern about the literacy situation in South Africa (schools being near the bottom of the international systemic measures of performance in literacy), and the important role that literacy plays in China, the researchers of both countries embarked on a collaborative research project. The overall aim is to explore the literacy perceptions and classroom practices of teachers in primary schools in both countries. In this article, the second of a series, the researchers explored Grade R teachers’ attitudes towards reading literacy in primary schools and what the reading-literacy teaching practices are that they employ, with particular emphasis on reading comprehension. The expected outcome was to provide an overview of the literacy situation in Grade R in South Africa as a precursor for the next phase of the project. An exploratory, mixed methods design was employed of which the quantitative part is reported in this article. Grade R teachers were selected from ten schools which had Grade R classrooms in two cities in Gauteng Province and one city in Mpumalanga Province. Data was collected through the use of questionnaires. The statistical analyses were conducted using the SAS/STATS module of the Statistical Software System (SAS), version 9.4 statistical package. The findings are presented as part of the overview.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"150 1","pages":"102-122"},"PeriodicalIF":0.0,"publicationDate":"2016-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74173483","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}
K. Mohangi, Soezin Krog, Oluyemi Adetunji Stephens, N. Nel
Early literacy teaching and learning in Grade R rural schools experience persistent challenges which compound the low literacy rates evidenced overall in South African schools. In this article we provide an overview of challenges that teachers in selected Gauteng Grade R classrooms experience in delivering a literacy curriculum. Three purposively selected rural schools, each comprising three Grade R classrooms served as research sites. Participants were nine teachers and three Heads of Departments (HOD). Qualitative data was gathered using semi-structured interviews with teachers and the HOD in each school. We also administered a questionnaire and conducted classroom observations to gain first-hand information. Through a process of thematic content analysis the following themes emerged: 1) pedagogical challenges 2) resources and provisioning 3) management and support. Findings illustrate the difficulties that Grade R teachers and management (HOD) experience in delivering a literacy curriculum in schools situated in rural settings. Poverty, unemployment of parents, transport challenges as well as language issues compound the problems the teachers experience in delivering the Grade R literacy curriculum. Furthermore, limited professional training of Grade R teachers has impacted on literacy delivery.
{"title":"Contextual challenges in early literacy teaching and learning in Grade R rural schools in South Africa","authors":"K. Mohangi, Soezin Krog, Oluyemi Adetunji Stephens, N. Nel","doi":"10.5785/32-1-646","DOIUrl":"https://doi.org/10.5785/32-1-646","url":null,"abstract":"Early literacy teaching and learning in Grade R rural schools experience persistent challenges which compound the low literacy rates evidenced overall in South African schools. In this article we provide an overview of challenges that teachers in selected Gauteng Grade R classrooms experience in delivering a literacy curriculum. Three purposively selected rural schools, each comprising three Grade R classrooms served as research sites. Participants were nine teachers and three Heads of Departments (HOD). Qualitative data was gathered using semi-structured interviews with teachers and the HOD in each school. We also administered a questionnaire and conducted classroom observations to gain first-hand information. Through a process of thematic content analysis the following themes emerged: 1) pedagogical challenges 2) resources and provisioning 3) management and support. Findings illustrate the difficulties that Grade R teachers and management (HOD) experience in delivering a literacy curriculum in schools situated in rural settings. Poverty, unemployment of parents, transport challenges as well as language issues compound the problems the teachers experience in delivering the Grade R literacy curriculum. Furthermore, limited professional training of Grade R teachers has impacted on literacy delivery.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"2012 1","pages":"71-87"},"PeriodicalIF":0.0,"publicationDate":"2016-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86390014","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}
To realise educational equality and construct a harmonious society, many scholars have valued and promoted inclusive education in China. More and more scholarly works are being devoted to this topic, forming three main types of studies: basic theories, commentary on foreign countries’ experiences, and application of the principles. Given specific circumstances in China, researchers have created a form of inclusive education, which bears Chinese characteristics, that is learning in regular classes (LRC). In addition, a number of related policies were created to help with the effective implementation of this special form of inclusive education. Literacy education is an important field for the practice of inclusive education and has been implemented mainly in the form of LRC. There has been great improvement in inclusive literacy education in China. However, various challenges have also arisen: The idea of inclusive education is yet to be accepted widely; the relevant laws and policies are to be further improved; and the number of qualified teachers and overall educational quality are yet to be boosted. In future, there should be more empirical studies and sufficient supporting systems related to inclusive literacy education. It is also hoped that the form of LRC used in inclusive literacy education will be upgraded to a higher level of inclusive education, which integrates general education with special education more seamlessly.
{"title":"Literacy education in China within an inclusive education context","authors":"Quan Zhou, Jiong Yang","doi":"10.5785/32-1-679","DOIUrl":"https://doi.org/10.5785/32-1-679","url":null,"abstract":"To realise educational equality and construct a harmonious society, many scholars have valued and promoted inclusive education in China. More and more scholarly works are being devoted to this topic, forming three main types of studies: basic theories, commentary on foreign countries’ experiences, and application of the principles. Given specific circumstances in China, researchers have created a form of inclusive education, which bears Chinese characteristics, that is learning in regular classes (LRC). In addition, a number of related policies were created to help with the effective implementation of this special form of inclusive education. Literacy education is an important field for the practice of inclusive education and has been implemented mainly in the form of LRC. There has been great improvement in inclusive literacy education in China. However, various challenges have also arisen: The idea of inclusive education is yet to be accepted widely; the relevant laws and policies are to be further improved; and the number of qualified teachers and overall educational quality are yet to be boosted. In future, there should be more empirical studies and sufficient supporting systems related to inclusive literacy education. It is also hoped that the form of LRC used in inclusive literacy education will be upgraded to a higher level of inclusive education, which integrates general education with special education more seamlessly.","PeriodicalId":43109,"journal":{"name":"Per Linguam-A Journal of Language Learning","volume":"23 1","pages":"88-101"},"PeriodicalIF":0.0,"publicationDate":"2016-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75123063","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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