The document summarizes data gathered from a survey of 60 Year 6 students at Glenealy Junior School about their experiences learning Mandarin. Key findings include: 100% study only one foreign language; 38% of parents speak Chinese; 58% find Mandarin difficult; and around 43% said they would not choose Mandarin at their next school. The document discusses how this data will be used to create a video highlighting the importance of continuing to study Mandarin and addressing areas where students lack motivation or awareness.
The survey aimed to determine university students' knowledge of foreign languages, specifically English. It found that most students understand the importance of obtaining a B1 certification but that speaking was the most difficult skill for them, while reading was easiest. Over half had attempted the B1 exam before but students felt they needed 1-3 months of preparation to pass. Most did not do leisure activities like watching English-language shows to improve their skills. In conclusion, students recognized the value of foreign language skills but were not sufficiently prepared to obtain B1 certification in English.
The document describes Open English, an online English language school serving over 20 countries. It offers customized 24/7 online instruction from native English teachers to help students achieve fluency quickly. The school has surpassed 400,000 students. It also describes Open English's new and improved learning platform, which features an updated curriculum, optimized study paths, mobile access, and more teacher interaction than before. Key aspects of the new platform include placement tests to assess students' English level, a weekly study plan to guide students' learning, unlimited live online classes taught around the clock, and feedback from teachers.
O level chemistry tuition hydro vortexalfredheng88
Very often, stress causes students to underperform. Stress from parents. Stress from school teachers. Peer competition. And the last thing you really want is to add in stress from O Level Chemistry Tutor. It is hard for parents, however, to not force the child to go for O Level Chemistry Tutor when the child isn’t doing as well in school. This is when it becomes essential to look for a special O Level Chemistry Tutor or O Level Chemistry Tuition that has a unique programme.
Parents who have been hoping to see A in their child’s report card will most certainly be attracted upon hearing these sweet talk. But sometimes it is important to not forget about the actions. Actions do speak louder than words. And this is very important in O Level Chemistry Tutor. Absolutely important in O Level Chemistry Tuition.
Serenity Technology is proposing a new type of school that focuses on long-term goals and life skills. It would provide a rigorous education from 1st to 12th grade covering subjects like math, science, drafting, nursing and languages. The school aims to give each student at least an associate's degree and skills in two languages. It would also offer services like meals, healthcare, and counseling. This addresses shortcomings in the US education system, which lags international peers in areas like preschool access and workforce skills. A survey asks parents about supporting their child's education at home and in school.
This document contains questions for parents and children about choosing a secondary school. The questions for parents address factors like school grades, location, social influences, academic performance and extracurricular activities. The questions for children focus on their excitement around starting secondary school, attending after school clubs, expectations for their first year, and interest in various subjects. The text also discusses conducting a questionnaire that found students are most excited about meeting new people and attending clubs, while parents prioritize safety, security and academic standards.
KHDA Inspection Report - GreenField Community Schoollatifahozer
Greenfield Community School (GCS), founder in 2007, is an International Baccalaureate (IB) World Continuum school. It is one of only a handful of schools in the world authorised to offer all four IB programmes. These include the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and is one of the first schools in the UAE to offer the IB’s Career-related Certificate (IBCC).
See more info:
http://www.gcschool.ae/about-us-3
This three-day training for elementary teachers focuses on language proficiency and science process skills. Over the three days, teachers will learn how to plan and conduct simple investigations in teaching science. They will practice identifying variables, employing tools to gather data, and using data to explain results. The training covers proper techniques for recording data in tables and graphs and interpreting results. Teachers will participate in a sample investigation on how the height of liquid changes over time when risen in a paper towel. They will construct a data table and graph to present their findings.
The survey aimed to determine university students' knowledge of foreign languages, specifically English. It found that most students understand the importance of obtaining a B1 certification but that speaking was the most difficult skill for them, while reading was easiest. Over half had attempted the B1 exam before but students felt they needed 1-3 months of preparation to pass. Most did not do leisure activities like watching English-language shows to improve their skills. In conclusion, students recognized the value of foreign language skills but were not sufficiently prepared to obtain B1 certification in English.
The document describes Open English, an online English language school serving over 20 countries. It offers customized 24/7 online instruction from native English teachers to help students achieve fluency quickly. The school has surpassed 400,000 students. It also describes Open English's new and improved learning platform, which features an updated curriculum, optimized study paths, mobile access, and more teacher interaction than before. Key aspects of the new platform include placement tests to assess students' English level, a weekly study plan to guide students' learning, unlimited live online classes taught around the clock, and feedback from teachers.
O level chemistry tuition hydro vortexalfredheng88
Very often, stress causes students to underperform. Stress from parents. Stress from school teachers. Peer competition. And the last thing you really want is to add in stress from O Level Chemistry Tutor. It is hard for parents, however, to not force the child to go for O Level Chemistry Tutor when the child isn’t doing as well in school. This is when it becomes essential to look for a special O Level Chemistry Tutor or O Level Chemistry Tuition that has a unique programme.
Parents who have been hoping to see A in their child’s report card will most certainly be attracted upon hearing these sweet talk. But sometimes it is important to not forget about the actions. Actions do speak louder than words. And this is very important in O Level Chemistry Tutor. Absolutely important in O Level Chemistry Tuition.
Serenity Technology is proposing a new type of school that focuses on long-term goals and life skills. It would provide a rigorous education from 1st to 12th grade covering subjects like math, science, drafting, nursing and languages. The school aims to give each student at least an associate's degree and skills in two languages. It would also offer services like meals, healthcare, and counseling. This addresses shortcomings in the US education system, which lags international peers in areas like preschool access and workforce skills. A survey asks parents about supporting their child's education at home and in school.
This document contains questions for parents and children about choosing a secondary school. The questions for parents address factors like school grades, location, social influences, academic performance and extracurricular activities. The questions for children focus on their excitement around starting secondary school, attending after school clubs, expectations for their first year, and interest in various subjects. The text also discusses conducting a questionnaire that found students are most excited about meeting new people and attending clubs, while parents prioritize safety, security and academic standards.
KHDA Inspection Report - GreenField Community Schoollatifahozer
Greenfield Community School (GCS), founder in 2007, is an International Baccalaureate (IB) World Continuum school. It is one of only a handful of schools in the world authorised to offer all four IB programmes. These include the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and is one of the first schools in the UAE to offer the IB’s Career-related Certificate (IBCC).
See more info:
http://www.gcschool.ae/about-us-3
This three-day training for elementary teachers focuses on language proficiency and science process skills. Over the three days, teachers will learn how to plan and conduct simple investigations in teaching science. They will practice identifying variables, employing tools to gather data, and using data to explain results. The training covers proper techniques for recording data in tables and graphs and interpreting results. Teachers will participate in a sample investigation on how the height of liquid changes over time when risen in a paper towel. They will construct a data table and graph to present their findings.
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/jamFeb25
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
The document provides guidance on analyzing and interpreting data in teaching elementary science. It discusses the objectives of interpreting data, which include analyzing given data, making interpretations based on evidence, organizing data in different formats, making inferences, and understanding dependent and independent variables. Examples are given of different types of graphs like pie charts, line graphs, and bar graphs that can be used to visualize and analyze data. Steps for interpreting data involve organizing it, creating a graph, looking for trends, making inferences, and checking inferences against existing knowledge. The document emphasizes that interpreting data relies on human judgment and cognition.
Analysis and interpretation of surveillance dataAbino David
This document discusses analyzing and interpreting surveillance data. It outlines key steps in the process including counting cases, dividing by population to calculate rates, and comparing rates over time, place, and person. Common reports generated from surveillance data are described such as timeliness, descriptive analyses, trend analyses, and comparisons between reporting units. Interpretation of results involves looking for missing or invalid data, considering disease profiles and rates, and taking action based on the information. Technical committees regularly review analyses to guide public health responses. The goal is to transform raw surveillance data into useful information that can inform program implementation and action.
This document discusses how to read and summarize graphs and charts. It explains that graphs typically have an introduction stating the topic and timeframe being depicted. Graphs can show trends such as upward, downward, or no movement. They can also vary in degree such as slightly, moderately, or significantly. The document provides examples of describing graphs and their trends over time.
This document discusses how to interpret charts and graphs. It explains that graphics provide information in a compact way compared to text. It identifies the most common types of graphs as line graphs, bar graphs, and pie charts. It also discusses tables and diagrams. The document emphasizes that graphics contain important information that supports the reading material, so readers should take time to carefully analyze charts, graphs, and tables.
The document summarizes the results of a survey about English proficiency level B1 in Spain. The survey found that most respondents did not have a B1 level, though many thought they had a B1/B2 level. Respondents felt they were strongest in speaking and many wanted to achieve B1 to communicate with foreigners rather than for university. Most knew the B1 components but had difficulties with reading comprehension. Respondents felt high schools did not adequately prepare students for B1 and that there should be more bilingual schools and better trained teachers.
This survey was conducted with 20 university students in Ceuta, Spain to evaluate their English language abilities and preparation for the B1 certification exam. The majority (94.7%) of students understood the importance of obtaining B1 certification, but only 52.6% had taken the exam. Most students spent 1-3 months preparing, and found speaking to be the most difficult skill while reading was easiest. Overall, the survey showed that while students recognized the importance of English proficiency, many were not adequately prepared to pass B1 certification and would need to attend language academies to improve their skills, particularly speaking ability.
This document summarizes interviews conducted with adults and teenagers regarding their use of technology and the internet at school. Four interviewers spoke with 10 adults and 10 teenagers, asking them questions about how they use computers and the internet at school, whether they do homework digitally, their school's use of technology like smart boards, rules around mobile phone use, and their opinions on benefits and drawbacks of technology in education. The responses provided insights into both groups' experiences using and views on digital tools for learning.
1. The document provides tips for engaging students in online English language learning from Drs. Joan Kang Shin and Jered Borup.
2. It discusses teaching differently for the online format, engaging students in multiple ways, reexamining exams, focusing on feedback, providing engaging videos, being crystal clear in instructions, and using technology tools like Google Docs and Loom.
3. Examples and suggestions are given for each tip to help teachers adapt their instruction and assessments for meaningful online learning.
This document presents an action research proposal that aims to address English difficulties experienced by Grade 5 pupils in modular distance learning. Specifically, it aims to understand the English challenges faced by pupils and determine if using PLAYS (Pupils Learning through Applying and Yabbering Strategy) improves their English performance. The proposed intervention involves interactive activities where pupils read and act out basic English words. Data will be collected through surveys and assessing pupils' performance before and after the activities. The results will be shared with teachers to potentially adopt the strategy and address pupils' issues with English vocabulary in remote learning.
The document summarizes feedback from audiences of a short film about education. It finds that 50% rated the film excellent and it was effective at delivering its message, though 13% found it average and suggested adding more dialogue for younger viewers. The film was also successful at conveying its message about education and keeping audiences attentive through its cinematography. Audiences found the film's content suitable and length appropriate and most said they would recommend it.
This survey was conducted with 20 university students in Ceuta, Spain to evaluate their English language abilities and preparation for the B1 certification exam. The majority of respondents were women between 18-25 studying subjects like business administration. While nearly all students recognized the importance of B1 certification, only about half had taken the exam. Most found speaking the most difficult and reading the easiest. Students reported needing 1-3 months to prepare, and had difficulties with listening and reading comprehension. Few engaged in leisure English activities to improve. In conclusion, students were not sufficiently prepared for B1 certification and relied on academies to strengthen their English skills, particularly speaking.
- The author conducted a needs analysis questionnaire at Carlos Lleras Restrepo school to understand the 10th grade students and inform her English class.
- The questionnaire looked at students' lives, preferences, challenges with English, feelings in class, and free time activities. It found that students are motivated but distracted by phones, and need more independent work.
- The top activities students found fun for learning English were videos and movies. Most students learn English outside of class, and feel their opinions are respected, though some have trouble expressing themselves.
This document summarizes an oral health education project for special needs children at Thunder Ridge Elementary School in Lehi, Utah. The project was conducted by three dental hygiene students and aimed to increase the oral health knowledge of 30 special needs children ages kindergarten through 6th grade. They presented an interactive lesson using videos, discussion, and hands-on activities with stuffed animal typodonts. Pre- and post-tests found that the presentation successfully increased the children's knowledge, with 90% answering post-test questions correctly. While unexpected challenges included short attention spans and varying disability levels, the project overall benefited the students' understanding of proper oral hygiene.
Obstacles to language learning progress in an emergency remote teaching envir...Sara Bologna
The global health crisis forced ELICOS providers to quickly adapt to delivering online classes, leaving very little time for teacher training, curriculum adaptation and material development. Seeing that the vast majority of ELICOS teachers employ the communicative language teaching approach, one of the main challenges has been bringing the same level of interaction and engagement from a physical classroom to an online one. On top of this, monthly reports of Pathway Students progression at ILSC showed a consistently slower learning pace for online students when compared to students of the same nationality and level attending face to face classes. While it is not possible to draw definite conclusions on what causes this gap, it is possible to make adjustments to the way online classes are planned and designed. Interestingly, some of the issues around attention span and reading difficulties that online students come across are not dissimilar from the ones faced by students with dyslexia. Three years ago I talked about the issues around managing students with dyslexia in the ESL classroom. This year I am going to build on that to show how all students, regardless of having or not having dyslexia, face similar issues when attending online or hybrid classes. The aim is to reinforce the idea that designing highly inclusive lessons ultimately benefits all students.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
It's the start of the new year and time for making New Year's resolutions. This month students from Pre A1 Starters to C1 Advanced can practise their English with our activities which are focused on the topic of learning something new.
Happy teaching!
Sample Booklet-Vocab Masters Of JamshedpurAmit Kumar
This Booklet Gives You A Preview Of Our Teaching Methodology, And The Science Behind Learning Through The Mnemonics & Visual Methods Followed At Word-A-Holic-Z.
Happy Learning !!
The document summarizes the results of a survey of students' needs in evening Chinese language classes. It found that beginner students' top focuses were basic conversational skills and real-life scenarios. Intermediate/advanced students prioritized speaking, listening, grammar and vocabulary. For self-study, students used flashcards, media, and apps. An ideal teaching model would balance skills and incorporate new technologies, role-plays, and discussions of current events for different levels.
This document lists the names of school districts in Camden County and Cape May County in New Jersey. It includes 18 school districts in Camden County and 5 school districts in Cape May County.
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/jamFeb25
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
The document provides guidance on analyzing and interpreting data in teaching elementary science. It discusses the objectives of interpreting data, which include analyzing given data, making interpretations based on evidence, organizing data in different formats, making inferences, and understanding dependent and independent variables. Examples are given of different types of graphs like pie charts, line graphs, and bar graphs that can be used to visualize and analyze data. Steps for interpreting data involve organizing it, creating a graph, looking for trends, making inferences, and checking inferences against existing knowledge. The document emphasizes that interpreting data relies on human judgment and cognition.
Analysis and interpretation of surveillance dataAbino David
This document discusses analyzing and interpreting surveillance data. It outlines key steps in the process including counting cases, dividing by population to calculate rates, and comparing rates over time, place, and person. Common reports generated from surveillance data are described such as timeliness, descriptive analyses, trend analyses, and comparisons between reporting units. Interpretation of results involves looking for missing or invalid data, considering disease profiles and rates, and taking action based on the information. Technical committees regularly review analyses to guide public health responses. The goal is to transform raw surveillance data into useful information that can inform program implementation and action.
This document discusses how to read and summarize graphs and charts. It explains that graphs typically have an introduction stating the topic and timeframe being depicted. Graphs can show trends such as upward, downward, or no movement. They can also vary in degree such as slightly, moderately, or significantly. The document provides examples of describing graphs and their trends over time.
This document discusses how to interpret charts and graphs. It explains that graphics provide information in a compact way compared to text. It identifies the most common types of graphs as line graphs, bar graphs, and pie charts. It also discusses tables and diagrams. The document emphasizes that graphics contain important information that supports the reading material, so readers should take time to carefully analyze charts, graphs, and tables.
The document summarizes the results of a survey about English proficiency level B1 in Spain. The survey found that most respondents did not have a B1 level, though many thought they had a B1/B2 level. Respondents felt they were strongest in speaking and many wanted to achieve B1 to communicate with foreigners rather than for university. Most knew the B1 components but had difficulties with reading comprehension. Respondents felt high schools did not adequately prepare students for B1 and that there should be more bilingual schools and better trained teachers.
This survey was conducted with 20 university students in Ceuta, Spain to evaluate their English language abilities and preparation for the B1 certification exam. The majority (94.7%) of students understood the importance of obtaining B1 certification, but only 52.6% had taken the exam. Most students spent 1-3 months preparing, and found speaking to be the most difficult skill while reading was easiest. Overall, the survey showed that while students recognized the importance of English proficiency, many were not adequately prepared to pass B1 certification and would need to attend language academies to improve their skills, particularly speaking ability.
This document summarizes interviews conducted with adults and teenagers regarding their use of technology and the internet at school. Four interviewers spoke with 10 adults and 10 teenagers, asking them questions about how they use computers and the internet at school, whether they do homework digitally, their school's use of technology like smart boards, rules around mobile phone use, and their opinions on benefits and drawbacks of technology in education. The responses provided insights into both groups' experiences using and views on digital tools for learning.
1. The document provides tips for engaging students in online English language learning from Drs. Joan Kang Shin and Jered Borup.
2. It discusses teaching differently for the online format, engaging students in multiple ways, reexamining exams, focusing on feedback, providing engaging videos, being crystal clear in instructions, and using technology tools like Google Docs and Loom.
3. Examples and suggestions are given for each tip to help teachers adapt their instruction and assessments for meaningful online learning.
This document presents an action research proposal that aims to address English difficulties experienced by Grade 5 pupils in modular distance learning. Specifically, it aims to understand the English challenges faced by pupils and determine if using PLAYS (Pupils Learning through Applying and Yabbering Strategy) improves their English performance. The proposed intervention involves interactive activities where pupils read and act out basic English words. Data will be collected through surveys and assessing pupils' performance before and after the activities. The results will be shared with teachers to potentially adopt the strategy and address pupils' issues with English vocabulary in remote learning.
The document summarizes feedback from audiences of a short film about education. It finds that 50% rated the film excellent and it was effective at delivering its message, though 13% found it average and suggested adding more dialogue for younger viewers. The film was also successful at conveying its message about education and keeping audiences attentive through its cinematography. Audiences found the film's content suitable and length appropriate and most said they would recommend it.
This survey was conducted with 20 university students in Ceuta, Spain to evaluate their English language abilities and preparation for the B1 certification exam. The majority of respondents were women between 18-25 studying subjects like business administration. While nearly all students recognized the importance of B1 certification, only about half had taken the exam. Most found speaking the most difficult and reading the easiest. Students reported needing 1-3 months to prepare, and had difficulties with listening and reading comprehension. Few engaged in leisure English activities to improve. In conclusion, students were not sufficiently prepared for B1 certification and relied on academies to strengthen their English skills, particularly speaking.
- The author conducted a needs analysis questionnaire at Carlos Lleras Restrepo school to understand the 10th grade students and inform her English class.
- The questionnaire looked at students' lives, preferences, challenges with English, feelings in class, and free time activities. It found that students are motivated but distracted by phones, and need more independent work.
- The top activities students found fun for learning English were videos and movies. Most students learn English outside of class, and feel their opinions are respected, though some have trouble expressing themselves.
This document summarizes an oral health education project for special needs children at Thunder Ridge Elementary School in Lehi, Utah. The project was conducted by three dental hygiene students and aimed to increase the oral health knowledge of 30 special needs children ages kindergarten through 6th grade. They presented an interactive lesson using videos, discussion, and hands-on activities with stuffed animal typodonts. Pre- and post-tests found that the presentation successfully increased the children's knowledge, with 90% answering post-test questions correctly. While unexpected challenges included short attention spans and varying disability levels, the project overall benefited the students' understanding of proper oral hygiene.
Obstacles to language learning progress in an emergency remote teaching envir...Sara Bologna
The global health crisis forced ELICOS providers to quickly adapt to delivering online classes, leaving very little time for teacher training, curriculum adaptation and material development. Seeing that the vast majority of ELICOS teachers employ the communicative language teaching approach, one of the main challenges has been bringing the same level of interaction and engagement from a physical classroom to an online one. On top of this, monthly reports of Pathway Students progression at ILSC showed a consistently slower learning pace for online students when compared to students of the same nationality and level attending face to face classes. While it is not possible to draw definite conclusions on what causes this gap, it is possible to make adjustments to the way online classes are planned and designed. Interestingly, some of the issues around attention span and reading difficulties that online students come across are not dissimilar from the ones faced by students with dyslexia. Three years ago I talked about the issues around managing students with dyslexia in the ESL classroom. This year I am going to build on that to show how all students, regardless of having or not having dyslexia, face similar issues when attending online or hybrid classes. The aim is to reinforce the idea that designing highly inclusive lessons ultimately benefits all students.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
It's the start of the new year and time for making New Year's resolutions. This month students from Pre A1 Starters to C1 Advanced can practise their English with our activities which are focused on the topic of learning something new.
Happy teaching!
Sample Booklet-Vocab Masters Of JamshedpurAmit Kumar
This Booklet Gives You A Preview Of Our Teaching Methodology, And The Science Behind Learning Through The Mnemonics & Visual Methods Followed At Word-A-Holic-Z.
Happy Learning !!
The document summarizes the results of a survey of students' needs in evening Chinese language classes. It found that beginner students' top focuses were basic conversational skills and real-life scenarios. Intermediate/advanced students prioritized speaking, listening, grammar and vocabulary. For self-study, students used flashcards, media, and apps. An ideal teaching model would balance skills and incorporate new technologies, role-plays, and discussions of current events for different levels.
This document lists the names of school districts in Camden County and Cape May County in New Jersey. It includes 18 school districts in Camden County and 5 school districts in Cape May County.
School talk podcast pitch (3 sistas and a brother group presentation)fuocoj
This document lists the names of school districts in Camden County and Cape May County in New Jersey. It includes 18 school districts in Camden County and 5 school districts in Cape May County.
School talk podcast pitch (3 sistas and a brother group presentation)IndiaW
This document lists the names of school districts in Camden County and Cape May County in New Jersey. It includes 18 school districts in Camden County and 5 school districts in Cape May County.
This document lists the names of several school districts in New Jersey and the counties they are located in. It includes 19 school districts in Camden County and 5 school districts in Cape May County.
This document discusses strengthening the "Speak English" policy at St. John's Institute in the Johnian Community. Surveys were conducted of students in grades 4-10 to assess needs. The surveys found overwhelming support for English as important, with 95%+ of students viewing it positively. The data shows high percentages of students reporting using English often or very often. The document provides rationale for strengthening enforcement of the English-only policy, noting it as a way to further improve students' development at the institution. Plans are proposed to address the identified need of stricter implementation through various initiatives.
2. Analysis of Data Gathered
As part of my research, I made a survey for all the
year 6 students from Glenealy Junior School (an
ESF Primary School). I chose the school as the
majority of students from it will carry on and
study at Island School. I asked them questions
relating to Mandarin. The data gathered will help
me notice what the students are lacking in terms
of awareness, motivation etc and to include it in
the video. Basically, the data will be incorporated
and fully explained in the video (so the content of
the video will be covered based on the
quantitative data).
3. When the Gleanealy Students were asked how many foreign languages they
learn in school, 100% of stated that they all study only one language. This means
that the School has specifically geared students to study one language in
depth, symbolizing importance and value of the language. This will most
probably lead students in choosing that specific language in Island School. This
question is relevant as it shows that the majority of students will pick the
language they are currently learning and it enables us to include in the video the
importance and effect of learning only one foreign language in depth.
4. All the 60 students learn Mandarin in Glenealy, which shows that school
things that it is a great value for students to learn. This question is relevant
as in the video we know that we are able to persuade the students that
since all of them have learnt Mandarin, they should carry on learning it in
Island School which in the long-run would benefit their future.
5. All the 60 students learn Mandarin 5 times a week in Glenealy, which once again highlights
the importance of the language and in the long-run would gear students to take it at Island
School. When I was at Glenealy we only learnt Mandarin twice a week, so this change proves
that the significance of the language is increasing as the years go by. This question is relevant
as in our video we can persuade that students that they will be good at Mandarin (therefore
they will most probably choose it) which is evidenced to the fact that they learn it every
school day and have good experiences with Mandarin.
6. Roughly 38% of students said that their parents can speak Chinese and about 62% said they couldn’t.
However, I find this piece of data to be surprising as we are living in Hong Kong, and the majority of people
living in Hong Kong are Chinese even though Hong Kong is a multi-ethnic society. This could mean that the
parents of the students learnt Cantonese or simply that their parents do not speak Mandarin at all. It is a
known fact that a child will learn the languages their parents speak. This piece of data shows that
awareness needs to be drawn for students to take up Mandarin because of its growing significance in the
future. This question is relevant as we can mention in the video that the students should learn Mandarin
so that their future children will be able to speak Mandarin; and by that time Mandarin will probably be
even more important than it is now.
7. More than half of the students have learnt Mandarin since year one. However 20 students have not. This
indicates that the 20 students must have not been in Glenealy from the beginning or that their previous
schools did not teach Mandarin. Even though the 20 students is less than half of Year 6, it is a third of the
year and shows that attention needs to be brought to other schools around the world that they should
start to offer Mandarin as a foreign language in primary schools as opposed to French, German, Spanish
etc. This question is relevant as the data gathered will once again be incorporated into the video to prove
to the students that they should not fear the challenge of learning Mandarin as most of them have already
have been learning it for a rather long time.
8. 88% of students agree that learning Chinese is important whereas 12% do not think it is
important. Even though the percentage of people who agree of its importance outweighs the
percentage of people who don’t; attention needs to be brought to the minority of students
because it truly is important for their future. This question is relevant as the data incorporate
shows that we do not need to convince a lot of people that Mandarin is important. Since it
shows that most of the year 6 students agree that Mandarin is important to learn; I am
considering to include some year 6 students in the video to persuade fellow pupils that
learning Mandarin is important. The idea of including some year 6 students is only an idea, I
think the idea is effective because often children learn concepts from other children of the
same age.
9. The majority of students said they think they would choose Mandarin when they
join Island School. However, about 43% of students said they would not. The 43%
of students almost make 50, so it proves once again that students should be made
aware of the benefits in the long-run of choosing Mandarin at Island School. This
question is useful as now in the video I know that the importance of learning
Mandarin should be emphasized.
10. The majority of students said that they do not enjoy learning Mandarin at school whereas 5%
said that they sometimes do and the majority of 58% stated that do they do not enjoy
learning Mandarin. The data gathered is useful as now I know to include that the fun stuff in
life do not always fully benefit people, as well as giving examples of other things which are
not fun but beneficial. For teachers (Mandarin teachers) who end up watching my video
when it is ready, they might be able to increase the students interest of Mandarin and to
make classes more enjoyable which will benefit the students and an increased percentage of
students will take Mandarin if it is more enjoyable. The latter is the point of this video).
11. The majority (58%) of the students said that they think that learning Mandarin is difficult whereas around
42% of students said that they do not find that learning Mandarin is difficult. The 41% of students
indicates that the students come from a Mandarin speaking background or that they have had extensive
learning in Mandarin. Difficulty affects whether the student will choose the subject as student obviously
most of the time would want an easier way out. Therefore, this question is useful as we know that in the
video we should include how to overcome the diffulties of Mandarin, and once students realize that
Mandarin is not so hard is it seems, more students in the long-run will take it and notice its importance.
12. More of the students said that they would choose Mandarin in Island School, however this is not
even half of the people out of the 60. 7 less students said that they would choose Spanish, which is
a very close difference. The results as a whole are very close together; the range of Mandarin and
Japanese is only 15, which shows that students are not aware of the importance of Mandarin. This
is a useful question to help us in our video to emphasize once again the importance of learning
Mandarin. The data has given me an idea to include statistics in the video about Mandarin and the
other foreign languages as statistics is persuasive.