International conference "Integration Challenges in Radicalizing World", 29-30 November 2016 in Tallinn, Estonia. More presentations: www.misakonverents.ee
The Georges Ouvrard school in Sedan, France welcomes pupils from ages 2 to 12. It has a nursery school with four classes for younger children and a primary school with 7 classes for older students. The school has facilities like a computer room, library, and art room. Students can eat lunch in the school canteen and participate in extracurricular activities like sports, music, language classes, and educational trips. The school aims to provide students a variety of enriching programs and projects to develop their interests.
Poland: Presentation for the European Study Visit 2013-189-ES (Catalonia, Spain), "Language learning spaces: diversity and transversality". Author Ewa Pawela. Visit the web: http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/report/
Cooperative learning is defined as 'a method of instruction that encourages students to work in small groups, learning material, then presenting what they have learned to other small groups. In doing so, they take responsibility for their own learning as well as their classmates’. In other words, cooperative learning is a system in which students become both motivated and motivators. By shifting responsibility for learning from teachers to students, cooperative learning takes away the “us vs. them” mentality that the typical school organization naturally tends to encourage and creates in its place a new dynamic environment where students feel empowered and eager to succeed on their own terms and not only to please their teacher
Anéll Slabbert-Basson has provided her curriculum vitae detailing her education and experience as an educator specializing in foundation phase, drama, and mathematics. She holds a BEd in Early Childhood Development and Foundation Phase from the University of Pretoria, as well as a BEd Honours in Learning Support. Her teaching experience includes positions at various primary schools teaching grades 1-6, with a current role teaching grade 6 mathematics at Laerskloof Primary School. She is involved in extracurricular activities like drama, debate, and softball scoring. References are provided from colleagues at her current school and other institutions.
Kathleen Ann Dumm is an experienced international teacher seeking a new challenging position. She has over a decade of teaching experience in various countries. Her experience includes teaching first grade at the Munich International School from 2009 to present. She is skilled in differentiated learning and adapting lessons for diverse learners.
Uriel Mendoza is an experienced English teacher seeking a teaching position that allows him to foster student engagement and development of English skills. He has a Bachelor of Education degree and additional qualifications in special education. Mendoza has over 7 years of teaching experience in Canada, South Korea, and the UAE, implementing differentiated instruction and improving student test scores. He is fluent in Spanish and experienced with educational technology.
Kauno "Vyturio" Gimnazija in Lithuania is coordinating a project with schools in Sweden, Romania, and Turkey focused on social inclusion and developing basic skills. The project aims to address lack of social inclusion, basic skills, parental support, and socio-economic needs among students through new teaching strategies. Each school partner will apply and evaluate new teaching methods to address these issues and share results. The project involves students, teachers, and families in promoting inclusion and integration.
This document summarizes information about an English class at a public school in Palmira, Colombia. The school has almost 2,000 students from preschool to 11th grade who receive English instruction for 2-3 hours per week. Class sizes are large with around 45 students and students have varying English proficiency from beginner to intermediate levels. While some technology is available, resources are limited with few materials available to students at home to support their English learning outside of class.
The Georges Ouvrard school in Sedan, France welcomes pupils from ages 2 to 12. It has a nursery school with four classes for younger children and a primary school with 7 classes for older students. The school has facilities like a computer room, library, and art room. Students can eat lunch in the school canteen and participate in extracurricular activities like sports, music, language classes, and educational trips. The school aims to provide students a variety of enriching programs and projects to develop their interests.
Poland: Presentation for the European Study Visit 2013-189-ES (Catalonia, Spain), "Language learning spaces: diversity and transversality". Author Ewa Pawela. Visit the web: http://blocs.xtec.cat/cataloniastudyvisit2013languagelearning/report/
Cooperative learning is defined as 'a method of instruction that encourages students to work in small groups, learning material, then presenting what they have learned to other small groups. In doing so, they take responsibility for their own learning as well as their classmates’. In other words, cooperative learning is a system in which students become both motivated and motivators. By shifting responsibility for learning from teachers to students, cooperative learning takes away the “us vs. them” mentality that the typical school organization naturally tends to encourage and creates in its place a new dynamic environment where students feel empowered and eager to succeed on their own terms and not only to please their teacher
Anéll Slabbert-Basson has provided her curriculum vitae detailing her education and experience as an educator specializing in foundation phase, drama, and mathematics. She holds a BEd in Early Childhood Development and Foundation Phase from the University of Pretoria, as well as a BEd Honours in Learning Support. Her teaching experience includes positions at various primary schools teaching grades 1-6, with a current role teaching grade 6 mathematics at Laerskloof Primary School. She is involved in extracurricular activities like drama, debate, and softball scoring. References are provided from colleagues at her current school and other institutions.
Kathleen Ann Dumm is an experienced international teacher seeking a new challenging position. She has over a decade of teaching experience in various countries. Her experience includes teaching first grade at the Munich International School from 2009 to present. She is skilled in differentiated learning and adapting lessons for diverse learners.
Uriel Mendoza is an experienced English teacher seeking a teaching position that allows him to foster student engagement and development of English skills. He has a Bachelor of Education degree and additional qualifications in special education. Mendoza has over 7 years of teaching experience in Canada, South Korea, and the UAE, implementing differentiated instruction and improving student test scores. He is fluent in Spanish and experienced with educational technology.
Kauno "Vyturio" Gimnazija in Lithuania is coordinating a project with schools in Sweden, Romania, and Turkey focused on social inclusion and developing basic skills. The project aims to address lack of social inclusion, basic skills, parental support, and socio-economic needs among students through new teaching strategies. Each school partner will apply and evaluate new teaching methods to address these issues and share results. The project involves students, teachers, and families in promoting inclusion and integration.
This document summarizes information about an English class at a public school in Palmira, Colombia. The school has almost 2,000 students from preschool to 11th grade who receive English instruction for 2-3 hours per week. Class sizes are large with around 45 students and students have varying English proficiency from beginner to intermediate levels. While some technology is available, resources are limited with few materials available to students at home to support their English learning outside of class.
The document announces a playgroup in Finnish for Romanian children ages 3-6 to be held on Saturdays from August 18 to December 8 (except October 27 and November 10) at the International Cultural Centre Caisa. The playgroup aims to bring Romanian children together to help strengthen their mother tongue and build a foundation for learning Finnish through activities like games, singing, reading, drawing and crafts. The group will be run by volunteer parents with experience in early childhood education and pedagogy. Inquiries and registration are through the organization Learning for Integration.
This document summarizes an interview with a plurilingual student named Erag about his use of multiple languages. Erag speaks Albanian, Icelandic, English, and Danish to varying degrees based on the social and academic contexts. He uses Albanian primarily for socializing with family abroad. He excels in Icelandic and English for school and is maintaining Albanian to stay connected to his cultural heritage. The interview provides insights into how plurilingual students navigate both majority and heritage languages to achieve their communicative and academic goals.
Amy Brewer has over 30 years of experience in K-12 education, including roles as a teacher, coordinator, instructor, and volunteer tutor. She has taught subjects such as language arts, science, gifted education, and introduction to education. Brewer has received many honors and awards for her work, including National Board Certification and grants from organizations like Fund For Teachers and NSTA. She holds a Master's degree in Educational Psychology and a Bachelor's degree in Elementary Education.
The ETRC Advisory Board meeting covered events from the summer of 2013 and plans for the upcoming year. In the summer, ETRC held a successful summer school with 77 English teachers attending sessions led by specialists from Moldova and the US. They also held professional development events on symbols of US independence and an excursion to Soroca. For the 2013-2014 year, ETRC outlined a project to provide resources and training to in-service and pre-service English teachers through regular seminars, workshops and access to materials. Upcoming events included a fall school in October with presenters from Moldova, Ireland and the US. Issues discussed were the ETRC website, hosting a conference in April 2014, and
Prezentare ppt with csei,,lady helen,, focsani romaniabratilazonica
The Center for Inclusive Education School "Lady Elena" in Focsani, Romania is the first school for deaf children and provides specialized education programs for students with special needs. It educates students from preschool through high school with all types of disabilities. The school offers practical and cultural activities for students like quilling, sports, theater. As a teacher at the school, the role is to help integrate students into society and teach them to become autonomous by acquiring basic life skills despite their severe deficiencies.
Lorianne Wilbur is seeking a position and has over 3 years of experience tutoring English. She has a Bachelor of Arts in English Literature from Western Washington University expected in March 2016 and an Associate's degree from Tacoma Community College. Her previous work includes tutoring English at Tacoma Community College, mentoring students at The College Success Foundation, and assisting teaching at a kindergarten.
The document summarizes key details about education in Denmark, specifically in the municipality of Silkeborg. It describes the Danish education system which includes public and some private schools, as well as pre-school, primary, lower secondary, upper secondary, and university levels. It provides specifics about a primary school in Voel which has 240 students and focuses on outdoor activities and experiences with nature. It also describes a visit to the Silkeborg Gymnasium upper secondary school which has 1,350 students and focuses on science and encouraging students' interest in the field.
This document provides information about Agia Varvara Gymnasium, a regional secondary school in Cyprus. It details that the school has 410 students from 8 surrounding communities who are bussed in daily. Students study 15 mandatory subjects from ages 12-15 in Gymnasium and choose subjects to prepare for university from 16-18 in Lyceum. The school day runs from 7:30-1:35 with classes 40-45 minutes and breaks. Students are evaluated with semester tests and final exams in 4 subjects. Teachers meet with parents twice a year and discuss the school rules once annually. The document also describes a job shadow program where two Spanish teachers observed teaching methods at the school for two weeks.
This document contains biographies of 14 teachers working at NIS Astana. It provides information on their education backgrounds, qualifications, years of experience, language skills, areas of professional development, and student achievements or projects they have led. The teachers have experience ranging from 3 to 35 years and have participated in professional development programs in Singapore, France, and Kazakhstan focused on topics like problem solving education, project technologies, and working with gifted children.
Gro Wollebæk and Gudrun Lindeman teach at Vevelstadåsen school in Ski, Norway. The school has 311 students from ages 6-13 representing 15 different nations. It is organized into departments for different grade levels and has facilities for a foreign language introduction class, after school club, and multiple handicap section. The goals of the school are to teach Norwegian, math, English, and other subjects according to the national curriculum while accommodating different learning styles. Ski has a beautiful natural environment and is a center for employment and recreation.
This document summarizes a European project called "Fingertips" between schools in Portugal, Poland, Slovenia, Estonia, and Norway. The project aims to introduce countries through arts and crafts created by students using their fingers. Students will learn about other nations by dancing, singing, drawing and more. All student works will be sent to Estonia to build a giant tree with each student's cut-out hand representing their country.
Stalbe Secondary School is located in Latvia and educates approximately 250 students from Stalbe and surrounding villages. The school has been operating since 1988 and celebrates its 25th anniversary in 2013. It offers preschool through high school programs, as well as evening school and special education programs. In addition to academics, the school encourages student participation in extracurricular activities like choirs, dance, art, sports, and self-governance. The school aims to be not just a place of education but also a cultural center for the region.
«English Language Teaching, A Project for Greece», IVLP program, March 27 ‑ April 4, 2017»
Επιμόρφωση εκπαιδευτικών ΠΕ 06 (Αγγλικής Γλώσσας) όλων των σχολικών μονάδων Ν. Μαγνησίας με έγκριση της Περιφερειακής Διεύθυνσης Εκπαίδευσης Θεσσαλίας 3445/27.3.2017
This document provides information about several Erasmus+ projects, conferences, and educational opportunities. It summarizes details about two Erasmus+ projects involving partnerships between schools in several European countries to promote music education and reading. It also lists several national and international conferences that Romanian teachers have participated in or can submit works to, addressing topics like cultural diversity, arts in education, and curriculum innovation. Finally, it announces several online courses and webinars on subjects such as reading assessment, writing instruction, and self-regulated learning that teachers may be interested in.
The document provides biographical information about Ana Baranețcaia, an English teacher from Gymnasium Sircova in Rezina, Moldova. It states that she graduated from IRIM Chișinău in 2008 and received additional pedagogical training in 2013. She has worked as an English teacher at Gymnasium Sircova since 2010 and participates in various online courses and international projects to integrate new technologies and activities into her lessons.
The Avižieniai Gymnasium in Lithuania was founded in 1964 and teaches students in Lithuanian and Polish. It was reorganized from a basic school to a secondary school in 1998. The school currently has 208 students learning in Lithuanian and 120 in Polish. Valerija Orševska has been the headmistress since 2003. The school offers specialized assistance to students and has 50 teachers. Its goals are to help students understand the modern world, develop their national identity, and choose their future careers through various art, sports, technology and social programs. The school is also known for its successful boys' and girls' volleyball teams.
The document summarizes information about Liceo "Emilio Ainis" secondary school in Messina, Italy. It describes that the school provides students aged 14-19 with cultural and skills education to continue their studies in teaching or social fields. There are three main courses of study focused on psycho-pedagogy, languages, and social sciences. The school offers extracurricular activities like a school paper, creative writing, drama, sports, and school trips to promote collaboration. The building is located in Messina near the Strait of Messina waterway.
Developing a School Library Program in Vietnam:Opportunities and Challenges Zakir Hossain/ICS, Zurich
This document discusses developing school library programs in Vietnam, including opportunities and challenges. It provides background information on Vietnam's education system and library networks. School libraries exist in around 90% of schools but face issues like a lack of qualified librarians and cooperation between school and public libraries. Opportunities include NGO involvement and a growing awareness of the importance of libraries. Future directions suggested are improving librarian training, reading programs, and community inclusion.
After the ‘new migration’: re-examining perceptions and experiences of teachi...RMBorders
Presentation by Naomi Flynn at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Prof. Mikko Lagerspetz: Civil Society, Diversity and Civilitymisakonverents
Civil society can be understood in two ways: as the third sector independent of state and market, and as the public sphere emphasizing pluralism and open dialogue. Civil society promotes diversity and integration through social capital, empowering marginalized groups and facilitating networking. However, some civil society organizations may remain powerless or promote intolerance. For civil society to facilitate integration and diversity, organizations and their participants must engage in respectful dialogue and mutual acceptance.
Ethnic Divide in the Estonian Labour Marketmisakonverents
This document summarizes a study analyzing the ethnic divide in Estonia's labor market. The study finds that unemployment rates have consistently been higher among ethnic minorities compared to Estonians. Ethnic minorities also earn less on average and are underrepresented in managerial and skilled specialist roles. Major risk factors for poorer labor market outcomes among ethnic minorities identified in the study include lower Estonian language proficiency, citizenship status, education levels, age, gender, region of residence, cultural differences, attitudes, and employer discrimination based on ethnicity.
The document announces a playgroup in Finnish for Romanian children ages 3-6 to be held on Saturdays from August 18 to December 8 (except October 27 and November 10) at the International Cultural Centre Caisa. The playgroup aims to bring Romanian children together to help strengthen their mother tongue and build a foundation for learning Finnish through activities like games, singing, reading, drawing and crafts. The group will be run by volunteer parents with experience in early childhood education and pedagogy. Inquiries and registration are through the organization Learning for Integration.
This document summarizes an interview with a plurilingual student named Erag about his use of multiple languages. Erag speaks Albanian, Icelandic, English, and Danish to varying degrees based on the social and academic contexts. He uses Albanian primarily for socializing with family abroad. He excels in Icelandic and English for school and is maintaining Albanian to stay connected to his cultural heritage. The interview provides insights into how plurilingual students navigate both majority and heritage languages to achieve their communicative and academic goals.
Amy Brewer has over 30 years of experience in K-12 education, including roles as a teacher, coordinator, instructor, and volunteer tutor. She has taught subjects such as language arts, science, gifted education, and introduction to education. Brewer has received many honors and awards for her work, including National Board Certification and grants from organizations like Fund For Teachers and NSTA. She holds a Master's degree in Educational Psychology and a Bachelor's degree in Elementary Education.
The ETRC Advisory Board meeting covered events from the summer of 2013 and plans for the upcoming year. In the summer, ETRC held a successful summer school with 77 English teachers attending sessions led by specialists from Moldova and the US. They also held professional development events on symbols of US independence and an excursion to Soroca. For the 2013-2014 year, ETRC outlined a project to provide resources and training to in-service and pre-service English teachers through regular seminars, workshops and access to materials. Upcoming events included a fall school in October with presenters from Moldova, Ireland and the US. Issues discussed were the ETRC website, hosting a conference in April 2014, and
Prezentare ppt with csei,,lady helen,, focsani romaniabratilazonica
The Center for Inclusive Education School "Lady Elena" in Focsani, Romania is the first school for deaf children and provides specialized education programs for students with special needs. It educates students from preschool through high school with all types of disabilities. The school offers practical and cultural activities for students like quilling, sports, theater. As a teacher at the school, the role is to help integrate students into society and teach them to become autonomous by acquiring basic life skills despite their severe deficiencies.
Lorianne Wilbur is seeking a position and has over 3 years of experience tutoring English. She has a Bachelor of Arts in English Literature from Western Washington University expected in March 2016 and an Associate's degree from Tacoma Community College. Her previous work includes tutoring English at Tacoma Community College, mentoring students at The College Success Foundation, and assisting teaching at a kindergarten.
The document summarizes key details about education in Denmark, specifically in the municipality of Silkeborg. It describes the Danish education system which includes public and some private schools, as well as pre-school, primary, lower secondary, upper secondary, and university levels. It provides specifics about a primary school in Voel which has 240 students and focuses on outdoor activities and experiences with nature. It also describes a visit to the Silkeborg Gymnasium upper secondary school which has 1,350 students and focuses on science and encouraging students' interest in the field.
This document provides information about Agia Varvara Gymnasium, a regional secondary school in Cyprus. It details that the school has 410 students from 8 surrounding communities who are bussed in daily. Students study 15 mandatory subjects from ages 12-15 in Gymnasium and choose subjects to prepare for university from 16-18 in Lyceum. The school day runs from 7:30-1:35 with classes 40-45 minutes and breaks. Students are evaluated with semester tests and final exams in 4 subjects. Teachers meet with parents twice a year and discuss the school rules once annually. The document also describes a job shadow program where two Spanish teachers observed teaching methods at the school for two weeks.
This document contains biographies of 14 teachers working at NIS Astana. It provides information on their education backgrounds, qualifications, years of experience, language skills, areas of professional development, and student achievements or projects they have led. The teachers have experience ranging from 3 to 35 years and have participated in professional development programs in Singapore, France, and Kazakhstan focused on topics like problem solving education, project technologies, and working with gifted children.
Gro Wollebæk and Gudrun Lindeman teach at Vevelstadåsen school in Ski, Norway. The school has 311 students from ages 6-13 representing 15 different nations. It is organized into departments for different grade levels and has facilities for a foreign language introduction class, after school club, and multiple handicap section. The goals of the school are to teach Norwegian, math, English, and other subjects according to the national curriculum while accommodating different learning styles. Ski has a beautiful natural environment and is a center for employment and recreation.
This document summarizes a European project called "Fingertips" between schools in Portugal, Poland, Slovenia, Estonia, and Norway. The project aims to introduce countries through arts and crafts created by students using their fingers. Students will learn about other nations by dancing, singing, drawing and more. All student works will be sent to Estonia to build a giant tree with each student's cut-out hand representing their country.
Stalbe Secondary School is located in Latvia and educates approximately 250 students from Stalbe and surrounding villages. The school has been operating since 1988 and celebrates its 25th anniversary in 2013. It offers preschool through high school programs, as well as evening school and special education programs. In addition to academics, the school encourages student participation in extracurricular activities like choirs, dance, art, sports, and self-governance. The school aims to be not just a place of education but also a cultural center for the region.
«English Language Teaching, A Project for Greece», IVLP program, March 27 ‑ April 4, 2017»
Επιμόρφωση εκπαιδευτικών ΠΕ 06 (Αγγλικής Γλώσσας) όλων των σχολικών μονάδων Ν. Μαγνησίας με έγκριση της Περιφερειακής Διεύθυνσης Εκπαίδευσης Θεσσαλίας 3445/27.3.2017
This document provides information about several Erasmus+ projects, conferences, and educational opportunities. It summarizes details about two Erasmus+ projects involving partnerships between schools in several European countries to promote music education and reading. It also lists several national and international conferences that Romanian teachers have participated in or can submit works to, addressing topics like cultural diversity, arts in education, and curriculum innovation. Finally, it announces several online courses and webinars on subjects such as reading assessment, writing instruction, and self-regulated learning that teachers may be interested in.
The document provides biographical information about Ana Baranețcaia, an English teacher from Gymnasium Sircova in Rezina, Moldova. It states that she graduated from IRIM Chișinău in 2008 and received additional pedagogical training in 2013. She has worked as an English teacher at Gymnasium Sircova since 2010 and participates in various online courses and international projects to integrate new technologies and activities into her lessons.
The Avižieniai Gymnasium in Lithuania was founded in 1964 and teaches students in Lithuanian and Polish. It was reorganized from a basic school to a secondary school in 1998. The school currently has 208 students learning in Lithuanian and 120 in Polish. Valerija Orševska has been the headmistress since 2003. The school offers specialized assistance to students and has 50 teachers. Its goals are to help students understand the modern world, develop their national identity, and choose their future careers through various art, sports, technology and social programs. The school is also known for its successful boys' and girls' volleyball teams.
The document summarizes information about Liceo "Emilio Ainis" secondary school in Messina, Italy. It describes that the school provides students aged 14-19 with cultural and skills education to continue their studies in teaching or social fields. There are three main courses of study focused on psycho-pedagogy, languages, and social sciences. The school offers extracurricular activities like a school paper, creative writing, drama, sports, and school trips to promote collaboration. The building is located in Messina near the Strait of Messina waterway.
Developing a School Library Program in Vietnam:Opportunities and Challenges Zakir Hossain/ICS, Zurich
This document discusses developing school library programs in Vietnam, including opportunities and challenges. It provides background information on Vietnam's education system and library networks. School libraries exist in around 90% of schools but face issues like a lack of qualified librarians and cooperation between school and public libraries. Opportunities include NGO involvement and a growing awareness of the importance of libraries. Future directions suggested are improving librarian training, reading programs, and community inclusion.
After the ‘new migration’: re-examining perceptions and experiences of teachi...RMBorders
Presentation by Naomi Flynn at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Prof. Mikko Lagerspetz: Civil Society, Diversity and Civilitymisakonverents
Civil society can be understood in two ways: as the third sector independent of state and market, and as the public sphere emphasizing pluralism and open dialogue. Civil society promotes diversity and integration through social capital, empowering marginalized groups and facilitating networking. However, some civil society organizations may remain powerless or promote intolerance. For civil society to facilitate integration and diversity, organizations and their participants must engage in respectful dialogue and mutual acceptance.
Ethnic Divide in the Estonian Labour Marketmisakonverents
This document summarizes a study analyzing the ethnic divide in Estonia's labor market. The study finds that unemployment rates have consistently been higher among ethnic minorities compared to Estonians. Ethnic minorities also earn less on average and are underrepresented in managerial and skilled specialist roles. Major risk factors for poorer labor market outcomes among ethnic minorities identified in the study include lower Estonian language proficiency, citizenship status, education levels, age, gender, region of residence, cultural differences, attitudes, and employer discrimination based on ethnicity.
Rasmus Rask Multilingual school in Kalamaja, Tallinnmisakonverents
International conference "Integration Challenges in Radicalizing World", 29-30 November 2016 in Tallinn, Estonia. More presentations: www.misakonverents.ee
This document discusses identity and integration in Estonia through the lens of regional identity. It begins with an introduction to theories of identity formation from various scholars. It then outlines the methodology used, which involves stimulus-based interviews to understand how Estonians conceptualize their regional identity. The results show that Estonians see themselves as both Nordic and Baltic. Linguistic and historical ties to Finland are most important to them when considering regional identity. While they identify with Latvia and Lithuania in some ways, Estonians also seek to differentiate themselves, particularly regarding religion. The document concludes that Estonian identity demonstrates hybridity and plurality, and that language is a key factor for integration. Security concerns should not be allowed to securitize
Segregation at Estonian labour market – challenges and opportunitiesmisakonverents
This document summarizes labor market trends and challenges in Estonia. It provides statistics on the country's population distribution, labor force levels, and unemployment rates. A key point is that 45% of unemployed individuals are Russian speakers, indicating potential language barriers. The document also outlines various active labor market programs and employment measures administered by Estonia's Unemployment Insurance Fund to help job seekers, including training, counseling, wage subsidies, and support for those with disabilities. Participation in these programs has increased in recent years.
International conference "Integration Challenges in Radicalizing World", 29-30 November 2016 in Tallinn, Estonia. More presentations: www.misakonverents.ee
challenges-in-multilingual-education- by Dr Mahendra Kumar Mishra MahendraMishra20
INdian states confront with using mother tongue of the children in monolingual schools. The challenges in using mother tongue in such schools have been discussed in this presentation.
This document provides an overview of Russian culture and how to connect with Russian students in the classroom. It discusses Russian art, religious practices, traditions, language, and the Russian alphabet. It clarifies that not all students are ethnically Russian and describes challenges some students face with mixed Russian/Ukrainian heritage. The document interviews a teacher who discusses resources for Russian students and welcoming their families. It provides demographics of a local Russian bilingual program and notes challenges of translating materials.
Konstantinos Orfanakis provides his contact information and education history including graduating from Aristotle University of Thessaloniki in Greece in 2016 with a GPA of 8 out of 10. He completed internships teaching English and participated in youth exchange programs in Poland and Germany through Erasmus+. His areas of focus included presentations on peace education, dictionaries, and morpho-syntactic properties of languages. He is fluent in Greek and English and has skills in Microsoft Office applications. His hobbies include music, dancing, sports, and cinema.
A presentation kindly offered by the principal of Kartanonkoski school, Mrs Tuija Tammi, during our visit at their premises a part of our Erasmus+ KA1 project.
This document outlines a workshop plan for celebrating International Mother Language Day. It includes activities to acknowledge the many languages spoken by students, such as having students research and present on their mother tongue. Students would survey classmates about their languages, create posters and presentations, and engage in other language-focused activities. The goals are to promote diversity and cultural understanding, as well as get to know students and their backgrounds through celebrating their mother languages.
The document describes the educational system in Poland and Greece. In Poland, compulsory education lasts 12 years, from ages 6 to 18. Primary school lasts 8 years, from ages 7 to 15, followed by secondary school which lasts 3-5 years. In Greece, kindergarten is from ages 4-6, primary school from ages 6-12, gymnasium from ages 12-15, and high school from ages 15-18. Both countries have universities available after secondary school. The document also provides details on specific schools, including the daily routine of a kindergarten in Poland and Greece.
This document summarizes a paper about using virtual 3D learning spaces to teach indigenous and minority languages. It discusses two case studies of the Basque and North Sámi languages in Europe. For Basque, a survey of 38 teachers found interest in using virtual environments but also challenges due to technical issues and workload. North Sámi, spoken by up to 30,000 people, faces threats as the language is underrepresented in virtual spaces. Overall, the document discusses the potential benefits of virtual worlds for language revitalization but also epistemological reasons why some indigenous groups may not want their cultures represented in such environments.
The document provides information about the educational system in Poland, including:
- Compulsory education in Poland lasts 12 years, from ages 6 to 18, and includes primary school (ages 7-15) and secondary school (ages 15-18 or 19-20).
- The nursery school profiled focuses on developing language, art, and multidisciplinary skills for children ages 3-6 through activities like dance, art, and early English language learning.
- The school prioritizes innovation, teacher development, and has introduced methods like CLIL (Content and Language Integrated Learning) to teach English as a foreign language across the curriculum.
The document provides information about the European Day of Languages (EDL), which is celebrated annually on September 26th. The EDL was initiated by the Council of Europe to encourage language learning and promote linguistic diversity across Europe. It highlights the large number of languages spoken worldwide and in Europe specifically. The document outlines ways for individuals, schools, and organizations to get involved by organizing events, activities, games and competitions to celebrate multilingualism and cultural exchange on the EDL. Key coordination is provided by the Council of Europe and national relay persons seek to promote the Day in over 40 countries.
This document provides information about the seven schools participating in the Comenius project "The Voices from the Land". It includes a brief description of each school, including its location, number of students and teachers, subjects taught, facilities, and social/economic context of the local community. The schools are located in Turkey, Romania, Poland, Italy, Spain, and Latvia. It is noted that through this international partnership project, the students will have an opportunity to learn about other cultures, broaden their horizons, and meet new friends from different European countries.
This document provides information about the seven schools participating in the Comenius project "The Voices from the Land". It includes a brief description of each school, including its location, number of students and teachers, subjects taught, facilities, and social/economic context of the local community. The schools are located in Turkey, Romania, Poland, Italy, Spain, and Latvia. It is noted that through this international partnership project, the students will have an opportunity to learn about other cultures, broaden their horizons, and meet new friends from different European countries.
A case against special needs and for very deaf schools in SwedenErnst Thoutenhoofd
This document discusses issues in deaf education in Sweden. It provides quotes from deaf students expressing frustration with teachers who don't know sign language and feeling forced to speak. It also notes criticism from Sweden's Children's Ombudsman that some special schools for the deaf don't meet expectations, with students reporting teachers unable to sign. The document advocates for sign-bilingual education and rights for deaf students to be educated in their native sign language and culture. It traces the history of denying sign language in deaf education internationally and issues with oral-only approaches.
Provides a brief overview of the historical and legal perspectives on bilingual education in the United States. Also includes challenges, students and teachers face as well as possible supports teachers can use when working with English Language Learners (ELLs).
The Relationship between Socio-Economic and Socio-Cultural Structures of High...inventionjournals
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3. Today
1) In kindergarten:
• Ca 55% in Russian language institutions
• Ca 20% at Estonian language institutions
• Ca 25% in language immersion programmes
2) In basicschool
• Ca 70-72% Russian language schools
• Ca 8-9% studyat Estonian school,
• Ca 20% in language immersion classes
4. Language immersion becomes more popular
13
16
24
14
16
20
0
5
10
15
20
25
30
2011/12 2013/14 2015/16
% of children with non-Estonian as home language going to
language immersion programme
Kindergarten Basic school
Participation in language immersion classes has been doubled during last 10 years
5. But not studying at Estonian-language
schools?
Participation in Estonian language kindergarten
and school has been stable over last 5 years
•Ca 20% children whose mother tonque is not
Estonian go to Estonian language kindergarten
•Ca 8% to Estonian language basic schools
6. Why?
What parents would like?
According to Integration Monitoring 2015:
• 32% of Russian language parents prefer Basic education in
Estonian and
• 17% in language immersion
• Only 5% of parents do not want multicultural and – lingual
education
• 66% of Estonian parents and 77% of parents from other
nations think that Estonian-language studies couldstart in
kindergarten (LM2015)
7. What students would like?
Russian language upper-secondary school graduates:
„There should be more lessons in Estonian language
and these could start before gymnasium, both for
developing Estonian language skills as well as
promoting communication with each other and
creating stronger common ground.“
„ühiseid eestikeelseid ainetunde võiks olla rohkem ning
need võiksid alata juba enne gümnaasiumiastet, seda
nii eesti keele oskuse arendamise, omavahelise
suhtluse tihendamise kui ka tugevama ühtsustunde
tekitamiseks“ (LM 2015 intervjuud)
8. WHY problem? Connection to Estonia
• 50-75% of Russian young people connect their future with
Estonia (Idnurm jt 2011; Mägi, Nestor 2012; Metslang jt
2013)
• Uppers secondary gradutes who intend to move abroad:
• 7% of Estonian speakers
• 31% of Russian speakers (Mägi, Nestor 2012).
• Only 42% of Russian speaking upper secondary students
value Estonian citizenship as relevant identity (Valk jt 2013)
9. Different identitiesamong youth from 4 countries (Valk jt
2013)
14.9
22.4
24.1
19.5
15
13.4
38.1
33.1
12.7
42.9
52.6
41.8
3.6
11.3
29.1
29.9
37
38.4
51.4
52.8
53.5
64.4
68.6
83.2
0 10 20 30 40 50 60 70 80 90
(Ex-)Soviet person
East-European(s)
Member of my ethnic group
Person belonging to several cultures - multicultural
North-European(s)
Finno-Ugric
World citizen(s) - Global
Baltic
Nordic
Inhabitant of my region (Regional)
Citizen of European Union(s)
Citizen of [the country of the respondent] National
the per cent of students who considered particular
identification important or very important
4 country average estest estrus
10. WHY problem? Language skills
Language learning starts too late and is not related to real-
life communication
• Minimal required Estonian language level (B1) is acquired by2/3 of
Russian speakingBasic school graduates
• Only 20% Russian youth uses Estonian language on everydaybases
• Language skills related to academic performance: r=0,75
(Connection between IQ and language skills weaker before age 10-12)
11. DREAM of multicultural school
• At the level of basic school (currently Estonian-
language subjects mainly in gymnasium)
• Proactive strategy of schools
• Preparing parents
• Creating positive image: „Open start“
• Clear strategy for recruiting students
• Main language is Estonia, if needed additional
classes in Estonian
• High level mother tonque and culture learning,
some subjects in English/Russian
12. DREAM
• Some subjects, hobby classes in another language (English,
Russian, ..) also for Estonian children
• International approach and European identity
• Supporting multicultural identity: creating meaning (what
does it mean to be Russian-Estonian, Syrian-Estonian) and
positive image. Making multicultural identity an easy choice
• Cross-cultural interaction games in smaller classes, later
lessons for cross-cultural communication
13. DREAM
• Multiperspective text-books in
• Citizenship education: pluses and minuses of multiculturalism
• History: the role of different ethnicities in Estonian history, Estonian
history centered on land rather than ethnicity
• Literature: Russian-Estonian authors; emigration, multicultural issues
in literature
• Open teachers, when needed bilingual teachers
14. NOT JUST DREAM
• In 2015 Ministry started to create the concept of
multicultural school
• Reality in today’s schools with mixed student body: more
oriented to assimilatiom. No high level teaching of mother
tonque. Little attention to relations.
• 2016 started 4 pilot schools and 1 kindergarten: Kohtla-
Järve Järve G; Kunda ÜG; Kiltsi PK, Kohila Lasteaed; Juhan
Liivi nim. Alatskivi KK
• Plan to work out policy based on their experiences
poliitika