The document proposes establishing the International School of Uzbekistan to address the needs of Uzbekistan as a landlocked, multicultural nation with a young population. It would be one of only two international schools in the country. The school would provide an international education to help Uzbekistani children understand their own and other cultures, both within and beyond Uzbekistan's borders. The curriculum for kindergarten through 6th grade would include courses in Uzbek, Russian, English, math, science, arts and more, with a focus on multiculturalism. Teachers would come from the U.S. and locally. The school aims to give students a well-rounded education to better situate them in the world.
This document contains information about the schedule and subjects for a 4th form class at Osipovichi School No. 2 in Belarus. It lists the subjects that are taught on different days of the week, including Tuesdays and Fridays which have Religious Education. It also includes a partial weekly timetable showing the order of subjects on different days and an activity to fill in missing letters in the names of some of the subjects.
This document provides information about the transition from elementary school to middle school for students. It outlines the various rooms and teachers that students will have for extracurricular activities and academic subjects. Expectations are discussed regarding scheduling, resources, guidance, and the cafeteria. The academics section describes the curriculum, library visits, related arts, and powerschool for tracking grades. Extra help options are also mentioned.
This Shakespeare unit plan is for a class of 20 high school seniors, including 12 Caucasian and 8 African American students. The main objective is to teach Shakespeare in a way that prepares students for college study, while also covering aspects not usually included in high school. The unit breakdown includes learning about Shakespeare's life and background, analyzing sonnets through close reading, studying the play Othello over two days, and concluding with a class discussion. Various technologies will be used like posters, social media, videos, and interactive activities.
This document outlines the standard curriculum and applied sciences option curriculum for a Scientific High School in Italy called Liceo Scientifico. It lists the subjects taught each year along with the weekly hours. It also describes extracurricular workshops, activities, international projects, and recent educational reforms in Italy around decentralization and autonomy. The school focuses on subjects like Italian, Latin, foreign languages, history, philosophy, mathematics, physics, natural sciences, and more.
Syllabus distribution for full blast 5 نسخةtheonlysameera
This document outlines the syllabus for a third grade intermediate class for the first term of the 1436-1437 Hijri year. It includes 18 weeks of material divided among 4 modules: Teen Trends, Broaden Your Mind, Standing Out, and Nature. Each week covers 1-2 lessons within a module, including activities like discussions, exercises, dialogues and dictation. Topics range from meeting new friends and trying new things to learning experiences, culture, landmarks, and the natural world.
The document summarizes a school in Korolev, Russia. It describes the school as one of the oldest in the town where a famous cosmonaut studied. The four-story building has classrooms, a library, and a sports ground. Subject classrooms include English, which is the students' favorite, described as light with flowers and equipped for reading, writing, and translation. The school has rules around behavior and uniforms, and teaches many subjects led by a kind English teacher.
Viktoria Skichko provides an autobiographical summary, including that she was born on November 21, 1994, began elementary school at age 6 with 16 classmates, where she excelled in physical training and Russian language. She won first place in a Russian language Olympiad in 4th grade. In 2004, she entered the Achinsk Marian girls' school, where she is currently studying and has participated in various competitions, winning awards such as a first degree diploma for participating in an international Olympiad. She is preparing for the GIA and aims to achieve high scores in all subjects, though she is undecided on her future profession.
This document contains information about the schedule and subjects for a 4th form class at Osipovichi School No. 2 in Belarus. It lists the subjects that are taught on different days of the week, including Tuesdays and Fridays which have Religious Education. It also includes a partial weekly timetable showing the order of subjects on different days and an activity to fill in missing letters in the names of some of the subjects.
This document provides information about the transition from elementary school to middle school for students. It outlines the various rooms and teachers that students will have for extracurricular activities and academic subjects. Expectations are discussed regarding scheduling, resources, guidance, and the cafeteria. The academics section describes the curriculum, library visits, related arts, and powerschool for tracking grades. Extra help options are also mentioned.
This Shakespeare unit plan is for a class of 20 high school seniors, including 12 Caucasian and 8 African American students. The main objective is to teach Shakespeare in a way that prepares students for college study, while also covering aspects not usually included in high school. The unit breakdown includes learning about Shakespeare's life and background, analyzing sonnets through close reading, studying the play Othello over two days, and concluding with a class discussion. Various technologies will be used like posters, social media, videos, and interactive activities.
This document outlines the standard curriculum and applied sciences option curriculum for a Scientific High School in Italy called Liceo Scientifico. It lists the subjects taught each year along with the weekly hours. It also describes extracurricular workshops, activities, international projects, and recent educational reforms in Italy around decentralization and autonomy. The school focuses on subjects like Italian, Latin, foreign languages, history, philosophy, mathematics, physics, natural sciences, and more.
Syllabus distribution for full blast 5 نسخةtheonlysameera
This document outlines the syllabus for a third grade intermediate class for the first term of the 1436-1437 Hijri year. It includes 18 weeks of material divided among 4 modules: Teen Trends, Broaden Your Mind, Standing Out, and Nature. Each week covers 1-2 lessons within a module, including activities like discussions, exercises, dialogues and dictation. Topics range from meeting new friends and trying new things to learning experiences, culture, landmarks, and the natural world.
The document summarizes a school in Korolev, Russia. It describes the school as one of the oldest in the town where a famous cosmonaut studied. The four-story building has classrooms, a library, and a sports ground. Subject classrooms include English, which is the students' favorite, described as light with flowers and equipped for reading, writing, and translation. The school has rules around behavior and uniforms, and teaches many subjects led by a kind English teacher.
Viktoria Skichko provides an autobiographical summary, including that she was born on November 21, 1994, began elementary school at age 6 with 16 classmates, where she excelled in physical training and Russian language. She won first place in a Russian language Olympiad in 4th grade. In 2004, she entered the Achinsk Marian girls' school, where she is currently studying and has participated in various competitions, winning awards such as a first degree diploma for participating in an international Olympiad. She is preparing for the GIA and aims to achieve high scores in all subjects, though she is undecided on her future profession.
This document outlines a school unit on back to school topics for 4th grade students. It includes a school timetable listing subjects for each day of the week. Students are asked to draw their own timetable, state their favorite subject, and practice talking about the classes they have using time and 'have got' expressions. A reading passage exemplifies this with a student sharing their schedule for Thursday. The document also provides links to videos about school subjects and parts of a school building.
The document provides an overview of Slovakia's education system from pre-school through higher education. It discusses the structure and characteristics of each level of education including pre-school, primary, secondary, and higher education. Primary education is compulsory from ages 6 to 16 and provides children with a general education. Secondary education prepares students for university or vocational training and includes various school types. Higher education involves undergraduate and graduate degrees offered at public, state, and private universities.
The document summarizes the history and current state of Ezernieki Secondary School. It notes that the school was established in 1939 and currently educates students from several surrounding villages in the Latvian language. The school has around 18 teachers and offers four educational programs, from basic education through secondary school. Students regularly participate in subject olympiads and the school celebrates various traditional festivals throughout the year. Sports are also popular, with opportunities for participation in competitions.
Education is compulsory in Russia from ages 6 to 14-17 according to the country's constitution. Students begin at primary school and can continue to secondary school, a vocational or technical school, or university. Education is free at most public schools, institutes, and universities, though some private primary and secondary schools require tuition. Scholarships are available for institute and university students.
The document is notes from a 7th grade language arts class on January 22, 2014. It covers lesson 5 on problem subjects in grammar. It discusses collective nouns and how they can take singular or plural verbs depending on whether they refer to a group or individuals. It also discusses singular nouns ending in "s", titles, amounts and times, and fractions. There are example sentences provided for each concept and an activity at the end to write sentences using the problem subjects.
The document compares the educational systems of Sweden and Vietnam. It provides histories of education in each country, highlighting key reforms and policies. Some notable points include Sweden establishing compulsory education in 1842, and Vietnam gaining independence from France in 1945. Both countries have since centralized their education and increased access. The document also compares demographics, government support, quality of education, and issues faced in each system.
Education reform in Ukraine: languages and minoritiesRuslan Bortnik
In September of 2017 in Ukraine a new law on education was adopted, according to which from 2018 only in the junior school will be able classes with the teaching of subjects by the languages of national minorities. Since the 5th year of study, the teaching of subjects in the languages of national minorities has been almost completely eliminated. Since 2020, education in Ukraine will become fully Ukrainian-studying. In the language of national minorities will be possible only individual subjects. 400 thousand pupils will no longer be able to study on their native languages
Two students presented information about their school's Comenius project to elementary school students. They explained what the Comenius project is and provided facts about the four participating countries - Sweden, Turkey, Czech Republic, and Lithuania. The students had the elementary students try to guess animal names and draw pictures in the different languages. The presentation concluded with a quiz about the cultures and a chance for students to write new English words they learned. The presentations were a success and the students learned more about the countries involved in the Comenius project.
The document outlines the national curriculum for music education in Estonian schools, which emphasizes singing, playing instruments, music listening, and developing musical skills and knowledge from pre-school through secondary education, with the goals of cultivating students' interest and engagement with music through both classroom instruction and extracurricular activities like choirs, orchestras, and music competitions. Music is seen as integral to Estonian culture and traditions.
The document provides information about the education system in Slovakia. It discusses the different types of schools (state, church, private), levels of education (kindergarten, primary, secondary, university), and some key details about primary and secondary education such as duration, class schedule, holidays, and grading system. It also briefly mentions additional programs like music/art schools and youth centers that are available to students.
Yury Gagarin (1934-1968) was a Soviet cosmonaut and the first human to journey into outer space. He was born to a farming family in Russia. After finishing vocational school, he attended flight school and became a military pilot. In 1961, Gagarin achieved history by becoming the first person to orbit Earth aboard Vostok 1. He spent 108 minutes in space before safely returning to Earth. Gagarin was hailed as a national hero for his pioneering mission.
The document outlines the structure of the school system in Portugal. It is divided into four main stages: pre-school education, basic education, secondary education, and high education. Basic education is further divided into three cycles - the first from ages 6 to 10, the second from 10 to 12, and the third from 12 to 15. Upon completion of each cycle, a certificate or diploma is awarded. Secondary education can be either general, lasting from ages 15 to 18, or professional/vocational, also lasting three years and awarding a diploma.
This document summarizes the education system in Greece. It outlines three main levels - primary, secondary, and tertiary education. Primary education consists of kindergarten and primary school (Dimotiko). Secondary education is divided into junior high school (Gymnasio) and high school (Lykeio), which can be either general or vocational. Tertiary education includes universities, technological institutes, and vocational training institutes. The education system is overseen by the Ministry of Education and Religious Affairs and includes public and some private schools.
III Liceum comenius mobility presentation-maidstone 2013 Katarzyna Potulna
III Liceum is a public high school located in Konin, Poland with approximately 600-650 students. It attracts students from both within the city and surrounding areas. The school offers a variety of class profiles for students to choose from including extended courses in subjects like mathematics, biology, geography, and history. III Liceum strives to develop its students through extracurricular activities in areas such as sports, arts, foreign exchanges, and community service. It aims to prepare students for university through a focus on academics, with 100% of graduates passing final exams to enter higher education each year.
In the autumn of 2001, the Kunda high school and Russian high school were united to form the Kunda Ühisgümnaasium, where 683 students began learning. Now there are 354 students and 36 teachers, led by Headmaster Henry Kallaste. The school has three floors, 26 classrooms, a gym, canteen, wardrobe and hall. Students study a variety of core subjects and participate in various extracurricular activities like sports, celebrations, and talent shows. They can choose from humanities, practical, or science fields of study.
This document provides information about course planning and requirements for grades 9 through 12 at Moreau Catholic High School. It outlines graduation requirements, required courses by grade level, honors and Advanced Placement courses, summer advancement opportunities, and important dates for course selection. Counselors are assigned by last name and oversee course registration each January for the following academic year.
This document provides information about a primary school in Škofja Loka, Slovenia. The school has 800 students and 90 employees. It has two buildings with 35 classrooms. The school was originally built in 1932 and underwent renovations in 1985. It offers a variety of subjects and extracurricular activities. Students have breaks for snacks and lunch. The school aims to grow students' knowledge and teach respect through its curriculum and activities.
The document provides information about the English Discipline at Khulna University in Bangladesh. It includes:
1) A welcome message from the Head of the Discipline emphasizing the important role of English in education and understanding human life.
2) A brief history of the Discipline, which was established in 1999 and currently offers BA, MA, and MA in English Language programs.
3) Details about the Discipline's academic programs and courses covering areas like literature, linguistics, language teaching, and more.
4) An overview of the Discipline's mission to provide quality education in English language, literature, and related fields to enable critical thinking.
This document provides information on the education systems of 7 countries - Australia, China, Japan, South Africa, United Kingdom, United States, and New Zealand. It details the main levels of education for each country, including primary/elementary education, secondary education, and higher education. The typical ages, durations, and compulsory nature of each level is outlined, along with the core subjects taught at each stage.
This document outlines a lesson plan that compares the educational systems of Great Britain and Kazakhstan. The lesson is divided into groups that research and present on each country's primary, secondary, and private school structures. Key points of comparison include compulsory education ages, subject requirements, school schedules, holidays, and grading scales. Students participate in activities like phonetic drills, reading assignments, poster work, and a quiz to reinforce their understanding of the similarities and differences between education in Great Britain and Kazakhstan.
This document outlines a school unit on back to school topics for 4th grade students. It includes a school timetable listing subjects for each day of the week. Students are asked to draw their own timetable, state their favorite subject, and practice talking about the classes they have using time and 'have got' expressions. A reading passage exemplifies this with a student sharing their schedule for Thursday. The document also provides links to videos about school subjects and parts of a school building.
The document provides an overview of Slovakia's education system from pre-school through higher education. It discusses the structure and characteristics of each level of education including pre-school, primary, secondary, and higher education. Primary education is compulsory from ages 6 to 16 and provides children with a general education. Secondary education prepares students for university or vocational training and includes various school types. Higher education involves undergraduate and graduate degrees offered at public, state, and private universities.
The document summarizes the history and current state of Ezernieki Secondary School. It notes that the school was established in 1939 and currently educates students from several surrounding villages in the Latvian language. The school has around 18 teachers and offers four educational programs, from basic education through secondary school. Students regularly participate in subject olympiads and the school celebrates various traditional festivals throughout the year. Sports are also popular, with opportunities for participation in competitions.
Education is compulsory in Russia from ages 6 to 14-17 according to the country's constitution. Students begin at primary school and can continue to secondary school, a vocational or technical school, or university. Education is free at most public schools, institutes, and universities, though some private primary and secondary schools require tuition. Scholarships are available for institute and university students.
The document is notes from a 7th grade language arts class on January 22, 2014. It covers lesson 5 on problem subjects in grammar. It discusses collective nouns and how they can take singular or plural verbs depending on whether they refer to a group or individuals. It also discusses singular nouns ending in "s", titles, amounts and times, and fractions. There are example sentences provided for each concept and an activity at the end to write sentences using the problem subjects.
The document compares the educational systems of Sweden and Vietnam. It provides histories of education in each country, highlighting key reforms and policies. Some notable points include Sweden establishing compulsory education in 1842, and Vietnam gaining independence from France in 1945. Both countries have since centralized their education and increased access. The document also compares demographics, government support, quality of education, and issues faced in each system.
Education reform in Ukraine: languages and minoritiesRuslan Bortnik
In September of 2017 in Ukraine a new law on education was adopted, according to which from 2018 only in the junior school will be able classes with the teaching of subjects by the languages of national minorities. Since the 5th year of study, the teaching of subjects in the languages of national minorities has been almost completely eliminated. Since 2020, education in Ukraine will become fully Ukrainian-studying. In the language of national minorities will be possible only individual subjects. 400 thousand pupils will no longer be able to study on their native languages
Two students presented information about their school's Comenius project to elementary school students. They explained what the Comenius project is and provided facts about the four participating countries - Sweden, Turkey, Czech Republic, and Lithuania. The students had the elementary students try to guess animal names and draw pictures in the different languages. The presentation concluded with a quiz about the cultures and a chance for students to write new English words they learned. The presentations were a success and the students learned more about the countries involved in the Comenius project.
The document outlines the national curriculum for music education in Estonian schools, which emphasizes singing, playing instruments, music listening, and developing musical skills and knowledge from pre-school through secondary education, with the goals of cultivating students' interest and engagement with music through both classroom instruction and extracurricular activities like choirs, orchestras, and music competitions. Music is seen as integral to Estonian culture and traditions.
The document provides information about the education system in Slovakia. It discusses the different types of schools (state, church, private), levels of education (kindergarten, primary, secondary, university), and some key details about primary and secondary education such as duration, class schedule, holidays, and grading system. It also briefly mentions additional programs like music/art schools and youth centers that are available to students.
Yury Gagarin (1934-1968) was a Soviet cosmonaut and the first human to journey into outer space. He was born to a farming family in Russia. After finishing vocational school, he attended flight school and became a military pilot. In 1961, Gagarin achieved history by becoming the first person to orbit Earth aboard Vostok 1. He spent 108 minutes in space before safely returning to Earth. Gagarin was hailed as a national hero for his pioneering mission.
The document outlines the structure of the school system in Portugal. It is divided into four main stages: pre-school education, basic education, secondary education, and high education. Basic education is further divided into three cycles - the first from ages 6 to 10, the second from 10 to 12, and the third from 12 to 15. Upon completion of each cycle, a certificate or diploma is awarded. Secondary education can be either general, lasting from ages 15 to 18, or professional/vocational, also lasting three years and awarding a diploma.
This document summarizes the education system in Greece. It outlines three main levels - primary, secondary, and tertiary education. Primary education consists of kindergarten and primary school (Dimotiko). Secondary education is divided into junior high school (Gymnasio) and high school (Lykeio), which can be either general or vocational. Tertiary education includes universities, technological institutes, and vocational training institutes. The education system is overseen by the Ministry of Education and Religious Affairs and includes public and some private schools.
III Liceum comenius mobility presentation-maidstone 2013 Katarzyna Potulna
III Liceum is a public high school located in Konin, Poland with approximately 600-650 students. It attracts students from both within the city and surrounding areas. The school offers a variety of class profiles for students to choose from including extended courses in subjects like mathematics, biology, geography, and history. III Liceum strives to develop its students through extracurricular activities in areas such as sports, arts, foreign exchanges, and community service. It aims to prepare students for university through a focus on academics, with 100% of graduates passing final exams to enter higher education each year.
In the autumn of 2001, the Kunda high school and Russian high school were united to form the Kunda Ühisgümnaasium, where 683 students began learning. Now there are 354 students and 36 teachers, led by Headmaster Henry Kallaste. The school has three floors, 26 classrooms, a gym, canteen, wardrobe and hall. Students study a variety of core subjects and participate in various extracurricular activities like sports, celebrations, and talent shows. They can choose from humanities, practical, or science fields of study.
This document provides information about course planning and requirements for grades 9 through 12 at Moreau Catholic High School. It outlines graduation requirements, required courses by grade level, honors and Advanced Placement courses, summer advancement opportunities, and important dates for course selection. Counselors are assigned by last name and oversee course registration each January for the following academic year.
This document provides information about a primary school in Škofja Loka, Slovenia. The school has 800 students and 90 employees. It has two buildings with 35 classrooms. The school was originally built in 1932 and underwent renovations in 1985. It offers a variety of subjects and extracurricular activities. Students have breaks for snacks and lunch. The school aims to grow students' knowledge and teach respect through its curriculum and activities.
The document provides information about the English Discipline at Khulna University in Bangladesh. It includes:
1) A welcome message from the Head of the Discipline emphasizing the important role of English in education and understanding human life.
2) A brief history of the Discipline, which was established in 1999 and currently offers BA, MA, and MA in English Language programs.
3) Details about the Discipline's academic programs and courses covering areas like literature, linguistics, language teaching, and more.
4) An overview of the Discipline's mission to provide quality education in English language, literature, and related fields to enable critical thinking.
This document provides information on the education systems of 7 countries - Australia, China, Japan, South Africa, United Kingdom, United States, and New Zealand. It details the main levels of education for each country, including primary/elementary education, secondary education, and higher education. The typical ages, durations, and compulsory nature of each level is outlined, along with the core subjects taught at each stage.
This document outlines a lesson plan that compares the educational systems of Great Britain and Kazakhstan. The lesson is divided into groups that research and present on each country's primary, secondary, and private school structures. Key points of comparison include compulsory education ages, subject requirements, school schedules, holidays, and grading scales. Students participate in activities like phonetic drills, reading assignments, poster work, and a quiz to reinforce their understanding of the similarities and differences between education in Great Britain and Kazakhstan.
This document discusses key terms related to English language learners (ELLs), including Limited English Proficient, English Learner, English as a Second Language, and others. It also provides information about the demographic backgrounds of ELLs, classroom activities teachers can use, cultural considerations, and challenges ELLs may face in adjusting to a new classroom culture. It outlines federal and state academic standards and assessments for ELLs in Texas.
English Language Learners in School Module 4 PresentationMegan Berger
This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of most ELL students in the US and why their families immigrated. The document also outlines important considerations for teachers in getting to know their ELL students, designing classroom activities, understanding sociocultural interactions, and helping students adjust to a new classroom culture and feel a sense of belonging. It discusses academic standards and assessments for ELLs in Texas specifically.
This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of ELL students and considerations for teachers, such as learning about students' home cultures and literacy experiences. It also outlines common stages of culture shock that ELL students may experience and strategies to promote safety, belonging, and adjustment.
This document discusses key terms related to English language learners (ELLs), including limited English proficient, English learner, English as a second language, and more. It provides information about the demographic backgrounds of ELL students and considerations for teachers, such as learning about students' home cultures and literacy experiences. It also outlines common stages of culture shock that ELL students may experience and strategies to promote safety, belonging, and adjustment.
Ivan Hasan Murad is currently working as an assistant lecturer at the University of Zakho in the Department of English Language and Literature Studies. He holds an MA in TESOL from the University of Huddersfield in the UK and has extensive experience teaching English in Iraq and abroad. His research interests include teaching English as a foreign language, language acquisition, and materials development and evaluation.
The document outlines the education systems of Great Britain, the USA, and Russia. It describes the main stages and institution types for each country from preschool through postgraduate education. Some common features across the systems include primary/elementary school typically spanning ages 6-11, secondary school from ages 11-16/18, and higher education opportunities including bachelor's, master's and doctoral degrees. Differences are seen in the types of secondary schools and exams in each country. The document provides details on the various pathways and options at each education level in the three countries.
Some Aspects of Teaching the Russian Language in Foreign Languages on the Exa...YogeshIJTSRD
The given article is devoted to different aspects of teaching the Russian language in foreign language groups in the Republic of Uzbekistan. Based on a brief overview of the linguistic situation and the language environment in the Republic and the special situation of the Russian language, the author singles out the features of teaching the Russian language in foreign language groups. Kurbaniyazova Dinora Saparbayevna "Some Aspects of Teaching the Russian Language in Foreign Languages on the Example of the Republic of Uzbekistan" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd35805.pdf Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/35805/some-aspects-of-teaching-the-russian-language-in-foreign-languages-on-the-example-of-the-republic-of-uzbekistan/kurbaniyazova-dinora-saparbayevna
Maryna Tsehelska has applied for the position of Vice-President. She has a Candidate of Science degree in Philology and 24 years of teaching experience at various levels of education. Her experiences include developing private language schools and participating in projects with TESOL-Ukraine and Hawaii-TESOL. She has authored several textbooks and currently researches cognitive pedagogy in teaching English. Her qualifications and experiences would help TESOL-Ukraine further develop and transform to an important symbol of change in Ukraine.
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.
This document provides an overview of the K-12 educational reform program implemented in the Philippines. It discusses the historical background that led to the reform, including various studies highlighting inadequacies in the previous 10-year basic education system. The K-12 program extends basic education to 13 years and introduces several changes like universal kindergarten, strengthening the curriculum, and establishing a senior high school program with different tracks. It provides details on the new curriculum structure, learning areas, time allotments, and senior high school tracks for business, STEM, humanities, and TVET. In the end, it lists several references for additional information on K-12.
REFLESS project partners: University of Novi SadREFLESS Project
The document provides information about the University of Novi Sad in Serbia. It states that the university has over 46,000 students studying across 5 fields in 14 faculties and 2 research institutes. Specifically, it then details the Faculty of Philosophy, noting that it was founded in 1954 and has 330 faculty and 95 staff. It offers bachelor's, master's and doctoral programs in subjects like Serbian language and various foreign languages. The faculty has 17 departments and provides education in Serbian and several minority languages of the region.
The document discusses factors that have impacted foreign language education programs and considerations for starting an elementary school Chinese language program. It covers the history of Chinese language schools and immersion programs. National standards and initiatives that promoted language learning are outlined. Research on benefits of early language learning is presented. The document examines program models and discusses elements critical for success, including adequate time and intensity of instruction, continuity, and teacher effectiveness. It also provides perspectives from an example Chinese immersion program.
Russian is the most spoken and widespread language in Eurasia. It is written using Cyrillic alphabets which are closely related to the Greek alphabets and this language is derived from the old Slavic language. In addition, it has 33 letters and out of which 10 are vowels, 21 are consonants and 2 letters do not have any sound.
REFLESS project partners - University of Nis REFLESS Project
The document summarizes information about the University of Niš and its Faculty of Philosophy in Serbia. It provides details about the 13 academic units that comprise the University of Niš. It notes that the Faculty of Philosophy was established in 1971 and has around 2600 students across its 10 departments, including three philology departments focusing on English, Serbian, and Russian language and literature. The Faculty of Philosophy is described as the leading institution for foreign language learning in southern Serbia, offering courses in English, French, German, Russian, Modern Greek, and Bulgarian.
The document provides instructions for senior high school students to prepare activities and presentations about European languages to celebrate European Day of Languages. It instructs students to form groups and choose a European language to research. They are to write down their planned activities and tasks on a board for feedback. The document provides examples of online resources for ideas and materials. It emphasizes cooperation within groups and creating a good presentation. The goal is for students to familiarize themselves with various European languages through interactive activities and presentations on the designated day.
The U.S. State Department's Bureau of Educational and Cultural Affairs supports language learning through several programs. It provides scholarships for American youth and students to study critical languages abroad. Over 1 million people in over 160 countries participate in its exchanges each year. Its goal is to increase mutual understanding between the U.S. and other countries through educational and cultural exchange.
Foreigners take interest in Turkish language due to its 1500-year comprehensive history and its prevalence. However, despite its history and common usage, Turkish is one of the less commonly taught languages in the world. The historical development of teaching the Turkish language in Poland will be discussed. The primary purpose of this study is to describe and analyze the teaching of the Turkish language at Polish universities; Jagiellonian University, Warsaw University and Adam Mickiewicz University.
Similar to International School of Uzbekistan (20)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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5. The Need
There are only two international schools in Uzbekistan
6. The Benefits
K-6 Uzbekistani children would benefit from an
internationalized education by:
Helping them situate themselves geographically, culturally
and economically
Helping them learn how to relate to cultures within its
borders
Helping them learn how to relate to cultures beyond the
borders of Uzbekistan
Helping them overcome their own government’s imposed
limits on information access
7. The Curriculum
Kindergarten course list:
Reading (Uzbek)
Writing (Uzbek)
Mathematics
Science
Social Studies
Technology
Russian
Music
Art
Physical Education
8. The Curriculum
Kindergarten highlights:
Multiculturalism (Social Studies, Russian)
Foundation of Uzbek language
Familiarization with technology
9. The Curriculum
First grade course list:
Reading (Uzbek)
Writing (Uzbek)
Mathematics
Science
Social Studies
Technology
Russian
Music
Art
Physical Education
Global Studies
English
10. The Curriculum
First grade highlights:
Strong foundation in Uzbek
Multiculturalism and international themes (Global Studies)
Introduction of foreign language (English)
11. The Curriculum
Second, Third and Fourth grades course list:
Reading (Uzbek)
Writing (Uzbek)
Mathematics
Science
Social Studies
Technology
Russian
Music
Art
Physical Education
Global Studies
English
12. The Curriculum
Second, Third and Fourth grades highlights:
Strong focus on language and culture (Uzbek, Russian,
English, Social Studies, Global Studies)
Role of technology in facilitating multiculturalism
(Technology)
More specialization as the student progresses
13. The Curriculum
Fifth and Sixth grades course list:
Uzbek (Grammar, Literature, Composition)
Mathematics
Science
History & Geography
Technology
Russian
Music
Art
Physical Education
Global Studies
English
Elective: Chinese
14. The Curriculum
Fifth and Sixth grades highlights:
Expansion of Uzbek studies to include Literature (Uzbek)
Introduction to history, geography and literature of foreign
countries (Global Studies)
Additional foreign language elective (Chinese)
15. The Staff
Number of teachers will vary according to grade and
specialization
Local teachers vs. American teachers
Support staff
16. The Staff
Teachers needed for Kindergarten through fourth grade:
One Art teacher
One Music teacher
One Physical Education teacher
Six Kindergarten teachers
Eight teachers for grades one through four
One Russian instructor
One English instructor
17. The Staff
Teachers needed for fifth and sixth grade
One Art teacher (same as K-4)
One Music teacher (same as K-4)
One Physical Education teacher (same as K-4)
Four teachers for grades five and six
One Russian instructor
One English instructor
One Chinese instructor
One Uzbek instructor
18. The Staff
Local teachers vs. American teachers
All teachers would be U.S.-trained except for:
Uzbek language teachers
Russian language teachers
Chinese language teachers
19. The Staff
Support staff will be comprised of administrative, security,
and maintenance personnel hired locally
Administrative workers must speak English and hold a
bachelor’s degree
Security and maintenance personnel are not required to
speak English or hold a bachelor’s degree, but must pass a
rigorous background check
20. The Training
American teachers will be trained in the United States
prior to service
Must hold licensure and be ESL certified
Must sign an agreement to participate in OOS training
opportunities
21. References
Hayden, M., Levy, J., & Thompson, J. (Eds.). (2007). The SAGE handbook of
research in international education. Thousand Oaks, CA: SAGE.
Uzbekistan. (2013a). In The CIA World Fact Book Online. Retrieved from
https://www.cia.gov/library/publications/the-world-factbook/geos/uz.html
Uzbekistan. (2013b). In Encyclopaedia Britannica. Retrieved from
http://www.britannica.com/EBchecked/topic/621059/Uzbekistan
Editor's Notes
The International School of Uzbekistan is a new K-6 school sponsored by the United States Department of Education in Uzbekistan.Image retrieved from http://www.flickr.com/groups/afterclass/discuss/72157594414966972/
Uzbekistan is a landlocked nation: it is surrounded in all sides by other countries and does not have direct access to the ocean. A closer examination of the map (“Uzbekistan,” 2013b) shows that Uzbekistan’s neighbors are also landlocked.
Uzbekistan is a multicultural nation with several ethnic groups, including the dominant Uzbek, followed by Russian, Tajik and Kazakh groups (“Uzbekistan,” 2013a).
Uzbekistan is a young nation, where about a quarter of its population is comprised of children ages 0 to 14 years old (“Uzbekistan,” 2013a). The graphic above was retrieved from https://www.cia.gov/library/publications/the-world-factbook/geos/uz.html
There are only two international schools in the whole country of Uzbekistan: Tashkent International School (TIS) and The British School of Tashkent. There is clearly the need for more international schools in the country, as Uzbekistan develops its international ties through economic growth in a globalized economy. The logos above were retrieved from http://www.britishschool.uz and http://tashschool.org.
Children from Kindergarten to sixth grade in Uzbekistan would benefit tremendously from the establishment of an international school. Exposure to an internationalized education would help them to situate themselves geographically (landlocked among other nations), culturally (several ethnic, religious and cultural groups within its own borders), and economically (as part of the Commonwealth of Independent States and major exporter of gold, cotton and natural gas). This type of education would also allow students to learn to seek freedom and overcome the limits imposed on Internet access and other types of information sources that are now imposed by an authoritarian government (“Uzbekistan,” 2013a).
The Kindergarten curriculum would consist of courses in Reading (Uzbek), Writing (Uzbek), Mathematics, Science, Social Studies, Technology, Russian, Music, Art, and Physical Education. Classes would be taught in Uzbek and incorporate some Russian.
The Kindergarten curriculum would start by focusing on building reading and writing skills in the Uzbek language, the population’s primary language. Russian is also spoken by many, and as part of the Commonwealth of Independent States, Uzbekistan has a lot to gain by teaching Russian to its children (“Uzbekistan,” 2013b). Russian language would thus be part of basic education starting at this level. Regular disciplines, such as Math, Science and Social Studies would be offered as well. Technology would be incorporated into every discipline, but would also have a special time devoted to it as a way to start building strong critical thinking and research skills.
The first grade curriculum would consist of Reading (Uzbek), Writing (Uzbek), Mathematics, Science, Social Studies, Technology, Russian, Music, Art, Physical Education, Global Studies and English. Classes would be taught in Uzbek but with Russian and English content.
The first grade curriculum would continue to focus on building a strong Uzbek language foundation, coupled with continued Russian studies, but would also expand language studies to include the introduction of English as a foreign language. This would fit well with the beginning of Global Studies that would introduce students to multiculturalism beyond the borders of Uzbekistan.
The second, third and fourth grades curriculum would consist of Reading (Uzbek), Writing (Uzbek), Mathematics, Science, Social Studies, Technology, Russian, Music, Art, Physical Education, Global Studies and English. Courses would be taught in Uzbek, Russian and English depending on the content.
The curriculum for grades two through four would build upon the foundation laid during the first grade, and would now focus on language and culture as complementary disciplines, utilizing courses in Uzbek, Russian, English, Social Studies and Global Studies to present a holistic view of multiculturalism. Also, the use of technology would be highly encouraged as a means to integrate studies in all disciplines and accessing information that would otherwise be inaccessible. As students progress from second to third to fourth grade, disciplines become more specialized and topics are discussed in a deeper way.
The fifth and sixth grades curriculum would consist of Uzbek (Grammar, Literature, Composition), Mathematics, Science, History & Geography, Technology, Russian, Music, Art, Physical Education, Global Studies, English, and Chinese (elective).Classes would be taught in English with some content in Uzbek and Russian.
During fifth and sixth grades, students would be exposed to a deeper study of the Uzbek language, which would include literature, grammar and composition skills. The introduction of history and geography as a separate discipline would allow students to learn more about their own country, but these studies would be coupled with topics in the history, geography and literature of foreign countries as well via the Global Studies course. Students would also have the option of adding Chinese to their studies as a fourth language in the curriculum.
The staff needed to implement this project consists of teachers and support staff. The number of teachers needed for each grade will vary; some of the teachers will be U.S.-trained while others will be hired locally. All support staff will be hired locally.
Kindergarten through fourth grade can be set up in a way that maximizes the utilization of each teacher. For example: Art, Music, and Physical Education can have only one teacher each for the entire student body in those grades. There are 300 students in the school, divided by the following grades: Kindergarten: 60 students First grade: 40 students Second grade: 40 students Third grade: 40 students Fourth grade: 40 studentsFor Kindergarten, one teacher for every 10 students is ideal. So we would need six teachers.For first through fourth grades, one teacher for every 20 students would suffice. So we would need eight teachers for grades one through four.Russian language instruction can be done by one teacher, as is the case with English.
The same teachers that coordinate Art, Music and Physical Education for Kindergarten through fourth grade can also assist with those disciplines in fifth and sixth grade.There are 40 fifth grade and 40 sixth grade students. One teacher for every 20 students is ideal. So we would need 4 teachers for grades five and six.Russian and English instruction would take place every school day, so we would need one new instructor for each language.With the introduction of Chinese, we would need an instructor for Chinese language.
All teachers would be trained in the United States and would move to Uzbekistan in order to implement the curriculum described above, except for instructors of languages other than English. This is to assure that students are receiving language instruction by native speakers who will teach the proper accent and intonation. Language instructors can be recruited locally (Uzbek, Russian) or from foreign governments (China).
Support staff will be comprised of administrative, security and maintenance personnel, all of whom will be hired locally. Administrative workers are expected to be proficient in the English language and hold a bachelor’s degree in any field. Security and maintenance personnel will be hired locally after a rigorous background check. They are not required to be college graduates nor to speak English.
Teachers recruited in the United States must be certified teachers with credentials in English as a Second Language (ESL).Teachers will participate in an intensive training program in conjunction with Western Eastern Southern University, which includes instruction in global knowledge, multicultural experiences, controversy management, and interdisciplinary approach to curriculum (Hayden,Levy, & Thompson, 2007).They will be expected to sign an agreement that mandates participation in periodic training opportunities offered by the United States State Department Office of Overseas Schools. Participation in training sessions must occur at least once every six months while the teacher is working in Uzbekistan.