ABSTRACT: Academic success in a discipline is conditioned by the acquisition of literacy skills specific to
that discipline (Beacco, Fleming, Goullier, Thürmann, Vollmer &Sheil, 2016). This work aims to analyze
literacy in the teaching of disciplines in the humanities and social sciences. We believe that the literacy
specificA to the different disciplines in the social sciences and humanities is due to the pedagogical approach
used for the development of the curricula and for the teaching of the said disciplines. This hypothesis is verified
by an analysis of the curricula of the teaching of disciplines in psychology and sociology of the public
universities of Togo, a case analysis grid of the pedagogical practices of teachers in a teaching situation and a
semi-structured interview with seven teacher-researchers. The qualitative analysis of the data collected shows
that the curricula and the teaching of the social and human sciences are not made according to the skills-based
approach. The different subjects within these sciences obey a specific literacy. However, not all the different
linguistic functions and skills related to these subjects have been acquired by the students surveyed. They want
to gain experience with professionals before they can adapt to everyday life situations.
KEYWORDS: Literacy, teaching, social and human sciences, linguistic functions, competency-based approach
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral terms like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President and Education Minister of Ecuador.
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral terms like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President and Education Minister of Ecuador.
Here are the key components of the Viewpoints English textbook series:
- Students' Book: Contains the main lessons and activities for students. Each unit follows the same structure, beginning with an opening page to activate prior knowledge, followed by 2-4 lessons focusing on grammar, vocabulary, skills, and a project.
- Teacher's Guide: Provides lesson planning support and additional teaching ideas for teachers. It explains the methodology and approach of the series.
- Audio CDs: Include audio recordings to support the listening activities in the Students' Book. There is an audio CD packaged with the Students' Book and additional CDs for the Teacher's Guide.
- Scope and Sequence: An overview at the beginning of each book describing
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral terms like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both females and males. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
Kj8vno2gsdun5boznpfq signature-f67c4a54f39b4763811f8048de6d3a2e9ad5854d37c554...Mary Villanueva
Here are the key components of the Viewpoints English textbook series:
- Students' Book: Contains the main lessons and activities for students. Each unit follows the same structure, beginning with an opening page to activate prior knowledge, followed by 2-4 lessons focusing on grammar, vocabulary, skills, and a project.
- Teacher's Guide: Provides lesson planning support and additional teaching ideas for teachers. It explains the methodology and approach of the series.
- Audio CDs: Include audio recordings to support the listening activities in the Students' Book. There is an audio CD packaged with the Students' Book and additional CDs for the Teacher's Guide.
- Scope and Sequence: An overview at the beginning of each book describing
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
The document provides guidelines for using inclusive and non-sexist language in Ecuadorian educational documents and communications. It explains that one of the Ministry of Education's objectives is to promote gender equity in society and education. To achieve this, they recommend using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. It is signed by the President and Education officials.
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral terms like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President and Education Minister of Ecuador.
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral terms like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President and Education Minister of Ecuador.
Here are the key components of the Viewpoints English textbook series:
- Students' Book: Contains the main lessons and activities for students. Each unit follows the same structure, beginning with an opening page to activate prior knowledge, followed by 2-4 lessons focusing on grammar, vocabulary, skills, and a project.
- Teacher's Guide: Provides lesson planning support and additional teaching ideas for teachers. It explains the methodology and approach of the series.
- Audio CDs: Include audio recordings to support the listening activities in the Students' Book. There is an audio CD packaged with the Students' Book and additional CDs for the Teacher's Guide.
- Scope and Sequence: An overview at the beginning of each book describing
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral terms like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both females and males. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
Kj8vno2gsdun5boznpfq signature-f67c4a54f39b4763811f8048de6d3a2e9ad5854d37c554...Mary Villanueva
Here are the key components of the Viewpoints English textbook series:
- Students' Book: Contains the main lessons and activities for students. Each unit follows the same structure, beginning with an opening page to activate prior knowledge, followed by 2-4 lessons focusing on grammar, vocabulary, skills, and a project.
- Teacher's Guide: Provides lesson planning support and additional teaching ideas for teachers. It explains the methodology and approach of the series.
- Audio CDs: Include audio recordings to support the listening activities in the Students' Book. There is an audio CD packaged with the Students' Book and additional CDs for the Teacher's Guide.
- Scope and Sequence: An overview at the beginning of each book describing
The document provides guidelines for promoting inclusive and non-discriminatory language in educational materials published by the Ecuadorian Ministry of Education. It aims to combat sexism and promote gender equality. To achieve this, the Ministry recommends using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice is recommended by the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. The document is signed by the President of Ecuador and education officials.
The document provides guidelines for using inclusive and non-sexist language in Ecuadorian educational documents and communications. It explains that one of the Ministry of Education's objectives is to promote gender equity in society and education. To achieve this, they recommend using gender-neutral words like "people" instead of "men" and "teaching staff" instead of "teachers". When neutral terms do not exist, the masculine form will be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid wordiness while allowing collective groups to be referred to using masculine grammar. It is signed by the President and Education officials.
This document provides an overview of the syllabus and first week agenda for an English TESOL Methods and Materials course. It introduces the course objectives, assignments, topics to be covered, and expectations. Some key areas of focus include critical pedagogy, sociocultural theory, moving beyond the concept of "method" in language teaching, and preparing teachers to develop culturally appropriate practices.
Viewpoints is a series of English textbooks used in high schools. The main purpose is to introduce students to English and its culture through a variety of activities and projects. The activities are intended to engage students' real lives and expectations. The series also aims to expose learners to different topics through which they can learn English, such as social studies, science, and popular culture. Furthermore, Viewpoints promotes discussions about values and provides students with tools to apply in their school and adult lives. Each book contains six units that develop language skills like listening, speaking, reading and writing through vocabulary, grammar, and cultural activities.
This document is the teacher's guide for the English B1.1 textbook. It provides an overview of the textbook's objectives, structure, and teaching approach. The textbook is designed around six language units and uses a task-based approach to introduce vocabulary and grammar through listening, speaking, reading and writing activities. It aims to develop students' language skills while also promoting their cognitive and social development. Lessons follow a predictable structure of warm-up, presentation, practice, and application activities. The guide emphasizes creating a student-centered learning environment and tapping into students' multiple intelligences.
This document is the teacher's guide for the English B1.1 textbook. It provides an overview of the textbook's objectives, characteristics, lesson planning approach, and components. The textbook is designed to introduce English to high school students through a variety of listening, speaking, reading and writing activities centered around topics. It aims to develop students' language skills while also contributing to their cognitive and social development. Lessons follow a predictable structure of warm-up, presentation, practice, and application. The series includes student textbooks, teacher guides, audio CDs and workbooks to provide students with constant language exposure and a variety of exercises.
This document summarizes a journal article that analyzes the oral communicative competence in English of primary school students in Spain. The study aims to determine the level of oral competence achieved, compare competence between different school types (rural vs urban, ordinary vs bilingual), and examine the influence of gender and private language lessons. The methodology used a questionnaire with 265 student participants from public schools across an Spanish province. The results found generally high competence levels, with slight advantages for girls and students from urban bilingual schools.
The document provides an overview of the structure and approach used in the English B1.1 textbook series. It contains three main sections:
1. It describes the student-centered approach of the series, which aims to tap into students' multiple intelligences through a variety of activities.
2. It outlines the theoretical foundations of the series, which are based on task-based learning, cooperative learning, cross-curricular studies, and a cross-cultural approach.
3. It explains the components and lesson planning approach of the series, which follows a predictable structure of warm-up, presentation, practice, and application stages to integrate language skills and encourage problem-solving.
This document provides an overview of the English B1.1 textbook series for high school students. It describes the series' objectives to introduce English through a variety of activities tapping into students' lives and interests. Each book contains 6 language units focusing on listening, speaking, reading, writing and developing vocabulary and grammar skills. The series also promotes students' cognitive and social development through collaborative projects and information gap activities. It is designed based on theories of multiple intelligences and task-based learning to engage students through real-life language tasks while also providing focused grammar instruction. Cooperative learning forms the basis of many activities to develop students' interaction skills. Cross-curricular activities further expose students to various topics from other subject areas.
This document discusses learner autonomy in language learning contexts. It argues that while learning strategies and learner training can support learner autonomy, the key factor is the nature of the pedagogical dialogue between teacher and learner. For learners to develop autonomy, teachers must also develop autonomy in how they structure learning. Learner autonomy has both a pedagogical dimension of accepting responsibility for learning, and a communicative dimension of using the language. Fostering both dimensions from early stages of learning allows learners to use the language with confidence, promoting further development.
Secondary school learners are comfortable with school routines and beginning to develop interests in real-world issues and abstract concepts. They are fascinated by extremes and look for role models demonstrating courage and creativity. As teachers, we should design engaging lessons using content that arouses students' curiosity and helps broaden their horizons. Thinking skills are important for effective learning and include skills like reasoning, problem solving, and decision making. Teachers face the challenge of developing programs that help all students become effective thinkers.
The document discusses educational theory and the relationship between theory and practice. It defines educational theory as concepts, frameworks, ideas, and principles used to interpret and explain educational settings. Theory with a capital T refers to conceptual knowledge generalized over situations, while theory with a small t is personally relevant knowledge linked to concrete contexts. The concept of practice is best translated as a "professional situation," meaning a learning environment where a profession is practiced. The document then discusses domains of teacher knowledge and theories of how children learn, including behaviorism, cognitivism, and sociocultural theories.
1. The document discusses the history and evolution of language teaching methodologies, from traditional grammar-translation methods to more modern communicative and task-based approaches.
2. Early methods like grammar translation and audiolingualism emphasized explicit instruction in grammatical rules and repetition/drilling, while later methods focus more on meaningful communication and learner-centered activities.
3. Currently there is a move toward "post-method" and eclectic approaches where teachers adapt methods based on their specific classroom contexts rather than following a single prescribed methodology.
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
The document provides an introduction to the BEcome Ensino Médio teaching program. It outlines the program's goals of developing students' English communication skills and cultural awareness to prepare them for a globalized society. The document describes BEcome's integrated syllabus approach which combines themes, tasks, competencies, and texts. It also discusses the theories of Vygotsky, Bakhtin, and Bloom that influenced the pedagogical design.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
Social Justice in the Language Classroom A Call to Action.pdfssuser589978
This document calls for social justice education in language classrooms. It discusses how language education goals have historically been shaped by social and political contexts. It argues that language classrooms should take a more critical approach to recognize the political nature of language. The document outlines how social justice can be defined as equitable sharing of social power and benefits. It discusses how social justice education is compatible with existing language education standards and frameworks like the Five C's. It concludes by calling language teachers to incorporate social justice concepts into their classrooms in order to tie together curricular elements and support students' language proficiency and intercultural development.
A Theoretical Framework For Developing Reading Materials For Information Scie...Dawn Cook
The document discusses developing reading materials for information science students based on theoretical frameworks. It explores perspectives from behaviorism, cognitive theory, and information processing that have shaped understandings of the reading process. Behaviorism views reading as decoding words, while cognitive theory emphasizes the reader's role and background knowledge. Information processing models see reading as an interactive process using both bottom-up and top-down processes. Developing effective materials requires accounting for theories of reading comprehension, learner characteristics, and contextual factors of the educational setting. Theories can provide guidance but instructors must make final decisions based on principles informed by research.
Final paper for Differentiated InstructionXimme Naranjo
This document discusses differentiated instruction for developing reading in ESL classes. It states that teachers must understand students' interests, learning styles, intelligence types, and backgrounds to effectively plan instruction. The document recommends that teachers use interest inventories and other tools to identify this information about students. It also discusses Vygotsky's theory of social interaction in cognitive development and Gardner's theory of multiple intelligences. The document advocates differentiated instruction and incorporating varied activities to engage students with different abilities and learning preferences.
How to teach_multiliteracies (next to show)nordiwiyana mn
The document discusses teaching multi-literacies in the classroom. It defines multi-literacies as incorporating multimodal ways of communication including other languages, cultures, and technology. It recommends that teachers integrate four components of multi-literacies into their teaching: situated practice, overt instruction, critical framing, and transformed action. This allows students to develop strong literacy skills and apply their learning to solve real-world problems. The integration of multi-literacies can help raise standards, reduce literacy gaps, and better prepare students for the technological world.
This document discusses cross-curricular competencies and their importance in education. It defines cross-curricular competencies as interrelated skills, attitudes, and knowledge that are applied across subjects. The document outlines four main cross-curricular competencies: intellectual competency, methodological competency, communicative competency, and personal and social competencies. It then provides examples of how several middle school subjects, such as English, biology, math, social sciences, and more, can help develop these cross-curricular competencies.
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISMAJHSSR Journal
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
Enhancing Losari Beach Exploration: Augmented Reality for Immersive Visualiza...AJHSSR Journal
ABSTRACT: South Sulawesi, commonly known as Makassar, boasts rich cultural heritage and customs,
making it a prominent destination for tourism. Among its attractions, Losari beach stands out as a focal point for
visitors seeking to explore the city's natural beauty and cultural offerings. In this context, leveraging modern
technology such as augmented reality presents an innovative approach to showcasing Losari beach to potential
tourists. This research endeavors to introduce tourism assets in a more visually captivating manner through the
use of augmented reality. Utilizing software tools like Unity and Adobe Illustrator, the study focuses on creating
an immersive experience where tourists can interact with virtual representations of Losari beach. By simply
pointing their mobile phone cameras at designated markers or using barcode scanners, tourists can access
augmented reality features embedded within the application. The findings of this research aim to provide
valuable information, particularly for foreign tourists, about Losari beach, positioning it as a compelling
destination within South Sulawesi's diverse array of tourist attractions. Through this technological innovation,
the study seeks to enhance the visibility and appeal of Makassar city's tourism offerings on a global scale.
KEYWORDS: Visualizing, Losari Beach, Augmented Reality
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This document provides an overview of the syllabus and first week agenda for an English TESOL Methods and Materials course. It introduces the course objectives, assignments, topics to be covered, and expectations. Some key areas of focus include critical pedagogy, sociocultural theory, moving beyond the concept of "method" in language teaching, and preparing teachers to develop culturally appropriate practices.
Viewpoints is a series of English textbooks used in high schools. The main purpose is to introduce students to English and its culture through a variety of activities and projects. The activities are intended to engage students' real lives and expectations. The series also aims to expose learners to different topics through which they can learn English, such as social studies, science, and popular culture. Furthermore, Viewpoints promotes discussions about values and provides students with tools to apply in their school and adult lives. Each book contains six units that develop language skills like listening, speaking, reading and writing through vocabulary, grammar, and cultural activities.
This document is the teacher's guide for the English B1.1 textbook. It provides an overview of the textbook's objectives, structure, and teaching approach. The textbook is designed around six language units and uses a task-based approach to introduce vocabulary and grammar through listening, speaking, reading and writing activities. It aims to develop students' language skills while also promoting their cognitive and social development. Lessons follow a predictable structure of warm-up, presentation, practice, and application activities. The guide emphasizes creating a student-centered learning environment and tapping into students' multiple intelligences.
This document is the teacher's guide for the English B1.1 textbook. It provides an overview of the textbook's objectives, characteristics, lesson planning approach, and components. The textbook is designed to introduce English to high school students through a variety of listening, speaking, reading and writing activities centered around topics. It aims to develop students' language skills while also contributing to their cognitive and social development. Lessons follow a predictable structure of warm-up, presentation, practice, and application. The series includes student textbooks, teacher guides, audio CDs and workbooks to provide students with constant language exposure and a variety of exercises.
This document summarizes a journal article that analyzes the oral communicative competence in English of primary school students in Spain. The study aims to determine the level of oral competence achieved, compare competence between different school types (rural vs urban, ordinary vs bilingual), and examine the influence of gender and private language lessons. The methodology used a questionnaire with 265 student participants from public schools across an Spanish province. The results found generally high competence levels, with slight advantages for girls and students from urban bilingual schools.
The document provides an overview of the structure and approach used in the English B1.1 textbook series. It contains three main sections:
1. It describes the student-centered approach of the series, which aims to tap into students' multiple intelligences through a variety of activities.
2. It outlines the theoretical foundations of the series, which are based on task-based learning, cooperative learning, cross-curricular studies, and a cross-cultural approach.
3. It explains the components and lesson planning approach of the series, which follows a predictable structure of warm-up, presentation, practice, and application stages to integrate language skills and encourage problem-solving.
This document provides an overview of the English B1.1 textbook series for high school students. It describes the series' objectives to introduce English through a variety of activities tapping into students' lives and interests. Each book contains 6 language units focusing on listening, speaking, reading, writing and developing vocabulary and grammar skills. The series also promotes students' cognitive and social development through collaborative projects and information gap activities. It is designed based on theories of multiple intelligences and task-based learning to engage students through real-life language tasks while also providing focused grammar instruction. Cooperative learning forms the basis of many activities to develop students' interaction skills. Cross-curricular activities further expose students to various topics from other subject areas.
This document discusses learner autonomy in language learning contexts. It argues that while learning strategies and learner training can support learner autonomy, the key factor is the nature of the pedagogical dialogue between teacher and learner. For learners to develop autonomy, teachers must also develop autonomy in how they structure learning. Learner autonomy has both a pedagogical dimension of accepting responsibility for learning, and a communicative dimension of using the language. Fostering both dimensions from early stages of learning allows learners to use the language with confidence, promoting further development.
Secondary school learners are comfortable with school routines and beginning to develop interests in real-world issues and abstract concepts. They are fascinated by extremes and look for role models demonstrating courage and creativity. As teachers, we should design engaging lessons using content that arouses students' curiosity and helps broaden their horizons. Thinking skills are important for effective learning and include skills like reasoning, problem solving, and decision making. Teachers face the challenge of developing programs that help all students become effective thinkers.
The document discusses educational theory and the relationship between theory and practice. It defines educational theory as concepts, frameworks, ideas, and principles used to interpret and explain educational settings. Theory with a capital T refers to conceptual knowledge generalized over situations, while theory with a small t is personally relevant knowledge linked to concrete contexts. The concept of practice is best translated as a "professional situation," meaning a learning environment where a profession is practiced. The document then discusses domains of teacher knowledge and theories of how children learn, including behaviorism, cognitivism, and sociocultural theories.
1. The document discusses the history and evolution of language teaching methodologies, from traditional grammar-translation methods to more modern communicative and task-based approaches.
2. Early methods like grammar translation and audiolingualism emphasized explicit instruction in grammatical rules and repetition/drilling, while later methods focus more on meaningful communication and learner-centered activities.
3. Currently there is a move toward "post-method" and eclectic approaches where teachers adapt methods based on their specific classroom contexts rather than following a single prescribed methodology.
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
The document provides an introduction to the BEcome Ensino Médio teaching program. It outlines the program's goals of developing students' English communication skills and cultural awareness to prepare them for a globalized society. The document describes BEcome's integrated syllabus approach which combines themes, tasks, competencies, and texts. It also discusses the theories of Vygotsky, Bakhtin, and Bloom that influenced the pedagogical design.
This document provides summaries of 10 articles on changes to literacy teaching and learning with the rise of new technologies. Traditionally, literacy was taught through explicit skills-based approaches using printed texts, but digital technologies have expanded the definition of "text" and transformed literacy practices. Teachers now need pedagogies of multiliteracies that embed new technologies and allow students to make meaning across different modes of communication. Frameworks like multiliteracies pedagogy can guide teachers in developing students' cognitive and social literacy skills for a globalized, digital world.
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This document calls for social justice education in language classrooms. It discusses how language education goals have historically been shaped by social and political contexts. It argues that language classrooms should take a more critical approach to recognize the political nature of language. The document outlines how social justice can be defined as equitable sharing of social power and benefits. It discusses how social justice education is compatible with existing language education standards and frameworks like the Five C's. It concludes by calling language teachers to incorporate social justice concepts into their classrooms in order to tie together curricular elements and support students' language proficiency and intercultural development.
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STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISMAJHSSR Journal
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
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Enhancing Losari Beach Exploration: Augmented Reality for Immersive Visualiza...AJHSSR Journal
ABSTRACT: South Sulawesi, commonly known as Makassar, boasts rich cultural heritage and customs,
making it a prominent destination for tourism. Among its attractions, Losari beach stands out as a focal point for
visitors seeking to explore the city's natural beauty and cultural offerings. In this context, leveraging modern
technology such as augmented reality presents an innovative approach to showcasing Losari beach to potential
tourists. This research endeavors to introduce tourism assets in a more visually captivating manner through the
use of augmented reality. Utilizing software tools like Unity and Adobe Illustrator, the study focuses on creating
an immersive experience where tourists can interact with virtual representations of Losari beach. By simply
pointing their mobile phone cameras at designated markers or using barcode scanners, tourists can access
augmented reality features embedded within the application. The findings of this research aim to provide
valuable information, particularly for foreign tourists, about Losari beach, positioning it as a compelling
destination within South Sulawesi's diverse array of tourist attractions. Through this technological innovation,
the study seeks to enhance the visibility and appeal of Makassar city's tourism offerings on a global scale.
KEYWORDS: Visualizing, Losari Beach, Augmented Reality
DEVELOPMENT STATUS AND COUNTERMEASURES OF TMALL DURING THE COVID-19 EPIDEMICAJHSSR Journal
ABSTRACT:China's e-commerce enterprises have developed rapidly, among which Tmall has become one of
the largest retail shopping websites in China.But in the past year, the Covid-19 epidemic has brought a huge
impact to Chinese e-commerce enterprises, and Tmall is no exception.Therefore, the development status of
Tmall in the new crown epidemic situation was analyzed, and the viewpoint was put forward :Tmall1 stabilized
the situation in the face of the epidemic situation and made a very correct countermeasures.The influence of this
epidemic on Tmall was deeply analyzed, and the conclusion was made: the new crown epidemic is both a
challenge and an opportunity forTmall.
KEYWORDS:Tmall; COVID - 19 outbreak ; The electronic commerce
Factors affecting undergraduate students’ motivation at a university in Tra VinhAJHSSR Journal
ABSTRACT: Motivation plays an important role in foreign language learning process. This study aimed to
investigate student’s motivation patterns towards English language learning at a University in Tra Vinh, and factors
affecting their motivation change toward English language learning of non-English-major students in the semester.
The researcher used semi-structured interview at the first phase of choosing the participants and writing reflection
through the instrument called “My English Learning Motivation History” adapted from Sawyer (2007) to collect
qualitative data within 15 weeks. The participants consisted of nine first year non-English-major students who learning
General English at pre-intermediate level. They were chosen and divided into three groups of three members each
(high motivation group; average motivation group; and low motivation group). The results of the present study
identified six visual motivation patterns of three groups of students with different motivation fluctuation, through the
use of cluster analysis. The study also indicated a diversity of factors affecting students’ motivation involving internal
factors as influencing factors (cognitive, psychology, and emotion) and external factors as social factors (instructor,
peers, family, and learning environment) during English language learning in a period of 15 weeks. The findings of
the study helped teacher understand relationship of motivation change and its influential factors. Furthermore, the
findings also inspired next research about motivation development in learning English process.
KEY WORDS: language learning motivation, motivation change, motivation patterns, influential factors, students’
motivation.
The Impact of Work Stress and Digital Literacy on Employee Performance at PT ...AJHSSR Journal
ABSTRACT :This research aims to analyze the correlation between employee work stress and digital literacy
with employee performance at PT Telkom Akses Area Cirebon, both concurrently and partially. Employing a
quantitative approach, the study's objectives are descriptive and causal, adopting a positivist paradigm with a
deductive approach to theory development and a survey research strategy. Findings reveal that work stress
negatively and significantly impacts employee performance, while digital literacy positively and significantly
affects it. Simultaneously, work stress and digital literacy have a positive and significant influence on employee
performance. It is anticipated that company management will devise workload management strategies to
alleviate work stress and assess the implementation of more efficient digital technology to enhance employee
performance.
KEYWORDS -digital literacy, employee performance,job stress, multiple regression analysis, workload
management
The Settlement of Construction Disputes Through Dispute Councils From the Per...AJHSSR Journal
ABSTRACT:This research differs from the practice of business activity in the construction services industry,
which may lead to construction disputes. The settlement of construction disputes is a consensus based on the
basic principle of debate. If the discussions between the parties do not reach an agreement, the parties may take
measures to resolve the dispute through the dispute council. Because the standard governing the disputes
committee was not fully regulated, they did not comply with the principle of legal certainty. Therefore, further
research was needed to establish a theoretical basis for regulating the disputes committee in settling construction
disputes. This research is a standard legal research using a legal regulatory, conceptual, and comparative
approach. The research results show that the ideal concept of resolving construction disputes through a dispute
council based on the value of legal certainty is to establish that the position of the dispute council is a special
court that has the authority to resolve construction disputes under construction services agreements. To realize
the position of the Court of Disputation as a special court, it must be based on the creation of philosophical
values, the creationof legislative regulations, and the creation of the institutional structure of the Court of
Disputation.
KEYWORDS-Construction Disputes, Dispute Council, Special Court
VALUES OF ORAL LITERATURE IN THE SOCIETY: A STUDY OF FOLKTALES OFOGBA IN RIVE...AJHSSR Journal
ABSTRACT : Oral literature is a creative work of art that portends high merit and has the creative use of
imagination in preliterate societies. It adopts the genres of literature: drama, prose and poetry in the oral milieu,
using performance as its hallmark. It thrives on the use of oral data because of its orality. This paper focuses on
the moral values or oral literature in the society using Ogba as a spring board. The study was carried out in
communities ofOgba. The population of the study consists of ten towns and village, in Ogba. The theoretical
framework used is Dell Hyme’s ethno-poetics because the works of oral literature relate to the society. This
paper concludes that oral literature serves to against all odds; communicate ideas, emotions, beliefs and
appreciation of life. The folktales in Ogba for instance, serve similar purpose through their
rendition/performance. Through the stories, the younger generation in Ogba society is familiarised with the
customs, traditions, and rituals prevalent in the society. This paper therefore recommends the use of oral
literature in all its genres to inculcate moral values and lessons to the teenagers and youths. Against this
background, Ogba (African) themselves must cease to regard oral literature as primitive and fetish.
KEYWORDS: Values, Oral Literature, Society, Ogba, Folktales
Pormalistikong Pagdalumat sa mga Tula ni Ron CanimoAJHSSR Journal
ABSTRACT: Nilayon ng pag-aaral na ito na masuri ang dalawampung (20) tula ni Ron Canimo gamit ang
pormalistikong dulog batay sa mga sumusunod na elemento: (a) Sukat at Tugma, (b) Talinghaga at
Simbolismo, (c) Imahen, (d) Tema, at (e) Diksiyon. Layunin din nitong mataya ang antas ng pagtanggap ng
ginawang pagsusuri gamit ang nabuong instrumento sa pagtataya nito. Sinunod dito ang Input-Process-Output
na balangkas ng pag-aaral at ginamitan ng kwantitatib-deskriptib-ebalwatib na pamamaraan. Sa pamamagitan
ng talatanungang ibinatay sa ginamit ni Morales (2014) na naimodipika ayon sa kahingian ng kasalukuyang
pag-aaral, tatlong (3) gurong eksperto ang nagsilbing tagataya dito na siyang tumiyak sa kahusayan ng nabuong
pagsusuri ng mananaliksik. Gamit ang Content Analysis, natuklasan na makabagong pamamaraan ang istilo na
ginamit ni Ron Canimo sa pagsulat ng mga tula. Lahat ng kanyang mga tula ay walang sinusunod na sukat at
tugma, may iba‟t ibang tayutay at simbolismong ginamit, magkaibang pandama ang pinagana dahil sa mga
imahe at paglalarawang ginawa, iba‟t ibang uri ng pag-ibig ang tinalakay at gumamit ng pormal, impormal o
kumbersasyonal na wika at makabagong istilo sa pagsulat ng tula. Gamit ang mean at standard deviation,
lumabas na “Mataas” ang antas ng pagtanggap sa kabuuan ng mga gurong eksperto na tumaya sa nabuong
pagsusuri. Lumabas din na “Mataas” ang antas ng kanilang pagtanggap sa nabuong pagsusuri batay sa mga
sumusunod na elemento: (a) Sukat at Tugma, (b) Talinghaga at Simbolismo, (c) Imahen, (d) Tema, at (e)
Diksiyon. Mula sa natayang pagsusuri at kinalabasan ng antas ng pagtanggap dito, naitala ang mga paksa sa
Junior High School Filipino na maaaring lapatan at gamitan ng nabuong pagsusuri.
KEYWORDS: Kumbensyunal, Pagdalumat, Pormalistiko, Ron Canimo, Tula
SCHOOL CULTURE ADAPTATION AMONG INDIGENOUS PEOPLES COLLEGE STUDENTS AT A PRIV...AJHSSR Journal
ABSTRACT: This qualitative study investigates the adaption experiences of indigenous college students at the
University of Mindanao, Matina-main campus. Eight major themes emerged, including difficulties with language
proficiency, online learning, classroom interaction, examination systems, grading procedures, school regulations,
resource accessibility, coping mechanisms, and future goals. Implications include the requirement for targeted
language proficiency and technology use support, an understanding of adaption processes, interventions to
improve resource accessibility, and equitable public administration policies. The study underlines the importance
of adaptation in various educational contexts, as well as the role of educators and legislators in creating inclusive
learning environments.
KEYWORDS: indigenous college students, adaptation, educational challenges, coping strategies
The effect of Institutional Ownership, Sales Growth and Profitability on Tax ...AJHSSR Journal
ABSTRACT: This research aims to test, analyze and obtain empirical evidence about the influence of
institutional ownership, sales growth and profitability on tax avoidance. The object of this research is
manufacturing companies in the consumer goods industry sector listed on the Indonesia Stock Exchange (BEI)
in 2018-2022. This research used quantitative research methods and causal research design. The sampling
technique in this research used non-probability sampling with purposive sampling as the basis for determining
the sample so that a sample of 55 samples was obtained. The data used is secondary data obtained from the
official website of the Indonesia Stock Exchange (BEI) during the 2018-2022 period. The data analysis method
used was multiple linear regression analysis with several tests such as descriptive statistical tests, classical
assumption tests, and hypothesis testing using SPSS version 26 statistical software. The results showed that the
institutional ownership variable has no effect on tax avoidance, while the sales growth and profitability has a
negative and significant effect on tax avoidance.
KEYWORDS: Institutional Ownership, Sales Growth, Profitability, Tax Avoidance
MGA ESTRATEHIYA SA PAGTUTURO KAUGNAY SA PASALITANG PARTISIPASYON NG MGA MAG-A...AJHSSR Journal
ABSTRAK: Ang mga estratehiya sa pagtuturo ay mahalagang kasangkapan sa paghahatid ng mabisang
pagtuturo sa loob ng silid. Tinukoy sa pag-aaral na ito ang antas ng kagustuhan ng mga mag-aaral sa pagsasadula,
pangkatang talakayan at paggawa ng mga koneksyon sa tunay na karanasan sa buhay bilang mga estratehiya sa
pagtuturo ng panitikan sa Filipino at pasalitang partisipasyon ng mga mag-aaral sa Baitang 7 ng Misamis
University Junior High School, Ozamiz City. Ang ginamit na disenyo sa pananaliksik na ito ay deskriptivcorrelational. Ang mga datos sa pag-aaral ay nagmula sa kabuuang populasyon na 120 na mag-aaral at tatlong
mga guro na tagamasid sa pasalitang partisipasyon ng mga mag-aaral. Ang Talatanungan sa Kagamitan sa
Pagtuturo ng Panitikan at Checklist batay sa Obserbasyon sa Pasalita na Partisipasyon ay ang instrumentong
ginamit sa pagkalap ng datos. Mean, standard deviation, Analysis of Variance at Pearson Product-Moment
Correlation Coefficient ang mga ginamit na estatistiko na sangkap. Inihayag sa naging resulta na ang tatlong piling
estratehiya sa pagtuturo ng panitikan sa Filipino ay may pinakamataas na antas ng kagustuhan ng mga mag-aaral.
Ang antas ng pakilahok ng mga mag-aaral sa paggamit ng tatlong estratehiya sa pagtuturo ng panitikan ay
pinakamataas na nagpapahiwatig na aktibong nakilahok ang mga mag-aaral sa mga gawain. Inihayag din na
walang makabuluhang kaibahan sa antas ng kagustuhan ng mga mag-aaral sa mga estratehiya sa pagtuturo ng
panitikan sa Filipino. Ito ay nangahulugan na gustong-gusto ng mga mag-aaral ang pagkakaroon ng mga
estratehiya sa pagtuturo. Walang makabuluhang kaugnayan ang kagustuhan sa mga estratehiya at antas ng
pakikilahok ng mga mag-aaral. Hindi nakaapekto sa kanilang pakikilahok ang anumang estratehiyang ginamit ng
guro.
KEYWORDS : estratehiya, karanasan, pagsasadula, pagtuturo, pangkatang talakayan
The Role of the Instruction of Reading Comprehension Strategies in Enhancing ...AJHSSR Journal
ABSTRACT :Throughout my studies and teaching English in different language centers and higher studies
institutions, I have come to conclude that students consider Reading comprehension as a nightmare that
frightens them and hinders their language acquisition in the Moroccan EFL Context. This may cause them to
develop an internal psychological obstacle that grows as their lack of the necessary instruments or tools to
overcome are not equipped with. They become lost and unaware about or unfamiliar with the necessary reading
comprehension strategies that could help them to face the problem of misunderstanding or non-understanding
of English texts. Respectively, this article which is only one part of my whole study aims at showing the effect
of teaching reading strategies in enhancing the S1 students‟ familiarity with reading strategies and raising their
frequency use. A sample of 283 University students in EFL context have been chosen randomly and have
attended the usual academic reading classes, yet only 76 are subject to this survey. 38 of them constitute the
experimental group who have attended the treatment regularly in one of the language centers and the other 38
participants are chosen randomly from the whole population to constitute the Control group. They all have
Psychosocial Factors and Deviant Behaviors of Children in Conflict with the L...AJHSSR Journal
ABSTRACT:This study aims to determine the relationship between psychosocialfactors and deviant
behaviors among children in conflict with the law (CICL) inDavao Region. The researchers want to discover the
prevalent factors thatdrive these children to their behaviors. Further, the study sought to determinethe
manifestation of psychosocial factors in terms of life satisfaction, emotionalsupport, self-esteem, and personality
traits. The study's data came from N-83children in conflict with the law (CICL) at the Regional Rehabilitation
Center forYouth (RRCY) in Bago Oshiro, Davao City; all respondents are male. This studyused a total
enumeration sampling technique due to the relatively smallpopulation size. The researchers adapted the
Psychosocial surveyquestionnaires by Zabriskie & Ward (2013) and by John and Srivastava (1999)as well as the
Deviant Behavior Variety Scale (DBVS) by Sanches et al. (2016).Through the use of a validated questionnaire,
the mean and standard deviationare determined. The researchers modified this questionnaire and translated itinto
the respondents' mother tongue (Cebuano) for them to comprehend itbetter. The study discovered no significant
relationship between psychosocialfactors and deviant behaviors of children in conflict with the law (CICL) in
theDavao Region
KEYWORDS :Children in Conflict with the Law (CICL), deviant behaviors, psychosocial factors
Entropy: A Join between Science and Mind-SocietyAJHSSR Journal
ABSTRACT: Entropy is join, intersection and interaction between natural science and human mind-society.
We proposed that if internal interactions exist in isolated systems, entropy decrease will be possible for this
system. Management in system is a typical internal interaction within the isolated system. The purpose of
management is to use regulating the internal interactions within the system, and to decrease the increasing
entropy spontaneously. We propose the principle of social civilization and the developing direction is: freedom
of thought, rule of action. Both combinations should be a peaceful revision and improvement of social rules and
laws. Different countries and nations, different religions and beliefs should coexist peacefully and compete
peacefully. The evolution of human society must be coevolution. Its foundation is the evolution of the human
heart and the human nature.
KEYWORDS: entropy, science, society, management, mind, evolution.
A Model of Disaster Resilience Among Colleges and Universities: A Mixed Metho...AJHSSR Journal
ABSTRACT :This research paper aimed to create a comprehensive framework for measuring disaster
resilience in colleges and universities. The study used a mixed method through Exploratory Factor Analysis
(EFA), which involved analyzing data from a survey questionnaire. The questionnaire was developed based on
in-depth interviews with 12 selected participants from the University of Mindanao, as well as relevant literature
and studies. It was reviewed and validated by 10 experts using a method called Content Validity Ratio (CVR).
This questionnaire was then administered to 400 students from 10 different colleges in University of Mindanao.
After conducting the Exploratory Factor Analysis and performing rotations and iterations, the researchers
identified five main constructs that characterize disaster resilience among colleges (1) disaster preparedness, (2)
disaster awareness, (3) community readiness, and (4) disaster management, (5) disaster resilience. The
researchers aimed to create an organization called “Council of College Disaster Volunteers (CCDV)” which
consist of student volunteers. These factors can be used to develop effective management strategies and
strengthen efforts in preventing and managing disasters and accidents.
KEYWORDS:content validity ratio, criminology, disaster resilience, disaster management, exploratory factor
analysis, and Philippines.
Environmental Struggles and Justice Among Lumad Farmers of Davao CityAJHSSR Journal
ABSTRACT : The study described the various environmental struggles experienced among the participants
and their status in accessing justice. The study followed a qualitative multiple-case study approach; the
participants are the Lumad farmers of Marilog, Davao City selected through a Critical sampling method and
aims to present the environmental violations experienced by the Lumad farmers in Davao City and how it
affected their families and sustenance further, their status in accessing justice is also explored. The study
concluded that the most common struggles the participant experience are Illegal logging and improper waste
disposal, which affect their farms, family, health, and income. Their preferred means to accessing justice is
through barangay settlement; the rigors of accessing courts, such as distance, expenses, fear of ruling, and the
hassle of being called to be present in court, are the most prevalent barriers that hinder the lead farmers from
accessing justice or seeking legal action. Nevertheless, the participants believed that the government would help
them in accessing justice.
KEYWORDS :access to justice, criminology,environmental justice, environmental struggles, lumadfarmers
CYBERBULLYING EXPERIENCES OF UNIVERSITY OF MINDANAO CRIMINOLOGY STUDENTSAJHSSR Journal
ABSTRACT:This paper explores the cyberbullying experiences among Criminology students at the
University of Mindanao. A simple random sampling method was used to distribute the study's online
questionnaire to the respondents and to survey the target population. This study has four hundred (400)
respondents, and the respondents are Criminology students at the University of Mindanao. The findings of this
study revealed that the level of cyberbullying experiences is sometimes manifested. On the other hand, the
cyberbullying experiences of the students indicate a moderate level, which indicates that the cyberbullying
experiences of the respondents are sometimes manifested. Also, the computations showed that among the
indicators presented, the highest mean is obtained in the psychological effect, which implies that there is a
significant effect of cyberbullying experiences of the respondents in terms of the Gender level of the
respondents. Therefore, respondents with a low level of cyberbullying experiences tend to have a moderate level
of cyberbullying experience. However, there is no significant effect in terms of age and year level of the
respondents according to the results regarding the psychological, emotional, and physical impact of
cyberbullying.
KEYWORDS :cyberbullying, emotional, experiences, psychological,physical effect, and simple random
sampling method.
A philosophical ontogenetic standpoint on superego role in human mind formationAJHSSR Journal
ABSTRACT: One of the most significant contributions of psychoanalysis to understand the human being is the
elaboration of a model about the mind from a topical and dynamic perspective. Freud explains the mind by the
constitution of the preconscious, conscious, and subconscious. Later, by three dynamic components: the id, the
ego and the superego. Such an organization of the psychic apparatus supposes not only individual elements, but
social influences along the process of hominization. In this paper, we recover the findings of the renowned
anthropologist Lewis Morgan, trying to link some of them to the psychoanalytic theory. Especially highlighting
the importance of superego in Haidt’s social intuitionism.
Keywords: evolutionism, intuitionism, psychoanalysis, Freud, Haidt, Morgan
Improving Workplace Safety Performance in Malaysian SMEs: The Role of Safety ...AJHSSR Journal
ABSTRACT: In the Malaysian context, small and medium enterprises (SMEs) experience a significant
burden of workplace accidents. A consensus among scholars attributes a substantial portion of these incidents to
human factors, particularly unsafe behaviors. This study, conducted in Malaysia's northern region, specifically
targeted Safety and Health/Human Resource professionals within the manufacturing sector of SMEs. We
gathered a robust dataset comprising 107 responses through a meticulously designed self-administered
questionnaire. Employing advanced partial least squares-structural equation modeling (PLS-SEM) techniques
with SmartPLS 3.2.9, we rigorously analyzed the data to scrutinize the intricate relationship between safety
behavior and safety performance. The research findings unequivocally underscore the palpable and
consequential impact of safety behavior variables, namely safety compliance and safety participation, on
improving safety performance indicators such as accidents, injuries, and property damages. These results
strongly validate research hypotheses. Consequently, this study highlights the pivotal significance of cultivating
safety behavior among employees, particularly in resource-constrained SME settings, as an essential step toward
enhancing workplace safety performance.
KEYWORDS :Safety compliance, safety participation, safety performance, SME
Psychological Empowerment and Empathy as Correlates of ForgivenessAJHSSR Journal
ABSTRACT: The study explores Psychological Empowerment and Empathy as Correlates of Forgiveness.
The two variables are regarded to have influence on the decision one makes to forgive another. The study aimed
at examining the relationships between psychological empowerment and forgiveness, empathy and forgiveness
and to identify which one of the two,Psychological Empowerment or Empathy, is the more powerful predictor of
forgiveness. The study took a survey design with a sample of 350 drawn from a population of university students
using a self-administered questionnaire with four sections: Personal information, Psychological empowerment
scale, Toronto Empathy questionnaire, and the Heartland Forgiveness Scale (HFS). Data analysis employed
Pearson’s product moment correlation and regression analysis to test hypotheses. The results show significant
relationships between psychological empowerment and forgiveness as well as empathy and forgiveness.
Empathy was found to be the more powerful predictor of forgiveness.
KEY WORDS: Psychological empowerment, empathy, forgiveness
EASY TUTORIAL OF HOW TO USE G-TEAMS BY: FEBLESS HERNANEFebless Hernane
Using Google Teams (G-Teams) is simple. Start by opening the Google Teams app on your phone or visiting the G-Teams website on your computer. Sign in with your Google account. To join a meeting, click on the link shared by the organizer or enter the meeting code in the "Join a Meeting" section. To start a meeting, click on "New Meeting" and share the link with others. You can use the chat feature to send messages and the video button to turn your camera on or off. G-Teams makes it easy to connect and collaborate with others!
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This tutorial presentation provides a step-by-step guide on how to use Facebook, the popular social media platform. In simple and easy-to-understand language, this presentation explains how to create a Facebook account, connect with friends and family, post updates, share photos and videos, join groups, and manage privacy settings. Whether you're new to Facebook or just need a refresher, this presentation will help you navigate the features and make the most of your Facebook experience.
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Telegram is a messaging platform that ushers in a new era of communication. Available for Android, Windows, Mac, and Linux, Telegram offers simplicity, privacy, synchronization across devices, speed, and powerful features. It allows users to create their own stickers with a user-friendly editor. With robust encryption, Telegram ensures message security and even offers self-destructing messages. The platform is open, with an API and source code accessible to everyone, making it a secure and social environment where groups can accommodate up to 200,000 members. Customize your messenger experience with Telegram's expressive features.
Issues of literacy in the teaching of disciplines in the humanities and social sciences in Togo
1. American Journal of Humanities and Social Sciences Research (AJHSSR) 2022
A J H S S R J o u r n a l P a g e | 39
American Journal of Humanities and Social Sciences Research (AJHSSR)
e-ISSN : 2378-703X
Volume-6, Issue-10, pp-39-47
www.ajhssr.com
Research Paper Open Access
Issues of literacy in the teaching of disciplines in the humanities
and social sciences in Togo
Ati-Mola TCHASSAMA
Ecole Normale Supérieure (ENS) of Atakpamé, Togo
ABSTRACT: Academic success in a discipline is conditioned by the acquisition of literacy skills specific to
that discipline (Beacco, Fleming, Goullier, Thürmann, Vollmer &Sheil, 2016). This work aims to analyze
literacy in the teaching of disciplines in the humanities and social sciences. We believe that the literacy
specificA to the different disciplines in the social sciences and humanities is due to the pedagogical approach
used for the development of the curricula and for the teaching of the said disciplines. This hypothesis is verified
by an analysis of the curricula of the teaching of disciplines in psychology and sociology of the public
universities of Togo, a case analysis grid of the pedagogical practices of teachers in a teaching situation and a
semi-structured interview with seven teacher-researchers. The qualitative analysis of the data collected shows
that the curricula and the teaching of the social and human sciences are not made according to the skills-based
approach. The different subjects within these sciences obey a specific literacy. However, not all the different
linguistic functions and skills related to these subjects have been acquired by the students surveyed. They want
to gain experience with professionals before they can adapt to everyday life situations.
KEYWORDS: Literacy, teaching, social and human sciences, linguistic functions, competency-based approach.
I. INTRODUCTION
The success of teaching and learning depends on the child's willingness to learn in school. Africa is the
only continent where the language of instruction ismore often a foreign language different from the mother
tongue. This can be a factor of failure for learners who have to learn in a new language and with teaching and
learning approaches that seem unsuitable. Today, each country has the will to create a quality education and
training system whose objective is to have efficient and competent human resources. This is why the skills-
based approach in the 21st century remains a challenge for improving the quality of education. Roegiers (2000)
who explains that a skill is the possibility for an individual to mobilize an integrated set of resources in order to
solve a situational problem that belongs to a family of situations. The concept of resources refers not only to the
internal or personal resources made up of a set of the pupil's academic achievements, but also to his experiences,
his skills, his interests and the multitude of external resources to which the pupil can make appeal, such as his
peers, his teacher, documentary sources (Mansour, 2012). However, too many students still lack targeted
support to enhance their ability to understand complex materials, enrich their language repertoire and develop
strong study skills (Sturtevant, 2004).
The language used, to talk about the language, can help develop skills in students. This is why Beacco,
Fleming, Goullier, Thürmann, Vollmer &Sheil (2016, p.77) think that it is necessary to proceed by scaffolding
techniques, a term that designates a variety of teaching techniques that gradually lead students towards better
understanding and, ultimately, towards greater linguistic and textual autonomy in the learning process.
“Scaffolding is providing students with phased and temporary language support that helps them achieve higher
levels of understanding/skill acquisition than would be the case without assistance from the teacher or more
advanced peers” . These techniques provide learners with discipline-specific literacy that reflects a learner's
ability to master the linguistic functions specific to that discipline, to use and transmit knowledge, to apply it to
everyday life situations (Beacco , Fleming, Goullier, Thürmann, Vollmer &Sheil, 2016). Academic literacy is
necessary to understand what exactly is the subject matter, from what angle and, possibly, with what bias. It
encompasses much more than the acquisition of specific basic skills and allows learners to have specialized
knowledge in a precise field of study, to become familiar with its reflexive and linguistic conventions, and to
identify the contribution of the subject. in question to society. This is the case of the human and social sciences
through which we can understand man and society by developing relevant knowledge and the associated
linguistic skills in young people.
In addition to the language of instruction which is French, each discipline conveys a language that can
only be decoded when one masters all the communication elements and the skills developed in this discipline.
2. American Journal of Humanities and Social Sciences Research (AJHSSR) 2022
A J H S S R J o u r n a l P a g e | 40
This work aims to analyze the consideration of literacy in the teaching of disciplines in the humanities and
social sciences. It would help to understand what each subject in the humanities and social sciences deals with
and enable students to meet specific cognitive and communicational demands in different contexts. The
following problematic allows us to better pose the problem.
1 – Problem
According to Martinet, Raymond and Gauthier (2001), in the framework of professional skills for the
teaching profession, we can distinguish between acting as a professional, communicating clearly and correctly
in the language of instruction, orally and Writer, in the various contexts related to the teaching profession,
adapting his interventions to the needs and characteristics of the students. We understand that if mastering the
language of instruction is essential for a teacher, there is a need to master the language of the subject he teaches
and adapt it to the characteristics of the students for an inclusive education. In our context, there are many
teachers who not only do not master French, the language of instruction, but also do not master the language of
their discipline. Any discipline is like a foreign language that has its own language, vocabulary, codes, unique
way of thinking. This requires a curriculum and an adapted teaching/learning method in order to succeed in a
classroom situation.
1.1 - Language of a discipline
According to Larousse (2000), language is a structured system of non-verbal signs fulfilling a
communication function. It is also a way of speaking specific to a social or professional group, to a discipline,
etc.
The relationship between knowledge and language is therefore much more complex than is sometimes thought.
The language can have both:
- a function of representation: exposure and defusion of knowledge established independently of the language,
for example, an account of experience or research transposes into the appropriate language data or results
established independently of their expression and their textual fixation.
- a mediation function: transposition, verbalization, allowing to pass from one semiotic system to another.
Language is important, even when it is not the primary means of expression. For example, many forms of
knowledge can be expressed in semiotic systems that make little use of language per se: mathematical writing,
symbols, formulas, statistics, maps, diagrams, photographs. The codes used in these systems are self-sufficient
but need to be verbalized for discussion, commentary or teaching.
- an interaction function: transforming and enabling exchanges (discussion, debate, controversy) between
producers of knowledge and between producers and users of knowledge, exchanges that can advance
knowledge;
-a creative function: creating knowledge, the creation and recording of knowledge through writing being two
sides of a single process.
As explained above, to succeed in school, all learners must be able to meet the language requirements imposed
in the various subjects. Some of these requirements are common to several disciplines; others are specific to one
or other of them.
The language learning situation consists of a learner's ability to use signs and process information relating to
concrete or abstract objects. We are interested in the success of learners in the social sciences. Because,
Jouvenet (1985, p.27) affirms that: “School success is the effect of a process of formation and change of the
pupil. This academic success presupposes internalizing, adopting signs, symbols, knowledge, incorporating,
keeping in one's body attitudes, behaviors, rational know-how. According to this author, success concerns the
psychological subject in its totality, in its individuality, because, after having familiarized itself with knowledge
and with those who dispense it, it must show appropriation and operationalization of what has been taught. This
is only possible through learning. Language is the vehicle of all other cultural learning (Vergez & Huisman,
1986) and which obeys the mechanism of assimilation/accommodation, in the Piagetian sense. Assimilation
consists of incorporating within us elements, knowledge or information from the environment. Accommodation
is the mobilization of mental structures according to changes in the environment, it is the adjustment of oneself
to reality. Adaptation consists in the conquest of a growing objectivity which ensures practical success (at the
level of action), understanding and objective explanation of reality (at the level of thought) therefore
assimilation/accommodation (Piaget, 1967). Thus, many learners do not adapt to the teaching of social science
disciplines. For example, many learners are trained in social sciences, yet our societies are full of social
problems. These are inactive to solve them. This is why today, we are advocating for the skills-based approach.
This new option is due to the criticisms of the objectives approach. Indeed, the objective approach stems from
behaviorist theories (Watson, 1925; Skinner, 1971) which state that all human conduct is determined by
environmental stimuli in terms of observable behavior. It emphasizes the definition of the objectives or the
intention of the teacher to achieve in his students. According to Bloom (1969), Krathwohl, Bloom and
Masia(1964), Mager (1975), these are objectives relating to the cognitive domain, affective domain and
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psychomotor domain in observable terms defined from simple to complex. . This approach induces an atomized,
compartmentalized education, sometimes meaningless and not obeying the adequacy between training and
employment. For Mucchielli (1998), the stages are meticulously put in a progressive order by successive
fragments as small as possible by reinforcing each assimilated part; the assimilation of each fragment can only
be done if the previous ones are assimilated. What makes this assimilation difficult may be due to poorly made
divisions of the fragments of knowledge. It is from the work of Gagné (1976-1980), we have seen the
emergence of another conception: approach by skills.
1.2 - Skills-based approach
This approach advocates the active behavior of the learner. It is based on psychological theories such as
cognitivism, constructivism and socioconstructivism in the Piagetian sense.
- Cognitivism: faced with a problem situation, the human individual pauses and thinks to find the answer. The
active method of Dewey (1947) stems from this theory and especially from learning by thinking.
- Constructivism: the individual builds his knowledge by interacting with his environment. Constructivism is a
theory of learning based on the idea that knowledge is constructed by the learner on the basis of mental activity.
Learning, in this case, must begin with questions around which learners actively try to construct meaning from
the facts as a whole. The purpose of learning is for an individual to construct his or her own meaning, not simply
to memorize the lectures in order to reproduce them.
- Socioconstructivism: in the Vygotskyian sense, advocates that the individual constructs his knowledge
through experimentation and discovery. The construction of knowledge takes place in a social and cooperative
framework. The individual is not alone, he learns with other people who have an impact on him and his
development. Everyone can help each other (Cody & Gagnon, 2009; Huber &Dalongeville, 2011). The teacher
gives students more responsibility in the learning process in the sense of Vygotsky (1934-1986), whose main
principles of this theory can be summarized as follows: learning precedes development; language is the main
vehicle (tool) of thought; mediation is essential for learning; social interaction is the basis for learning and
development. Learning is a process of preparation and internalization by which skills and knowledge move from
the social level to the cognitive level; the zone of proximal development is the main activity space in which
learning takes place (Walqui, 2006). This is more global learning taking place by progressive restructuring of
knowledge. According to Pelpel (1986), in the process of school learning, the competency-based approach is
essentially located at three levels: giving meaning to learning, making this learning more effective, establishing
the basis for subsequent learning. For Roegiers (2000), this approach is based on the principle of integrating
acquired knowledge, in particular through the regular use of integration and learning situations that make it
possible to solve complex tasks. According to Roegiers (2006), competence takes into account both the content
(knowledge), the capacities (activities to be carried out) and the situations in which the activities are carried out.
A capacity is power, the ability to do something. It is an activity that we do. Identify, compare, memorize,
analyze, synthesize, classify, classify, abstract, observe, etc. are capacities considered as general know-how but
which are designated by rather vague terms (Reogiers, 1999). To designate them, some authors speak of general
skills. Abilities do not become skills, because they are not defined according to situations, contexts. In practice,
a capacity determines the main steps of activities that lead to the mastery of the skill. It is translated by the verbs
which describe the know-how according to the gradual difficulties. One or more abilities can be mobilized
through a skill. A capacity is characterized by its transversality, its scalability, its transformation and its non-
evaluability (X. Roegiers, 1999). Learning is designed taking into account the activity of the teacher and sub-
activities of the learner, based on the micro-skills and capacities stated. The active behavior of the learner
depends on the extent of the content and activities but also on the possibilities of collaborative interaction
between the learners themselves and then between learners and teacher. To formulate a skill, you need a verb, a
content, a context and the result. Thus, its acquisition conditions academic and social success. This teaching
does not fully take into account the specific translation and contextualized language for each subject. In other
words, some lessons do not take into account the specific literacy of said subjects.
1.3 - Literacy in the teaching of a subject
According to Beacco, Fleming, Goullier, Thürmann, Vollmer &Sheil (2016, p. 25), the notion of
literacy designates, in the strict sense: “the ability to read and write”. According to the same authors, the PISA
Consortium (Program for International Student Assessment or International Program for the monitoring of
student achievement (2006) focused on science literacy, defines it as: "the ability to use and transmit knowledge,
to apply them to everyday situations, to attempt to solve problems with the help of this knowledge and to
influence decision-making processes, as essential elements of subject-specific competences”. It also takes into
account the understanding of texts and tasks, it covers certain operational aspects, such as knowing how to read
between the lines, draw the necessary conclusions or grasp the hidden implications, as in real life. In 2006, the
definition of literacy was further broadened to include attitudes, such as the ability to engage and challenge
points of view, to participate critically in the development of a subject individual and to follow him throughout
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his life. Consisting of an evolving set of attitudes, skills and knowledge in science, this culture allows students
to develop their skills related to scientific research, to solve problems, to make decisions, to have a taste for
learn throughout life and maintain a sense of wonder at the world around them (PISA 2006). Today, this concept
can be interpreted as a path to critical reflection, the use of knowledge and participation in social life.
Still, referring to these different authors, Beacco, Fleming, Goullier, Thürmann, Vollmer &Sheil (2016), this
concept includes at least three different skill levels, namely:
-Knowledge related to linguistic and epistemological skills,
-The action that includes learning skills, procedural skills, communication skills and social skills and
-The evaluation which is linked to aesthetic and ethical/moral competences.
Literacy now cuts across all subjects and can help us understand and improve the quality of teaching and the
role of language as part of a subject's skills. The teaching and learning of a subject can therefore be conceived as
a process of initiation into the different communities of discourse and practice, so that each learner can at least
follow their specific ways of exchanging and arguing according to the six (6) characteristics of science literacy:
-Apprehend and fully understand the meaning of a sentence, a passage or an entire text.
- Communicate and negotiate knowledge.
-Reflect on acquisition processes, learning outcomes and their uses.
-Apply knowledge to/in new contexts.
- Participate in the life of the scientific social community.
-Transfer generalizable knowledge, skills and attitudes
In other words, the language skills involved in subject-specific literacy as an encompassing concept include:
processing and acquiring knowledge in a subject (through listening and reading) and fully understanding
problems or texts in which questions concerning the subject are answered and explained; negotiate the meaning
of new elements of knowledge by relating them to those already acquired; think about how a new point
of view has been developed and acquired; reflect on the validity and use of knowledge, and apply it to other/new
contexts; prepare for and participate in socio-scientific debates and discourse on the subject outside of school;
and critically question the meaning and scope of rules or conventions, and generalize the knowledge and
procedural skills acquired (by integrating them
in his own general culture). In this sense, it would be appropriate to define and integrate the necessary linguistic
skills in the curricula of each subject, for each level, according to age categories or school levels. These skills
should be explicitly taught as part of the knowledge building process in each subject and across them. Focusing
on the terminology of each subject, for example, defining only key words is certainly not enough. Account must
be taken of the different procedures for describing classroom activities, genres, linguistic cognitive functions
and academic language repertoires in subject learning (Beacco, Coste, Van de Ven & Vollmer, 2010). It is not
only a question of learning in a structured way, of understanding all types of texts (meaningful) in different
semiotic forms and in a multimodal way, but also of expressing oneself in a multimodal way on the problems of
a subject. and their implications. In this context, knowing how to write about a subject becomes essential since
the learner, through the role played by his teacher, will have the opportunity to strive, to reflect, to explain, to
expand and to express his knowledge and to make more use of the linguistic functions.
1.4 - Role of the teacher in subject-specific literacy
The teacher can only play his role by being sensitive to the linguistic dimension of the subject taught. It
is thus a question of ensuring the progress of the pupils in each discipline, of preventing them from having poor
results and of helping them to take full advantage of the teaching. Without such perspectives, which should be
clearly defined, it will not be possible to take into account the heterogeneity between learners (Beacco, Fleming,
Goullier, Thürmann, Vollmer &Sheil, 2016).
Techniques to support the use of languages in class are necessary in this case in order to gradually lead the
students towards a better understanding. It is :
-Explain a new concept using a concept map;
-Establish comparisons with one language and another language; highlight certain terms to develop a
metalanguage;
-Provide relevant examples and explain them; asking students to note particular aspects/characteristics of
language use;
- Highlight the forms of language use corresponding to specific linguistic cognitive functions (e.g. define,
describe, explain, evaluate, argue);
-Present textual models (genres) for content-based oral or written communication;
- Question the students to make them clarify their ideas and lead them to explain their interpretation of things or
to question their opinions;
-Use different ways of representing ideas and concepts (e.g. visuals, diagrams, organizers, highlighting, different
media and technologies);
-Provide feedback that aims to improve literacy in the discipline.
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A teacher trained in the linguistic dimension will be able to predict the
student support needs. Spontaneous accompaniment is possible whenever students are faced with linguistic
obstacles that cannot be anticipated by the teacher when planning his lesson. For example, when the curricular
objective of a social science course is to write an information report on
the history of production methods, for example in the automobile industry, the teacher will have to judge
whether the learners know the characteristic features of a news report or whether they need systematic linguistic
and cognitive scaffolding ( Beacco, Fleming, Goullier, Thürmann, Vollmer &Sheil, 2016). In this case, one can
understand the low level of literacy among learners which can increase throughout their school career when the
teacher does not play the above role or when literacy is not taken into account in the development of curricula.
1.5 – Summary
We argue that literacy can help to understand and improve the quality of teaching and the role of language as a
constituent part of subject competence. Consisting of an evolving set of attitudes, skills and knowledge in
science (PISA 2006), it takes into account the competency-based approach and therefore involves the revision of
curricula according to this approach in order to develop adapted to learners. It is not a question of renouncing
the definition of key words as is usually practiced, but of taking into account the different procedures making it
possible to describe classroom activities, genres, linguistic cognitive functions and academic linguistic
repertoires in the learning of materials.Each learner would learn in a structured way, understand all types of
texts in different semiotic forms and express themselves appropriately on the issues of a subject and their
implications. This would orient learners to reading (Beacco, Coste, Van de Ven & Vollmer, 2010; Beacco,
Fleming, Goullier, Thürmann, Vollmer &Sheil, 2016). In this case, the development of textbooks adapted to this
class situation and the related pedagogies, bottom-up pedagogy and discovery pedagogy can be exploited. The
first, in its old conception, the teacher adopts a top-down process which always consists in first imposing adult
text models on the learner. This one must then imitate those. The schoolboy reads texts by authors in his
textbook. The lesson may consist of studying a few excerpts from an author's text (the learner must first look for
synonyms for these words. Only then, at the end of the lesson (application exercises ), or at the end of the week
that the child can express himself or that he must prove his knowledge. The following diagram characterizes this
traditional conception of a “top-down” pedagogy according to B. Toresse (1978):
1- the models (the master and the authors' texts);
2- the class (participation in collective oral lessons);
3- the student (the individual written assignment).
1- l’élève (le devoir écrit individuel).
In the new conception: it is an educational process exactly the opposite of the previous one, that is to say an
ascending pedagogy illustrated by the following diagram:
1. the child (his wild productions);
2. the team (correction and choice);
3. the class (assessment, selection and amendment);
4. the models (the master and the authors' texts).
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Regarding the second pedagogy, the pedagogy of discovery, in its traditional conception, according to
Toresse (1978), this pedagogy stipulates that the teacher knows everything, the student knows nothing, can
discover nothing himself. The teacher teaches, the student listens, learns and recite. The child's brain is likened
to something that one fills at will. When the master proceeds according to the interrogative method, in the sense
of the maieutics of Socrates according to which, the human being possesses within him knowledge of which he
is unaware. All you have to do is help her deliver them through midwifery. But under these conditions, the
average child discovers nothing. In fact, we practice in our classes a false inductive method. This would explain
their failure; In the new conception of discovery pedagogy: the master is less a teacher than a facilitator. Each
child explores and develops their bodily, artistic, social and intellectual skills. The discovery of others: this is
done gradually, during teamwork, and especially through the community life of the cooperative class. Everyone
learns to know their partners, to accept them, to listen to them, to accept opinions different from their own. The
discovery of knowledge through the study of natural and human environments. Educational outings and
individual or group research lend themselves better to this pedagogy which allows the learner to build his
knowledge. He does not just repeat what the teacher teaches him. The truth does not come from the adult, it is
discovered by the learner and results from the audio-visual observation of things. This is a truly educational
method because it frees the child by gradually freeing him from adult guardianship and allows each of the
schoolchildren to discover themselves, to train and to assert themselves.
From the above, we believe that discipline-specific literacy involves taking into account the linguistic function
of the discipline, applying the competency-based approach in curriculum development and in teaching/learning.
This would ensure the academic success of learners in the sense of Jouvenet (1985). They must first become
familiar with knowledge, internalize it, make signs, symbols, knowledge their own, incorporate, keep in their
body attitudes, behaviors, rational know-how. Then, demonstrate ownership and operationalization of what has
been taught. It is through this psychopedagogy that an institution in charge of vocational training can develop
and create skills for employment of young people. Thus, the teaching of social sciences which would respect
these rules that we have summarized in the following diagram, would contribute to improving the training of
learners.
The objective of this work is to analyze the approach according to which the curricula have been
developed, to show the link between the competency-based approach, the literacy specific to each discipline and
the academic success of learners. It makes it possible to provide pedagogues with strategies allowing them to
DISCIPLINE LITERACY
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develop training curricula and to ensure better teaching/learning of learners. The following methodology is
adopted in this direction.
II. METHODS
To analyze literacy in the humanities and social sciences in relation to academic success among
learners, we first conducted a semi-structured interview and case studies. The interview served to collect the
opinion of teachers in relation to the concepts of "literacy" and the skills-based approach, their consideration in
the development of curricula and teaching / learning in University Institutions.Seven (7) consenting teacher-
researchers of social sciences from the two Universities of Togo were interviewed. The case studies concerned
the analysis of the frameworks for setting up online courses in the two Universities of Togo, the documents
relating to the first and second part pedagogical activities of the CAMES candidates (the two documents of the
two candidates were analyzed) and a teaching/learning case of a course. An analysis grid has been developed.
This served as an analysis of lesson conduct. The data collected was analyzed qualitatively, a logical-semantic
analysis which, according to R. Mucchielli (1984), is directly interested in the manifest content.
III. RESULTS
By wanting to know the place of literacy in the pedagogical practices of teachers, we note, through the
results of the interview that the respondents have no notion of the concept (literacy) but they have an idea of the
skills-based approach which, for them, consists of developing skills in learners, but “primary and secondary
education has not yet succeeded in talking about universities” added one respondent.
With regard to the canvas for the senarization of online courses before its implementation on Moodle, the
following aspects are retained: a summary of the Teaching Unit, the General objectives, the specific objectives,
the course sequences and the facilitation materials and the final evaluation. We can understand that the
development of curricula and teaching practices are done according to the approach by objectives. In addition to
a Moodle user guide, file support on Bloom's taxonomy has been given to the various trainees who enjoy the
autonomy to configure their course according to how they think of delivering their course. The key words are
explained in the glossary where the students are referred to read them.
The analysis of the two (2) types of documents relating to the first and second part of teaching activities shows
that the authors do not take into account the skills and literacy approach in their teaching practices. These only
took into account objectives, therefore the objective-based approach and the running of the courses.
The teaching/learning case consisted of following a teaching sequence of a course on clarifying what a
vulnerable person is.The stated skill is to: “clarify the concept of vulnerable to the public from the following
cases and from reading a text on the vulnerable person so that we can identify the people concerned in our
environment”.
Instructions: Read the cases below (cases1 and cases2) and answer the questions that accompany these cases.
Case 1: Mrs. NAKA considers herself to be a very vulnerable woman because of fragile physical health. Her son
SODI makes a request for support from his mother. Madame NAKA is worried about the covid 19 disease that
is hitting the planet. She lives alone away from her children. They come to visit it in turn. Do you consider Mrs.
NAKA to be a vulnerable person? Why? Define the concept of vulnerability by also relying on the reading of
the text concerning the psychosociology of the vulnerable person.
Case 2: In the event of a natural disaster (flood that destroyed several houses), can we talk about vulnerability?
Why ?
After the course, we found that at the level of the learners, everyone was able to give a good answer.
The following provides a better explanation of these different behaviors in class situations.
IV. DISCUSSION
This work is in line with the competency-based approach. It aims to analyze the place of this approach
in the literacy specific to each discipline and the academic success of learners. We find that literacy is unknown
to respondents, but they have a simple idea of the skills-based approach that is not taken into account in their
teaching practices. This is evidenced by the opinion of one respondent: “primary and secondary education has
not yet succeeded in talking about universities” and the objective-based approach used for online courses in
universities.
The documents relating to the first and second part pedagogical activities also show that the authors do
not exhibit the skills and literacy approach in their teaching practices. We can deduce that the teaching/learning
practices of the respondents fall under conditioning in the sense of behaviorist theories (Watson, 1925; Skinner,
1971) which stipulate that all human conduct is determined by environmental stimuli in terms of observable
behaviors. . This is according to Bloom (1969), Krathwohl, Bloom and Masia (1964), Mager (1975), But this
approach induces an atomized, compartmentalized education, sometimes devoid of meaning and not obeying the
adequacy between training -use.
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In the senarization of online courses, only the key words are explained in the glossary where the students are
referred to browse them. This is not enough to speak of literacy, "the ability to use and transmit knowledge, to
apply it to everyday situations, to try to solve problems with the help of this knowledge and to influence the
processes decision-making, as indispensable elements of subject-specific skills” (Beacco, Fleming, Goullier,
Thürmann, Vollmer &Sheil, 2016, p. 25). Case studies illustrate this literacy. The student is called upon, first, to
analyze the cases on the vulnerable person supported by images, then to read a text on the same subject. This
practice makes it possible to take into account the understanding of texts and tasks which covers operational
aspects such as knowing how to read and grasping the hidden implications in relation to real life. This is also
what the competency-based approach to achieving discipline-specific literacy advocates.
The competency stated to clarify the concept of vulnerable to the public from the following cases and the
reading of a text on the vulnerable person so that we can identify the people concerned in our environment,
induces the active behavior of the learner based on psychological theories like cognitivism, constructivism and
social constructivism. Learning, in this case, must begin with questions around which learners actively try to
construct meaning from the facts as a whole. The purpose of learning is for an individual to construct his or her
own meaning, and not simply to memorize lessons in order to reproduce them (Pelpel, 1986). This skill took
into account an action verb (clarify); the sense of competence which is only the content to be taught (Vulnerable
person); the context (denoted by from the following cases and reading a text about the vulnerable person)
specifies the hidden implications in relation to the context of real life. The result refers to the performance
achieved, what is expected. Competence orients the capacities and skills to be taken into account to make
learners active. As capacities, we can retain: observe, read, analyze, research, clarify, produce. According to
Roegiers (1999), one or more abilities can be mobilized through a skill. Since these capacities considered as
general know-how but which are designated by rather vague terms (Reogiers, 1999). This is why it is necessary
to define the skills in phase with the capacities retained.
Observe: Observe the images of vulnerable people in order to clarify the concept of “vulnerable person”;
Read: read the text on the vulnerable person in order to understand the language and clarify the concept of
“vulnerable person”;
Analyze: Analyze images, words and linguistic expressions in order to clarify the concept of “vulnerable
person”;
Search: Search for information or essential elements through images and readings of texts to clarify the concept
Clarify: Clarify the concept from the images and read the texts;
Define: Define the concept from the images and read the texts;
Produce: Produce a text to define the concept or to clarify it
This pedagogical principle of the competency-based approach is in line with scaffolding techniques in subject-
specific literacy which aim to gradually lead students towards a better understanding of the linguistic dimension
of the subject matter (Beacco, Fleming, Goullier, Thürmann, Vollmer &Sheil, 2016). The production of texts by
the learners and the reading of adult texts illustrate the pedagogy of discovery according to B. Toresse (1978)
and makes it possible to take into account the rhythm and the specific difficulties of each learner. The
evaluations would be based on these texts.
V. CONCLUSION
In subject-specific literacy, learning is designed taking into account the activity of the teacher and that
of the learners, based on the micro-competences and the capacities stated. The active behavior of the learner
depends on the extent of the contents and activities but also on the possibilities of collaborative interaction
between the learners. The work made it possible to analyze literacy in the teaching of disciplines in the
humanities and social sciences. The failure to take this into account is due to the pedagogical approach used for
the development of the curricula and for the teaching of the said disciplines. The methodology used to collect
the data and the qualitative analysis of this collected data show that the curricula and the teaching of the social
and human sciences are not made according to the skills-based approach. However, the various subjects falling
under these sciences obey a specific literacy. This explains the problem linked to the mismatch between training
and employment. Literacy requires cognitive activities in all courses for the understanding of scientific ideas
and phenomena, so that students learn to assess their own way of thinking and using ideas and linguistic
elements. This requirement takes into account and brings out clearly the functional, temporal, spatial, contextual
and logical relationships between these elements and ideas. The initiatives taken in favor of the mastery of the
linguistic dimension in all school subjects are in line with the commitment to equity and quality in education,
which encompasses the promotion of inclusion, social cohesion and respect for students’ linguistic and cultural
repertoires. We are aware that proper subject literacy is not the only factor to guarantee the quality of school
education, but paying attention to it, does it not improve the specialized and general linguistic skills of the
pupils, their understanding of each subject?
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