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The purpose of this research is to set the characteristics of the contents of the course books that are prepared for the lessons of mother tongue education in secondary schools in different countries. Within the frame of the purpose, the content of the course books in Germany, Austria, Finland, Northern Macedonia, Hungary and Turkey were analyzed in three aspects. The first of all is about which sections are included in the general content, the second is about how the classification of the content was made and finally the third one includes how the language skills and the fields of learning are placed in the content. Figured in a quantitative way and the document of the research in which the content analyzed is composed by the 23 course books used in the countries that are mentioned above. In the analysis of the data 3 arguments and a checklist that enables to make a systematic evaluation consists of 28 items is used. As a result of the research, it is confirmed that the content of mother language course books in countries differ from each other due to the general properties of content; while classifying the course books generally multiplied structure dominated by thematic, functional and grammatical segmentation, it has been determined that all language skills, vocabulary teaching and grammar, both theoretical and practical, are included in the books. At the end of the study, it is recommended to take the course books in Germany and Hungary as an example while preparing the Turkish course books.

This paper describes the personal and professional journey taken by one secondary Spanish teacher to implement the Seal of Biliteracy (SoBL) for English learners (ELs) in a rural Florida school district. The teacher’s goal was to promote bilingual pride among her ELs and to validate their bilingual abilities, which had been frequently unrecognized in the community. This promising practice in a rural Florida district demonstrated two important transformations: first was the teacher’s personal views about bilingualism as an asset rather than a deficit, and second was the instructional practices she employed and fierce advocacy for the ELs in her rural secondary school. Ultimately, the work of the teacher disrupted inequities that her bilingual students faced and positively affected her EL students’ views of bilingualism and their lives in the rural school community.

In terms of language teaching, individuals’ ability to master their native language and grammar rules directly affects foreign language acquisition processes. Considering this situation, which is also defined as “interdisciplinary” the background of foreign language learning processes in the context of the native language should be established. The fact that an individual who has not yet learned the rules or concepts in his native language, and therefore does not have schemes in his mind, negatively affect being successful in learning foreign language for the same concept or rules. For this reason, it is necessary to ensure coordination during the acquisition of the target achievements of both disciplines by adopting an interdisciplinary approach in native and foreign language teaching. In this study, it was tried to determine the grammar objectives that middle school students started to learn in English lesson before they started the learning process in their native language by examining Turkish and English curriculums in terms of grammar acquisitions. The education programs of both disciplines were examined in terms of grammar acquisitions, and the target achievements that were tried to be taught to individuals in the English lesson were determined even though the Turkish language course was not started yet. Based on the data obtained, recommendations were made depending on the before-after relationship in terms of grammar acquisitions of both programs, and it was aimed to draw attention to a significant deficiency in language teaching and to contribute to drawing a correspondence between the curriculums.

For the last few decades there has been an increased growth for practice in Educational Drama in China. This pedagogical approach has caught the attention of Chinese language arts educators, who te...

The aim of this study is to examine the Turkish language textbook in terms of students’ perspectives in a holistic approach. The participants consisted of 25 fifth-grade students who were selected according to the maximum diversity sampling method. Data were collected through semistructured interviews with students by an interview form. During the semi-structured interviews, instead of focusing on specific characteristics of the textbook, both design-related and contentrelated characteristics of the Turkish language textbook are investigated holistically. An inductive approach with a content analysis method was used to analyze the data. According to the results obtained in the study, it was determined that students are aware of the strengths and weaknesses of the textbook and how it affects their educational process. In the discussion section, the findings obtained from students’ opinions about the language textbook and its reflections on their educational processes are discussed in detail in terms of the basic features found in a textbook.

While much of the literature regarding Spanish as a heritage language has focused on higher education institutions and areas of traditional immigration in the United States, less research has specifically examined Spanish heritage language learner (HLL) policies in states like Tennessee that have recently experienced an exponential rise in the number of Spanish HLLs in schools. Through 22 in-depth qualitative interviews, this study examines how high school teachers negotiated their institutions' Spanish HLL policies (or lack of them) and how this negotiation informed the implementation of the policies in classroom practices and curricula. Results indicate that teachers worked in a policy vacuum and exerted their agency by creating their own policies and taking initiatives to address issues related to identification, placement, and curriculum that were specific to their contexts and compatible with their pedagogical goals. The study concludes highlighting the importance of bottom-up language policy and planning in areas of recent immigration.

Purpose The purpose of the current study was to evaluate the effect of bilingual narrative intervention on vocabulary gains in Hebrew (school language) and English (home language) among English–Hebrew bilinguals, using a block design (one language at a time), and to determine whether there was cross-linguistic transfer to the language that was not receiving intervention. Method Sixteen English–Hebrew bilingual children participated in the study using an adaptation of the Puente de Cuentos intervention. Vocabulary was examined using a word definition task before the intervention, post English intervention, post Hebrew intervention, and 4 weeks after the interventions ended to examine maintenance of skills. Results Repeated-measures analyses of variance revealed that children made significant gains in vocabulary in the language of intervention as expected. In addition, children made cross-linguistic gains in Hebrew during the English intervention, but made no gains in English following Hebrew intervention. Conclusion These results underscore the need to provide language support in the home language to ensure growth and that intervention in the home language does not hinder growth in the school language.

A mindful teaching strategy helped improve the language and writing skills of students in a public secondary school in a rural province of Argentina. The authors share how they brought about this d...

The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.

This research aims to develop Indonesian Language textbooks with multiculturalism and character education for traditional poetry writing learning. This research uses a research and development approach until the discovery of a proper textbook. The subjects involved in this study were 101 elementary school fourth-graders, 33 teachers, and 2 Indonesian language and literature learning experts. Data analysis techniques at the need analysis stage through interactive models, and data analysis at the product testing stage using quantitative techniques with non-independent t-test statistics. Preliminary studies found that teachers and students needed creative writing skills textbooks developed by integrating the values of multiculturalism and character education. Textbook development referred to aspects of content, language, presentation, and graphics. Limited textbook product testing using t-test showed that t-obtained= -4,265 and t-table on α = 5 % is 2,064, so H0 is rejected. Broad testing also resulted in t-obtained= -6,426 and t-table = 2,004, so it can be decided that H0 is rejected. Students' traditional poetry writing skills after learning using textbooks are better than before learning using textbooks. Thus it is concluded that the textbooks developed are inferred worthy of use by teachers and students to improve their writing skills in elementary school.

This paper adds to writing to learn research by reporting on empirical and conceptual studies on the subject matter but also by speculating on the learning virtues that writing offers besides its function as an assessment tool, namely that it can provide students with an adequate avenue to reflect on their learning. For this purpose, I reviewed 17 studies spanning a 17-year period (2004-2020) and representing both the L1 and L2 contexts. Reviewed studies examined writing to learn in different disciplines and grade levels across countries, including the US, Canada, Turkey, Norway, Spain etc. Later in this paper, I set out to elaborate on thematic patterns if these existed and identify areas where further research may be warranted. Findings indicated that writing to learn is an effective instructional strategy across different grade-levels and disciplines both in the L1 and L2 teaching and learning contexts. Finally, this paper overviews relevant pedagogical implications and future research directions.

The language shift phenomenon in the Bajau Sama Kota Belud in Sabah is definite. The researchers surveyed the phenomenon in Kampung Taun Gusi 1, Kota Belud, Sabah. Based on the age cross-sectional method, 300 participants of 20-29 years (G20s), 30-39 years (G30s), 40-49 years (G40s), and 50-59 years (G50s) respectively were selected by stratified sampling. The objective of this study is to formulate the dimensionality of language shift. The researchers found that speakers shifted from using the mother tongue to the Malay language after entering school. The Bajau Sama language spoken as the mother tongue has declined from one generation to another. For a better understanding of the Bajau Sama lexical, G20s meet Fishman’s (1991) implication scale negatively. The group achievement of nouns has decreased to 26.9%, verbs (33.9%), and adjectives (32%). Meanwhile, the attitude overtness towards the Bajau Sama language is most evident among G50s with a statistical min of 83.00, declining by 48.20 in G30s and 41.80 in G40s, which eventually and significantly decreased by 23.20 in G20s. In the family domain, G20s prefer using the Malay language over Bajau Sama. In the neighbourhood domain, G20s and G30s use the Malay language frequently. All the groups choose to speak the Malay language in the shop outlet domain. This study’s implications demonstrate G20s and G30s have shifted to use the Malay language in family and neighbourhood domains. This shifting justifies the low vocabulary knowledge in Bajau Sama compared to G40s and G50s. Overall, the language shift from the mother tongue to the Malay language in the Bajau Sama Kota Belud community occurred due to bilingualism, the level of status, and unequal power between the two languages, the impact of political, economic, and social situations on one language group. In conclusion, we suggested that the Bajau Sama standard language curriculum be introduced in primary schools to sustain its vitality as a revitalization program.

Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.

Against the backdrop of the increasing disparities in urban and rural areas in China nowadays, this qualitative study explores trilingual education in the Inner Mongolia Autonomous Region (IMAR), with a focus on the Mongolian language programme. Through a field trip to five primary and secondary schools, interviews and class observations reveal that students are highly motivated in conducting their primary and lower secondary schooling through Mongolian, due to the high utilitarian value associated with Mongolian. Preferential policies make it possible to maximise the chance of academic advancement, career prospects and possible social upward mobility for learners of Mongolian. However, the dominant positions of Putonghua as the national common language, and English as a lingua franca in schools with admirable academic quality, restrict the ability to convert the linguistic capital of Mongolian into other forms of capital outside of Inner Mongolia. The study reveals that the problems and difficulties of Mongolian language education in compact ethnic minority regions tend to be the same as those faced by other Chinese rural schools. The marginalisation of a minority language is examined in relation to fast-paced urbanisation; changes would require institutional support to enhance the symbolic value of the ethnic minority language.

The effects of relevant factors related to self-assessment have not been systematically investigated. We explored four factors and their effects on self-assessment and self-efficacy: (1) feedback (...

Recent studies of Indigenous educational leadership have contributed instructive conceptual insights to decolonize public schools. Building on these theoretical insights, we investigate the organizational and policy constraints leaders face when attempting to enact decolonial strategies. Combining “safety zone theory” and Critical Policy Analysis, we examine how one Apsáalooke educational leader, Cummins negotiated and challenged institutionalized practices delimiting “safe Indian-ness.” These include: (a) transactional, policy inscribed relations between schools and Native communities; and (b) tepid district implementation of pro-Native legislation, such as policies expressing a commitment to preserving Native American cultures. We convey how Cummins made, unmade, and remade new policy meanings through local leadership practices, such as creating more humanizing Apsáalooke-defined spaces for community-school engagements and orchestrating local pressure to move district leadership to fulfill policy commitments to serve Native students. Data includes 18 interviews with Apsáalooke tribal members, education policy texts, and collaborative auto-ethnographic memos. Based on these findings, we develop the notion of dangerous leadership: a decolonial leadership praxis that challenges settler–colonial conceptions of safety and negotiates material, communal, and personal threats that such acts of subversion tend to provoke. We conclude by discussing implications for dangerous leadership amid nonideal and constantly shifting settler-colonial school contexts.

The globalisation of the world reflected its inevitable effects in language classrooms which unite students from different cultures. In such classrooms, instructors’ sense of self-efficacy is affec...

This account of practice follows an action learning project that considered the contribution of the ‘L = P + Q + R’ formula to the teaching of thinking skills to 31 pre-service teachers in Turkey, ...

This quasi-experimental study aimed to assess the effects of a music and writing program on lexical spelling in Grade 2 elementary school students. A music and writing program was developed and tested in an experimental group ( n = 24) comprising a Grade 2 class in a French-language elementary school in Québec (Canada). Another Grade 2 class at the same school served as a control group ( n = 23). Both groups were assessed for lexical spelling in January and May. Group comparison of the post-test results on performance and progress in lexical spelling showed significantly better scores for the experimental over the control group.

Safaliba is an Indigenous Ghanaian language spoken by 7–9,000 Ghanaians in a nation-state of 29 million people with 73 indigenous languages, none of which are spoken by a majority of Ghanaians. Gov...

The Republic of Turkey’s Ministry of National Education has long been working on the general professional and field specific competencies for teachers in Turkey in collaboration with universities. As a result of these efforts, the “General Competencies for Teaching Profession” was prepared in 2006. Later in 2008, the field specific competencies that teachers should have in their respective fields were determined. For primary school teachers, specific competencies were determined in 14 fields. While the field specific competencies for English language teachers are among these 14 fields, no such work has been conducted for French language teachers. For intermediate school (middle school) teachers, specific competencies were determined in 8 fields and were put into effect in 2011. This study aims to formulate a model related to the field specific competencies for French language teachers in Turkey as the existing literature on the topic is insufficient. Key words: French language teacher, general competencies for teaching profession, field specific competencies, performance indicator.

Objective This integrative review aimed to determine the features of effective physical activity programs for culturally and linguistically diverse (CALD) older adults. Methods We searched for relevant articles in MEDLINE, PubMed, Google Scholar, Scopus and CINAHL. Articles were selected for evaluation if they included CALD older adults and implemented physical activity programs with culturally specific design features. Consistent with the Whittemore and Knafl integrative review methodology, we used the Downs and Black Checklist, Mixed Methods Appraisal Tool and the McMaster University appraisal tool for quantitative studies to assess the quality of included articles. Results Seven articles were included in this review. Effective community‐based exercise or physical activity programs for CALD populations commonly featured close‐to‐home delivery, native language instruction and adaptations of culturally familiar activities. Conclusion The provision of culturally appropriate community‐based physical activity programs appears to support and encourage engagement among CALD older adults.

The study was conducted to investigate the success and attitudes of the secondary school 7th grade students towards Turkish language lesson in terms of various variables. The study is a descriptive study and based on data collection. In this study, a 27-item attitude scale and a personal information protocol consisting of 5 questions were used. In addition, a pre-prepared multiple-choice Turkish course achievement test consisting of a total of 30 questions was applied. Students’ attitudes towards Turkish language lesson were measured and compared with success and other variables. The attitude scale, personal information protocol and achievement test were applied to 48 students in total. The population of the study consists of the students studying in Sarıkamış county of Kars province. The sample of the study consists of 7th grade students studying in Halit Paşa Secondary School and Şehit Taner Baran Regional Boarding Secondary School in Sarıkamış county of Kars province. The obtained data was interpreted by conducting t test, variance analysis with SPSS 20 package program. As a result of the findings, it was determined that there was a difference in the attitudes of the students in terms of gender and the number of the siblings. It was found out that the attitudes of the students towards Turkish language lesson did not differentiate in terms of mother educational background and interest in the lesson.

The introduction of the Seal of Biliteracy (SoBL) has presented a potent opportunity for community heritage language schools to credential the heritage language proficiency of their students in a U.S. context. This study explores the involvement of community heritage language schools in the SoBL initiative. It investigates how seven heritage language school administrators view the SoBL, what they see as its potential benefits, and what barriers they see to its full implementation. Results show that despite many potential benefits for community‐based schools, factors such as the status of the language in the wider community, a lack of articulation with local high schools, uneven parental power, and a lack of appropriate assessments, present barriers to full implementation. The paper concludes with suggestions for how to address these barriers and hopes to provide a roadmap for future collaboration between SoBL administrators and heritage language schools.

This article investigates the different types of language classes for Uralic languages in higher education contexts to derive principles in course planning for minority language teaching. As a micr...

Many theoretical models of second or additional language learning posit a crucial role for meaningful social interaction in the target language. However, it is not always clear to language educator...

Author(s): Nee, Julia | Abstract: In this paper, I examine the development, implementation, and results of utilizing three types of storybooks in a language revitalization classroom for students ages 5-12 learning Teotitlan del Valle Zapotec, an indigenous language of southern Mexico. Although each method used for creating books in Zapotec generated a positive reaction from students and parents, I consider the ways in which each method facilitates student learning while also problematizing the cultural authenticity of the classroom. Based on classroom observations, a parent focus group, and student interviews, I conclude that the most effective method for storybook creation involved students creating their own book modeled on a pre-existing book written in the non-indigenous language. This student-created book generated sustained interest in the language and allowed for students to shape the materials into something that was culturally relevant for them personally.

Using a thematic analysis methodology, this paper attempts a critical review of published articles on Chinese character teaching and learning in and outside China between 2005 and 2019, highlighting contributions scholars made to the current literature as well as identifying gaps in the research. The analysis reveals that there is a rather large gap in the use of research methodologies between the two sets of articles, with publications in China predominantly adopting non-empirical approaches while most articles published outside China are empirical. Besides, the use of computer-assisted language learning (CALL) in character teaching and learning seems to be a key research topic outside China, while exploring new pedagogical ideas and strategies attracts more interest among scholars in China. The paper concludes with suggestions for future research directions and a call for more diverse research paradigms and mixed-method perspectives.

Informed by positioning theory as well as a nexus of multimembership, the year-long case study examined how a 7-year-old Korean American bilingual child, Meeso, constructed her ethnic identity across different educational contexts. Data were collected through observations of Meeso’s interactions with her monolingual and bilingual peers and teachers. Discourse analysis revealed that Meeso constructed fluid ethnic identity positionings depending upon how she desired to position herself and to be positioned by others. We also identified that the social context, language proficiency, and peer dynamics were related to the process. Based on the findings, we discuss the roles of context, language, and peer interaction for bilingual students’ ethnic identity development.

This paper examines the intersection of heritage-language education advocacy with anti-racist activism in the 1970s and 1980s in Toronto. The province of Ontario initiated the Heritage Lang...

This qualitative study utilized sociocultural and heteroglossic perspectives to examine the oral translanguaging practices of four Korean-American first-graders in a Korean heritage language (HL) c...

The aim of the present study was to determine the effect of a collaborative writing programme through the Google Docs writing tool on the production of argumentative discourse within the framework of Modern Greek Language teaching. The participants were 23 pupils in Year 5 who received a six-month period teaching intervation (two hours per week) that included collaborative writing activities of argumentative discourse. Prior to the beginning, and following the end of the programme the performance of all participants on argumentative discourse writing skills was evaluated with a 13-criteria Rubric scale. The results of the paired- sample t-tests showed a statistically significant difference between pre- and post tests in the majority of the criteria and the total scores of the rubric. It is therefore concluded that, the use of a Web platform may positively contribute towards the enhancement of argumentative discourse writing skills of pupils in Year 5 of Primary Education.

Background/Context Low-cost private schools (LCPSs) represent a large and growing share of schools in many low- and middle-income countries, including Kenya. In some Nairobi neighborhoods, more than half of children attend LCPSs, despite policies providing free access to public education. Parents generally choose LCPSs because they believe they are higher quality, although there is little conclusive evidence supporting this belief. Objective In this study, we aim to add to the evidence available on the comparison between LCPSs and public schools by using student gains over time as our outcome, thus controlling for the initial level of achievement and instead examining improvement. Participants The randomly selected longitudinal sample was composed of 326 children attending 47 LCPSs and government schools in several of Nairobi's geographic zones. These children's literacy and numeracy outcomes were tracked over two academic years to determine their learning gains over time. Research Design We used residual gain scores—as opposed to cross-sectional measures—in English and Kiswahili literacy and mathematics, to compare the outcomes of students attending LCPSs and public primary schools across the first and second grades. We discuss how these schools impacted achievement over time. Findings/Results We found that these LCPSs did not produce significantly higher student growth than public schools under the status quo condition. However, among schools participating in an instructional improvement intervention supported by the United States Agency for International Development, LCPSs increased performance more than public schools in English, Kiswahili, and mathematics, with the largest differences in English. Conclusions/Recommendations These findings offer a cautionary note to the rapid expansion of LCPSs in low-resource settings. The fees paid to LCPSs by low-income households are often burdensome for families and, in some contexts, may not be worth the trade-offs that families make to afford them. On the other hand, the findings also suggest that low-cost private school teachers may respond more effectively than public school teachers to project-based support.

This study investigates correlations of course level, gender, and ethnic identity labels with attitudinal dimensions toward Spanish by Spanish as a Heritage Language Learners in New Mexico. Participants in first-semester (n = 327) and fourth-semester (n = 174) Spanish as a Heritage Language courses rated twelve items designed to index language attitudes (Instrumental, Sentimental, Communication, and Value) toward Spanish on a 5-point Likert scale, based on a similar tool used by Mejias and Anderson (1988) and Mejias et al. (2003). Participants at both levels claimed similar ethnic identity labels but had different correlations to language attitudes. First-semester students who self-identified as "Mexican American,” “Hispanic,” and “Spanish” rated the Value dimension higher than peers who did not claim those labels. “Anglo” correlated negatively with both the Value and Communicative dimensions. Fourth-semester students who self-identified as “Latino/a” had positive attitudes in the Sentimental, Instrumental, and Communicative dimensions. “Native American” and “Spanish” correlated negatively with Sentimental while “American” correlated negatively with Instrumental. Higher-level students held more favorable language attitudes, and females at both levels had more positive attitudes than male peers. These findings have implications for how course level, gender, and ethnic identity may impact heritage language maintenance and motivation to learn the heritage language in the university setting.

We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically significant effects of student-level assignment to DLL on all 9 outcomes evaluated. Impacts were as large as 1.24 standard deviations, or a learning advantage relative to controls exceeding a full school year of achievement growth. The mean effect size of d = 0.66 across the nine literacy measures is equal to approximately two thirds of the overall literacy growth that occurs across the first-grade year.

This paper explores the agentive role of school leaders in interpreting and implementing macro language education policies at preschool level in the Maldives. The Preschool Management Act of 2012 i...

Paper is dedicated to the testing of the concept of literacy, based on the questionnaire, carried out in the school year of 2018/2019 among the students of two secondary vocational schools in Vrsac, Belgrade and Grammar School in Vrsac (200 respondents). The primary hypothesis of the research was that detection and detailed study of high school students conceptosphere on literacy identify the fields to improve the teaching of Serbian as a mother tongue in secondary schools and the aim of work that, based on the collected and then processed data in analytical, cognitive and descriptive method, is to (a) isolate the dominant concepts of (non)literacy, (b) look at the tendencies of spreading and shaping the notion of literacy induced by the needs of modern life, and also that, in order to improve linguistic culture in all domains and all educational levels – (c) point to the possibility of improving the teaching of the Serbian language as a mother tongue. According to results of the survey secondary school students experience literacy in the 21st century as a complex concept; from the one who is literate expecting linguistic knowledge, what are the basic, traditionally accepted parameters, and recognize illiteracy as the lack of ability to apply knowledge in the field of language. They also demonstrated that it is necessary to improve the efficiency of teaching approaches designed to improve functional literacy in a variety of communicative situations; increase the number of hours and exercises in the field of spelling, or nurture and acquire more comprehensive and knowledge in use and skills of different forms of literacy needed for managing in 21st century; more attention should be paid to including relevant language handbooks in teaching; more explicit, on frequent and more familiar examples to students, point to the advantages of knowing and respecting the linguistic norm, paving the way for a better linguistic culture and enrichment of the mother tongue.

Slovenščina ima v vzgojno-izobraževalnem procesu v Republiki Slove-niji več vlog, med drugim tudi vlogo učnega predmeta, ki je temeljni splošnoizobraževalni predmet v javni osnovni šoli in ima izmed vseh predmetov največ ur. Vsi učitelji so bili prvič v zgodovini šolstva (najprej v šolskem letu 2019/20, nato pa še v šolskem letu 2020/21) med epide-mijo koronavirusa covid-19 prisiljeni poučevati na daljavo. Izsledki ra-ziskave, v kateri je sodelovalo 348 učiteljev, ki imajo v osnovni šoli kom-petence za poučevanje materinščine (59 % učiteljev razrednega pouka in 41 % učiteljev slovenščine), med drugim kažejo, da imajo učitelji, čeprav čutijo, da jih delo na daljavo psihično in fizično bolj utrudi kot delo v raz-redu, po večini dober odnos do poučevanja na daljavo in da se počutijo opolnomočene za tovrstno poučevanje. Med prednostmi poučevanja na daljavo učitelji omenjajo večjo uporabo sodobne informacijsko-komu-nikacijske tehnologije, več uporabe e-gradiva in možnost formativnega spremljanja učencev. Med največjimi težavami poučevanja (slovenščine) na daljavo pa omenjajo: primere izmikanja in nesodelovanja učencev, pomanjkanje nebesedne komunikacije in s tem oteženo razumevanje ter tehnične težave. Večina učiteljev meni, da bodo učenci z izobraževanjem na daljavo pridobili manj oz. precej manj znanja, kot bi ga s poučeva-njem v razredu. Učitelji, ki se počutijo bolj opolnomočene za poučeva-nje na daljavo, imajo tudi boljši odnos do poučevanja materinščine na daljavo in so tudi bolj zadovoljni s komunikacijo z učenci na daljavo. Učitelji, ki so imeli v sklopu službe potrebna izobraževanja za poučeva-nje na daljavo, se počutijo bolj opolnomočene za poučevanje na daljavo kot učitelji, ki takih izobraževanj niso imeli. The Slovene language has several roles in the educational process in the Republic of Slovenia, including its role as a subject in the curriculum in its own right. It is a basic general education subject in public primary schools and has the most hours of all of the subjects. All teachers were forced to teach remotely for the first time in the history of education (first during the 2019/20 school year and then in the 2020/21 school year) during the Covid-19 coronavirus pandemic. The results of a survey comprising 348 teachers with the ability to teach the mother tongue at primary school level (grades 1–9 of primary school 59% were class curriculum teachers and 41% were Slovene language teachers) show, among other things, that teachers mostly have a good attitude towards distance teaching and feel empowered for this type of teaching, although they feel that this method makes them mentally and physically more tired than teaching in the class-room. Among the advantages of distance teaching, teachers mention the greater use of modern information and communication technology, more use of e-material and the opportunity for formal monitoring of students. In their opinion, the biggest problems of distance teaching (of the Slo-vene language) include: lack of student participation lack of non-verbal communication, thus creating difficulties in understanding and technical issues. Most teachers believe that students acquire less knowledge or far less knowledge by distance education than they would from education in the classroom. Teachers who feel more empowered to teach remotely also have a better attitude towards teaching their mother tongue and are more satisfied with the communication aspect with students in distant teaching. Teachers who have received the necessary training for distance teaching as part of their work feel more empowered to teach this way than teachers who have not had such training.

Although not often discussed, complementary (‘mother tongue’) classrooms comprise participants who differ substantially in a number of ways. Differences comprise, e.g. participants’ orientations to and understandings of the indexicalities of linguistic registers, which may have been brought along from the presupposed country of origin. It has local consequences when students and teacher do not share normative models, and students refuse the teacher as an expert authority. For instance, it may disrupt the classroom order and complicate processes of classroom language socialization. The societal context of the complementary classroom also has a potential influence on the local effect of valorized differences. In this paper we illustrate how pronunciation differences are made salient in a Turkish mother tongue classroom in Denmark, and how pronunciation feeds into negotiations of expertise, authority and the keying of classroom activities. Situated humorous performance is juxtaposed and intertwined with practices that conventionally index learning. We compare the case study to the wider societal context to discuss how dominant ideologies of language and education contributed to the teacher’s challenges in the specific classroom setting.

This paper reveals the complex intersectionalities of immigrant identity construction, nationalisms (and national exceptionalisms), and how Greek culture/language schools in the United States signi...

In Uganda and other low-resource settings, too few children are learning to read in the early grades. In response, countries have embarked on reading reform programs, often with external support. U...

This study investigated the changing patterns of language use and language attitudes of younger generations of Mauritians over the last two decades. This article discusses the shift in language att...