Educational Communication

‫العلمية‬ ‫االستشاري‬ ‫ة‬ ‫من‬ ‫الجزائر‬ ‫ال‬ ‫خارج‬ ‫من‬ ‫جزائر‬ ‫أ‬ ‫مرتاض‬ ‫عبدالملك‬ ‫.د‬ -‫ان‬ ‫وهر‬ ‫جامعة‬ 1 ‫(الجزائر)‬ ‫يوسف‬ ‫أحمد‬ ‫أ.د‬ -‫عمان)‬ ‫سلطنة‬ ( ‫الطاهر‬ ‫رواينية‬ ‫أ.د‬ -‫عنا‬ ‫جامعة‬ ‫(الجزائر)‬ ‫بة‬ ‫(مصر)‬ ‫الشاذلي‬ ‫عبدالسالم‬ ‫أ.د‬ ‫ار‬ ‫در‬ ‫مكي‬ ‫أ.د‬ -‫ان‬ ‫وهر‬ ‫جامعة‬ 1 ‫(الجزائر)‬ ‫(المغرب)‬ ‫اد‬ ‫بنكر‬ ‫سعيد‬ ‫أ.د‬ ‫علي‬ ‫مالحي‬ ‫أ.د‬ -‫الجزائر‬ ‫جامعة‬ 2 ‫(ا‬ ‫لجزائر)‬ ‫(لي‬ ‫المالكي‬ ‫عبدالحميد‬ ‫محمد‬ ‫أ.د‬ ‫بيا)‬ ‫بورايو‬ ‫عبدالحميد‬ ‫أ.د‬ -‫ج‬ ‫الجزائر‬ ‫امعة‬ 2 ‫(الجزائر)‬ ‫(المغرب)‬ ‫بريمي‬ ‫عبدالله‬ ‫أ.د‬ ‫بلعلى‬ ‫أمينة‬ ‫أ.د‬ -‫جامعة‬ ‫وزو(الجزائر)‬ ‫تيزي‬ ‫ات)‬ ‫(اإلمار‬ ‫حساني‬ ‫أحمد‬ ‫أ.د‬ ‫القادر‬ ‫عبد‬ ‫شرشار‬ ‫أ.د‬ ‫ان‬ ‫وهر‬ ‫جامعة‬ 1 ‫(الج‬ ‫زائر)‬ ‫الديني(تونس)‬ ‫عز‬ ‫المولدي‬ ‫أ.د‬ ‫منصوري‬ ‫مصطفى‬ ‫أ.د‬ -‫س.‬ ‫جامعة‬ ‫(الجزائر)‬ ‫بلعباس‬ ‫أ.د‬ ‫(البحرين)‬ ‫يوسف‬ ‫عبدالفتاح‬ ‫امحمد‬ ‫عرابي‬ ‫أ.د‬ -‫ان‬ ‫وهر‬ ‫جامعة‬ 1 ‫(الجزائر)‬ ‫(تونس)‬ ‫عامر‬ ‫بن‬ ‫فاتح‬ ‫أ.د‬ ‫ملياني‬ ‫ا.د‬ ‫محمد‬ -‫ان‬ ‫وهر‬ ‫جامعة‬ 1 ‫(الجزائر‬ ) ‫(السعوديه)‬ ‫قاسم‬ ‫ال‬ ‫قاسم‬ ‫أ.د‬ ‫عبدالله‬ ‫بن‬ ‫مفالح‬ ‫أ.د‬ -‫غ‬ ‫جامعة‬ ‫(الجزائر‬ ‫ان‬ ‫يليز‬ ‫(تونس)‬ ‫الجوه‬ ‫احمد‬ ‫أ.د‬ ‫محمد‬ ‫سعيد‬ ‫بن‬ ‫أ.د‬ -‫و‬ ‫جامعة‬ ‫ان‬ ‫هر‬ 1 ‫(الجزائر)‬ ‫(تونس)‬ ‫دمق‬ ‫فاطمة‬ ‫أ.د‬ ‫بوداود‬ ‫اهيمي‬ ‫بر‬ ‫أ.د‬ -‫(الجزائر)‬ ‫ان‬ ‫غيليز‬ ‫جامعة‬ ‫(تونس)‬ ‫يشلي‬ ‫الطر‬ ‫ار‬ ‫نز‬ ‫أ.د‬ ‫الدين‬ ‫عز‬ ‫جالوجي‬ ‫أ.د‬ -‫برج‬ ‫جامعة‬ ‫(الجزائر‬ ‫يج‬ ‫بوعرير‬ ‫(السعودية)‬ ‫الغرباني‬ ‫أ.احمد‬ ‫صدار‬ ‫أ.د‬ ‫الدين‬ ‫نور‬ -‫معسك‬ ‫جامعة‬ ‫ر‬ ‫(الجزائر)‬ ‫اق)‬ ‫سالمة(العر‬ ‫حيدر‬ ‫علي‬ ‫أ.د‬ ‫لحمر‬ ‫فيصل‬ ‫أ.د.‬ -‫جيجل‬ ‫جامعة‬ ‫(الجزائر)‬ ‫اوغلو(تركيا)‬ ‫اسحاق‬ ‫أ.د‬ ‫حمادوش‬ ‫أيت‬ ‫يدة‬ ‫فر‬ ‫أ.د‬ -‫ان‬ ‫وهر‬ ‫جامعة‬ 1 ‫(الجزائر)‬ ‫نس‬ ‫(فر‬ ‫الغرباني‬ ‫علي‬ ‫أ.د‬ ‫ا)‬ ‫هيمة‬ ‫عبدالحميد‬ ‫أ.د‬ -‫ورقلة‬ ‫جامعة‬ ) ‫(الجزائر‬ ‫ى‬ ‫عيس‬ ‫بن‬ ‫عبدالحليم‬ ‫أ.د‬ -‫ان‬ ‫وهر‬ ‫جامعة‬ 1 ‫(الجزائر)‬ ‫زواوي‬ ‫مختار‬ ‫أ.د‬ -‫(الجزائر)‬ ‫س.بلعباس‬ ‫جامعة‬ ‫الوكال‬ ‫ارقة‬ ‫زر‬ ‫أ.د‬ -‫الجزائر)‬ ( ‫آفلو‬ ‫الجامعي‬ ‫المركز‬ ‫خيرة‬ ‫العين‬ ‫حمر‬ ‫أ.د‬ -‫ان‬ ‫وهر‬ ‫جامعة‬ 1 ‫(الجزائر)‬ ‫العربي‬ ‫مسعود‬ ‫بن‬ ‫أ.د‬ -‫(الجزائر)‬ ‫الجلفة‬ ‫جامعة‬ ‫أ.د‬ -‫محمد‬ ‫برونة‬ -‫ان‬ ‫وهر‬ ‫جامعة‬ 1 ‫(الجزائر)‬ ‫أ.‬ ‫خثير‬ ‫ى‬ ‫عيس‬ ‫د‬ -‫الجزائر)‬ ‫تموشنت(‬ ‫عين‬ ‫جامعة‬ ‫العدد‬ ‫لهذا‬ ‫القراءة‬ ‫لجنة‬ ‫مصطفى‬ ‫منصوري‬ ‫أ.د‬ -‫الجزائر)‬ ( ‫بلعباس‬ ‫جامعة‬ ‫حمادي‬ ‫زمزم‬ ‫أ.د‬ -‫جامعة‬ ‫منوبة‬ ‫(تونس)‬ ‫أ.د‬ ‫صف‬ ‫جامعة‬ ‫فاطمة‬ ‫دمك‬ ‫تونس‬ ‫اقس‬ ‫محمد‬ ‫د.سايح‬ -‫الجزائر)‬ ‫سعيدة(‬ ‫جامعة‬ ‫ى‬ ‫عيس‬ ‫بن‬ ‫الحليم‬ ‫عبد‬ ‫أ.د‬ -‫وهران‬ ‫جامعة‬ 1 ‫الجزائر‬ ( ‫أ.‬ ‫عبدالله‬ ‫توام‬ ‫د.‬ -‫الجزائر)‬ ( ‫الشلف‬ ‫جامعة‬ ‫سطمبول‬ ‫ناصر‬ ‫أ.د‬ -‫وهران‬ ‫جامعة‬ 1 ‫الجزائر)‬ ( ‫هواري‬ ‫صايم‬ ‫د.‬ -‫الجزائر)‬ ( ‫تموشنت‬ ‫عين‬ ‫جامعة‬ ‫بلقاسم‬ ‫هواري‬ ‫أ.د‬ -‫وهران‬ ‫جامعة‬ 1 ‫الجزائر‬ ( ‫نورية‬ ‫شرفاوي‬ ‫د.‬ -‫وهران‬ ‫جامعة‬ 1 ‫الجزائر)‬ (  ‫المرسل‬ ‫المؤلف‬ ‫وقاد‬ ‫عائشة‬ ‫أ.‬ ‫تعليمية‬ ‫بالسيمياء‬ ‫وعالقته‬ ‫الرياضية‬ ‫اللسانيات‬ ‫في‬ ‫البيني‬ ‫المفهوم‬ 11 demonstrates the most effective teaching approaches for it, highlighting the fertile cognitive cross-fertilization between humanities and

This inaugural issue of REDLINES offers a multifaceted perspective on the evolving landscape of education and community life during the COVID‑19 pandemic. Through a series of feature articles and news reports, the publication explores the appointment of a new education program head at Holy Child College of Davao, highlighting her extensive experience and vision for shaping academic excellence and leadership. Concurrently, the issue examines community adaptations in the new normal—ranging from innovative strategies for celebrating festive traditions amid public health restrictions to comprehensive updates on COVID‑19 statistics impacting the Philippines. It further investigates the shift to blended learning, evaluating its effectiveness in facilitating academic continuity during unprecedented times, and documents grassroots initiatives—such as community-supported transportation projects—that demonstrate local resilience and ingenuity. By bridging internal institutional developments with broader societal challenges, REDLINES advances scholarly dialogue on crisis communication, educational transformation, and the dynamic interplay between leadership and community response. This collection serves as a valuable resource for researchers and practitioners interested in media studies, educational communication, and the multifaceted impacts of the pandemic on society.

La presente investigación se enmarca en la coyuntura del proceso de paz que tuvo lugar en la Habana (Cuba) entre 2015 y 2016, orientado en la reconciliación de las Fuerzas Armadas Revolucionarias de Colombia (FARC), el Gobierno Nacional y diversos representantes de la ciudadanía. Con antecedentes de más de 60 años de violencia, esta posibilidad de cese al fuego significó la puesta en común de diversas visiones de esperanza, negación y/o incertidumbre. En este sentido, el rol de la población joven de Medellín fue determinante para la constitución de voluntades positivas a partir de la producción audiovisual. El trabajo, que aborda las dinámicas comunicativas de los colectivos Morada y Mi Comuna, se basa en un análisis de contenido de 30 productos audiovisuales y entrevistas semiestructuradas, a la luz de las categorías del concepto de cultura de paz (Galtung y Jiménez-Bautista). Los hallazgos ubican a la práctica de la comunicación como una estrategia para la construcción de paz a pa...

The main purpose of this study was to critically examine involvement of community being a key indicator for effective administration of Secondary school in Southwestern Nigeria. Community involvement in management of public secondary schools has been very elusive in many secondary schools. Lack of communication, accountability and transparency has been pressurizing issues affecting the efficiency and performance in these schools. This study examined types and nature of community involvement in management of public secondary schools, identify community involvement opportunities, determine the impact of community involvement on the management, identify challenges faced and finally determine possible solutions. The study employed the Social Systems Theory of Ludwig Von Bertallaffy (1968), which was relevant for this study because schools are social systems. The study established that although there exist a good relationship between the schools and the community, only a minority of the community was involved in decision making process in these schools. As a result, very few of them initiated projects. The main challenges were long distances to schools, lack of finances and also lack of cooperation from teachers. The study recommended that schools should educate all the stakeholders on various ways they can be involved and help in the management of the schools. There is need to establish a proper model by the government to involve the community in affairs of the schools, in order to address the societal needs, policy formulation matters on management of secondary schools should be all inclusive.

This research seeks to clarify the importance of effective reading skill in Second Language learning and the role of effective reading elements in acquiring listening skill among students at the Arabic Language Institute for Non-Native Speakers at King Abdulaziz University. It also explores how to develop these skills among second language learners. Eighty-eight learners participated in the evaluation of a nine-item questionnaire designed to measure the impact of effective reading skills on Arabic language learning as a second language. It was found that the importance of introducing the read texts before at the beginning by giving a general idea about their subject. Moreover, these texts should not only meet the needs of the learners but also be attractive and interesting. They also should be appropriate to learners' linguistic, cultural and age level in terms of content and presentation. Furthermore, the main ideas contained in these read texts should be presented and discussed with the learners after reading. It highlighted the significance of measuring the extent of learners' understanding and familiarity with the content and details of the read texts through comprehension questions. The study also revealed that this skill can be developed by enlightening the influential factors on the acquisition of reading skill: environmental, mental, social, cultural, or educational and strengthening them. Challenges and obstacles must be taken into consideration by teachers and they must understand and know how to deal with them scientifically.
Keywords: Learning reading skill, teaching reading methods, second language acquisition, teaching Arabic as a second language.

يتجلى دور مستشار التوجيه والإرشاد المدرسي والمهني في التعامل مع هاته الفئات من خلال ما جاء في المنشور رقم 1051 المؤرخ في 23 جوان 2018 والذي يحدد الإجراءات التنظيمية لمهام ونشاطات مستشاري التوجيه والإرشاد المدرسي والمهني المعينين في المتوسطات في مجال الإرشاد المدرسي الذي تضمن إجراء الفحوص الضرورية قصد التكفل بالتلاميذ الذين يعانون من مشاكل خاصة واقتراح تحويليهم إلى المختصين كلما اقتضى الأمر ذلك، إضافة إلى المساهمة في الاستكشاف المبكر للتلاميذ المتخلفين دراسي وجاء أيضا في المادة 13 من القرار الوزاري رقم 827 المؤرخ في 13 نوفمبر 1991 تتمثل نشاطات مستشار التوجيه المدرسي والمهني في مجال التوجيه خصوصا فيما يخص القيام بالإرشاد النفسي والتربوي قصد مساعدة التلاميذ على التكيف مع النشاط التربوي وإجراء الفحوص النفسية الضرورية قصد التكفل بالتلاميذ الذين يعانون من مشاكل خاصة والمساهمة في عملية استكشاف المتخلفين مدرسيا، والمشاركة في تنظيم التعليم المكيف ودروس الاستدراك وتقييمها، وجاء أيضا في المنشور رقم 214 المؤرخ في 19 أوت 2023 المتضمن إجراءات المعالجة البيداغوجية لنتائج تقييم المكتسبات القبلية في مرحلة التعليم الابتدائي أن دور مستشار التوجيه والإرشاد المدرسي والمهني يتمثل في القيام بعمليات الإعلام والتحسيس لفائدة التلاميذ وأوليائهم، ويشخص الأسباب النفسية والاجتماعية التي قد تكون مصدرا للصعوبة، كما يتكفل بالمتابعة والمرافقة النفسية للتلاميذ.

Problem and objective. In the context of digitalization of university education, there is a problem of teachers’
readiness to use information technologies in the logic of development student personality. The aim of the study
is to develop a format for the active inclusion of teachers as guides and subjects of the information technologies
implementation aimed at activating the personal potential of students.
Research methods. The study used methods for designing the pedagogical implementation of information
technologies in education. Experimental and monitoring work included 94 students and 9 teachers of the Belgorod
National Research University and the Belgorod State Technological University named after V.G. Shukhov. Diagnostic
measurements were carried out using the following techniques: Method of diagnosing the directionality of
educational motivation, Metacognitive Awareness Inventory, Morphological test of life values (MTLV), Method of
diagnosing self-realization in university training. Statistical calculations included methods of parametric statistics,
as well as the method of analyzing the significance of differences (using Student's t-test).
Results of the study. The study presents a didaskological format for introducing information technologies,
which consists of teachers linking these technologies to their teaching activities as tools for the development of
educational communications to activate the personal potential of students.
The application of the didascological format in the practice of online-learning for students of different universities
has shown its promise. Students in the experimental group showed higher indicators of internal learning motivation
(tEMP = 5.1), metacognitive involvement in learning (tEMP = 3.1), metacognitive regulation (tEMP = 3.6) due to a more
noticeable information management strategy (tEMP = 4.6), control of components (tEMP = 4.3), planning (tEMP = 4.1)
and assessing the effectiveness of the strategy (tEMP = 2.9). There is also an increase in the level of metacognitive
knowledge (tEMP = 2.8) due to an increase of procedural knowledge (tEMP = 3.5) and conditional knowledge (tEMP
= 3.1). Some values increase their significance for students, such as self-development (tEMP = 4.7), creativity (tEMP
= 4.5), moral satisfaction (tEMP = 3.9) and achievement values (tEMP = 3.3). Higher level of self-realization are also
recorded, in particular personal involvement in learning (tEMP = 3.2) and realization of abilities (tEMP = 2.9).
Conclusion. The didascological format proposed in the study has no equivalent analogues in contemporary
researches. Its uniqueness lies in the formation of a proactive and determining factor of the implementation of
information technologies in higher school, namely the professional readiness of teachers for the qualified use,
control and management of these technologies for the development of students' personal potential, which is the
constructive and applied significance of the work done.

Problem and objective. In the conditions of intensive implementation of information technologies in
higher education, there is a problem of adequate application of these technologies for the development of
students’ personal capacities and potential. The aim of the study is to determine the structural characteristics
of personal potential, as well as the conditions and features of the manifestation this potential among
students in different forms of digitalization university training.
Research methods. The study involved 98 students and 10 teachers of the Belgorod National Research
University and the Belgorod State Technological University named after V.G. Shukhov. The authors used
methods of stimulating students’ personal activity in the information space of education. Methods of
progress monitoring and psychological testing were used, such as: Method of study self-realization in higher
education, Academic Motivation Scale, Hardiness Test, Self-organization Questionnaire, Self-actualization
test (SAT) (version of POI Shostrom). For statistical processing of data the authors used the methods of
percentage distribution and analysis of the significance of differences (Student's t-test).
Results of the study. The authors presented a structural reconstruction of the phenomenon personal
potential in the form of level and content structures of its psychological organization.
A mechanism for personalization of educational communications was developed and applied in teaching a
group of students of a blended (classroom-remote) form of training. In particular, the authors implemented
the method of organizing an learning microsocial network, including a teacher and students for joint work.
The application of this mechanism in practice has shown its sufficient effectiveness. Compared with the
control group of students (remote learning), students of the experimental group showed higher academic
performance, as well as signs of activation of their personal potential. Particularly significant differences
were found in such parameters of this potential as: motivation of self-development (temp=10.9), cognitive
motivation (temp=8.5), motivation of self-regard (temp=7.5), self-organization (temp=9.9), risk acceptance
(temp=8.6), purposefulness (temp=6.5), inner-directed (temp=7.0), contact (temp=7.5), social integration into the
university environment (temp=7.2).
Conclusion. The mechanism of personalization of educational communications presented in the study
has no exact analogues in contemporary innovations and can be used in providing personal development
learning for students in the context of digitalization of education.

Türkiye'de iletişim alanı akreditasyon süreçlerinin gelişimi ve mevcut uygulaması ele alındığı bu makale, yazarın İletişim Eğitimi Değerlendirme Akreditasyon Kurulu (İLEDAK) değerlendiricisi ve İLEDAK akreditasyonundan geçmiş bulunan bölümlerdeki yaşadığı deneyimlerine dayanmaktadır. Bu bağlamda makalede, araştırmacının kendi katıldığı sürece etnografik bir perspektifle yaklaştığı düşünümsel (reflexive) bir yöntem kullanılmaktadır. 1980'lerden itibaren yaygınlaşan neoliberal anlayış ve 1999 Bologna deklarasyonunun imzalanmasıyla üniversitelerin yeniden yapılanması başlamıştır. Bu bağlamda kalite güvencesi ve akreditasyon süreçleri gündeme gelmiş, Avrupa Yükseköğretim Alanı (AYA) kapsamında 2015 yılında Yükseköğretim Kalite Kurulu (YÖKAK) oluşturulmuştur. YÖKAK tarafından 2018 yılında yetkilendirilen İletişim Araştırmaları Derneği (İLAD), İLEDAK eliyle Türkiye'de iletişim eğitimi alanında program akreditasyonu vermektedir. 2023 yılı itibarıyla 29 üniversitenin 69 programı akredite edilmiştir. Türk yükseköğretim sisteminde iletişim eğitimi akreditasyon süreçleri görece yeni olmakla birlikte giderek yaygınlaştığı görülmektedir. Kalite güvencesi ve akreditasyon süreçlerine alandaki akademisyenlerin eleştirel bir perspektifle katılımı bu süreçlerin daha ussal ve gerçekçi işlev kazanmasını sağlayabilecektir.

هدفت الدراسة إلى التعرف على واقع تدريس مهارتي الاستماع والكلام للناطقين بغير اللغة العربية، وبيان الطرائق والوسائل المستخدمة لتدريس العربية في المعاهد الشرعية بالصومال، ومدى مناسبتها لتنمية المهارتين، وأساليب التقييم، واعتمد الباحث المنهج الوصفي التحليلي المسحي، واستخدم المقابلة كأداة تم تطبيقها على عينة قصدية بلغت (20) خبيرا في تعليم اللغة العربية للناطقين بغيرها، وبينت نتائج الدراسة أن الطرائق والوسائل المستخدمة غير مناسبة لتدريس مهارتي الاستماع والكلام في المعاهد الشرعية، حيث أهمل محتوى منهج العربية مهارتي الاستماع والكلام مما أفضى إلى ضعف الطلاقة اللغوية لدى الدارسين في المعاهد الشرعية بالصومال، كما أن أساليب التقويم تقتصر على الاختبار التحريري فقط، بناء على النتائج أوصى الباحث بعقد دورات تدريبية لمعلمي العربية في المعاهد الشرعية بالصومال، واستخدام الوسائل السمعية البصرية ومختبرات اللغة المساعدة على تنمية مهارتي الاستماع والكلام للطلبة، وتنويع أساليب التقويم البنائي والنهائي، مع تقليل استخدام طريقة القواعد والترجمة في تعليم العربية، واختيار معلمين متخصصين في تعليم العربية للناطقين بغيرها، كما قدم مقترحات بدراسات مكملة في الموضوع.
الكلمات المفتاحية: تعليم العربية للناطقين بغيرها، مهارتي الاستماع والكلام، المعاهد الشرعية، جمهورية الصومال.
///The study aimed to explore the reality of teaching listening and speaking skills to non-native Arabic speakers and to highlight the methods and tools used for teaching Arabic in Islamic institutes in Somalia, as well as their appropriateness for developing these two skills and the evaluation methods. The researcher employed the descriptive, analytical, and survey methods, using interviews as a tool applied to a purposive sample of (20) experts in teaching Arabic to non-native speakers. The study's results indicated that the methods and tools used were unsuitable for teaching listening and speaking skills in Islamic institutes, as the content of the Arabic curriculum neglected these two skills, leading to weak linguistic fluency among students in these institutes. Additionally, the evaluation methods were limited to written tests only. Based on these findings, the researcher recommended conducting training courses for Arabic teachers in Islamic institutes in Somalia, utilizing audiovisual aids and language laboratories to enhance students' listening and speaking skills, diversifying formative and summative assessment methods, reducing the use of the grammar-translation method in Arabic teaching, and selecting teachers specialized in teaching Arabic to non-native speakers. The researcher also proposed complementary studies on the topic.
Keywords: Teaching Arabic to non-native speakers, listening and speaking skills, Sharia institutes, Somalia.

Fikir ve Sanat Eserleri Yasası gereğince bu eserin yayın hakkı anlaşmalı olarak T. C. Üsküdar Üniversitesi'ne aittir. Her hakkı saklıdır. Kaynak gösterilerek alıntı yapılabilir. Bu kitabın hiçbir kısmı yayıncısının yazılı izni olmaksızın elektronik veya mekanik, fotokopi, kayıt vb. bir bilgi saklama, erişim sistemi yolu ile çoğaltılamaz, dağıtılamaz ve satışa sunulamaz. Bu kitap, 9.Uluslararası Iletişim Günleri Dijital Çağda Iletişim Çalışmaları Sempozyumu bildiri özetlerinden derlenmiş olup metinlerde yer alan her tür görüş ve düşüncenin sorumluluğu bildirinin yazarına aittir.

This research focuses on the phonemic content in programs for teaching Arabic to non-native speakers; and it presents a general concept which the courses for teaching Arabic as a second or forgien language in the early stages of language teaching. In fact, Arabic lacks the frameworks or documents that regulate this level in the language teaching and preparation process, which is not clear and organized. Therefore, this research comes as a reference for those in charge of designing and preparing phonemic courses. The research first outlines the importance of teaching sounds in language teaching programs, their position and stage of teaching, and the reasons for presenting them in the early stages of language teaching. and then presents some of the necessary terms related to this aspect. The research also highlights the phonemic components on which the phonemic course should be based, and it presents an overview of the different phonemic features such as segmental phonemes-which are divided into two parts: silent and vowel phonemes-as well as suprasegmental phonemes of Alshaddah, Tanween, stress, intonation, and other phonemic features which the course will be based on. After outlining the various phonemic components, the research deals with presenting the stages of presenting phonemic according to the proposed vision, And it underlines the general principles that must be taken into consideration at each stage of the proposed vision of the phonemic courses when preparing the phonemic content. The research then addresses several issues related to the phonemic aspect, such as accuracy, fluency, context and approach to include after that the conclusion, results, and a list of sources and references.

The exponential growth of social media usage and the integration of digital natives in Higher Education Institutions (HEI) have been posing new challenges to both traditional and technology-mediated learning environments. Nowadays social media plays an important, if not central, role in society, for professional and personal purposes. However, it's important to highlight that in the mind of a digital native, social media is not just a tool, it is a place that is as real and as natural as any real-life world place where formal/informal social interactions happen. Still, formal higher education contexts are still mostly imprisoned in locked up institutional Learning Management Systems (LMS), while a new world of social connections grows and develops itself outside schools. One of the main reasons we believe to be persisting in the origin of the matter is the absence of a suitable management, monitoring and analysis tools to legitimize and to efficiently manage the relationship with students in social networks. In this paper we discuss the growing relevance of the "Social Student Relationship Management" concept and introduce the EduBridge Social system, which aims at connecting the most commonly used LMS, Moodle, and the most popular social network, Facebook.

We, the members of the oral examination panel for MR. CHRISTIAN SANDOR B. YDIRIN unanimously approved the thesis entitled, "Health Literacy and Health Promoting Behaviors Among Adults at Risk for Diabetes in a Rural Barangay in Capiz." The thesis attached hereto was defended on December 17, 2019 at UPOU Diliman Learning Center for the degree of Master of Arts in Nursing is hereby accepted.

This tracer study aimed to investigate the employment and professional status of graduates of Bachelor of Secondary Education Major in English from the Pamantasan ng Cabuyao, focusing on the classes of 2018-2020. The study sought to address several key questions related to demographic profiles, professional status, and employment status of the graduates. Data was collected through surveys and analyzed to draw meaningful conclusions.

Findings:

The study revealed that the majority of respondents were female, single, and had graduated in different years across the specified range. Most had taken the Licensure Examination for Teachers (LET), with a notable portion passing. Only a fraction pursued further studies or professional training programs post-graduation.

In terms of employment, a significant portion of respondents were employed, primarily within a short period after graduation. Many found their first jobs through walk-in applications or recommendations. Salaries and benefits were key factors influencing job changes. While a considerable number worked in the education sector, others were employed in various fields.

Conclusions:

The findings indicate a high employment rate among Bachelor of Secondary Education Major in English graduates. However, not all pursued further studies or stayed in their initial jobs. The majority sought better opportunities, often influenced by financial considerations and career growth prospects.

Recommendations:

Based on the findings, recommendations include maintaining the quality of education, providing support for LET preparation, and offering guidance on career development. Initiatives such as appreciation programs for qualified professors, seminars on compensation, and job fairs can enhance graduates' employability and career prospects. Moreover, efforts to align students' career paths with their aspirations and potentials in the education sector are suggested to optimize outcomes.

Development Program Proposal:

A proposed initiative is the establishment of a FREE LET Review program for BSED-English Major students in their 4th Year, facilitated by qualified alumni trainers. This program aims to enhance students' preparation for the LET examination, ensuring higher passing rates and better career opportunities for graduates.

96.5% and MIMAROPA Region 96.4%, had highest employment rates while Region I-Ilocos Region, Region IVA-CALABARZON had the lowest with 91.2 % and 93.3 %, respectively. The labor force participation rate (LFPR) or the proportion of the labor force to population 15 years old and over was 61.7 %. In January 2019, it was estimated at 60.3 %. Workers were grouped into three broad sectors, namely, agriculture, industry and services sector. Workers in the services sector comprised the largest share of the population who are employed. By educational attainment, 26.9 % of the unemployed were college graduates, 10.0 % were college undergraduates, and 28.7 % have completed junior high school. Graduates of junior high school includes those high school graduates in the old curriculum. Among the regions, Ilocos Region 8.8%), CALABARZON 6.7%, National Capital Region 6.2% and Central Luzon 6.0%, have unemployment rates higher than the national figure. Steven Mitz in Inside Higher Ed (2021), stated in a blog article that millennials have discovered that even an engineering or computer science graduates is not guaranteed to find a job after college. On the blog post it is also quoted that undergraduates need to understand that a bachelor's degree is just a step along a path rather than an end point.

This study explored and documented the child-rearing stories of parents of a child with Down syndrome in the city of Iloilo. The qualitative study examined child-rearing experiences of parents with children having Down Syndrome, utilizing narrative inquiry to gather stories and insights. One family was primarily chosen with additional participants for triangulation. Through interviews and observations, the study aimed to understand the challenges, successes, and parenting aspects involved. The study addressed specific questions regarding parental experiences, successes and challenges, parenting features, and lessons learned. The findings highlighted the initial difficulty parents faced upon learning about their child's condition, eventually accepting it and supporting their child to overcome challenges. Successes included fostering understanding and patience, leading to the child's acceptance and growth. However, challenges such as caregiving responsibilities, illness, and financial strain were evident, aligning with existing research. Parenting aspects revealed a positive parenting style, balancing guidance and discipline while respecting the child's autonomy. This approach facilitated the child's development and reduced the severity of disability symptoms over time. Key lessons learned by parents included accepting their child's condition, improving parenting skills through acceptance, and realizing the importance of unconditional love and guidance in raising a child with special needs. Overall, the study shed light on the complex experiences of parents raising children with Down Syndrome, emphasizing the importance of acceptance, support, and positive parenting in promoting the child's well-being and development.

Responding to the epidemic of the dying art of conversation (Asha, 2014; Barnwell, 2014 April), this activity constructs a space in which students tap into social lubricants as a conversational, artistic tool to increase conversational skills. Inspired by Monahan & Lannutti’s (2000) social lubricant work, this study views social lubricants— any object or action that facilitates social interaction, such as a dog or a compliment— as a vital resource that merits pedagogical attention. After completing a role-play in which students tap into a social lubricant to achieve an assigned goal, students will be able to: (a) define social lubricants; (b) describe the utility of social lubricants in social interaction; and (c) critically appraise ways in which using social lubricants can lessen communication apprehension.

This study employed a descriptive-analytical design using both quantitative and qualitative methods of research. It aimed to analyze the familial, educational, and economic values and experiences of single parents in the province of Capiz. The instruments included researcher-made questionnaire, focus group discussion guide and in-depth interview guide. The questionnaire was administered to 393 respondents who were chosen using random sampling. The results revealed that single parents view familial, educational and economic values as moderately important values. However, they consider familial values as the most pressing among the three. Single parents also have fair and balanced experiences in terms of child rearing practices, time management, financial management and self-image perception. Among the four, the highest rated experience where they struggle the most is on financial management and self-image perception. Their usual coping mechanism is spending quality time with their ch...

This article addresses the development and current
practice of accreditation processes in the field of
communication in Türkiye. It is based on the author's
experiences as an evaluator of the Communication
Education Evaluation Accreditation Board (ILEDAK) and in
departments that have undergone ILEDAK accreditation.
In this context, the article uses a reflexive method in which
the researcher approaches the process she participated in
from an ethnographic perspective. With the neoliberal
understanding that has become widespread since the
1980s and the signing of the Bologna Declaration in 1999,
the restructuring of universities has started. In this
context, quality assurance and accreditation processes
came to the agenda, and the Higher Education Quality
Board (YÖKAK) was established in 2015 within the scope of
the European Higher Education Area (EHA). Authorised by
YÖKAK in 2018, Association for Communication Research
(İLAD) provides programme accreditation through İLEDAK
in the field of communication education in Türkiye. As of
2023, 69 programmes from 29 universities have been
accredited. Although communication education
accreditation processes are relatively new in the Turkish
higher education system, they are becoming more
widespread. The participation of academics in quality
assurance and accreditation processes with a critical
perspective will enable these processes to function more
rationally and realistically.

Background. Parenting a child with autism spectrum disorder comes with many insights, challenges, and seeing the silver lining from experience. Parents with children under the spectrum are exposed to much exhaustion. As unique as the characteristic of the child's disability, they all have different types of struggles. The researcher is a special needs teacher who has handled children with different types of disabilities and bonded with their parents over the years. Although their experiences have similar patterns, they have unique insights that many fail to see. Furthermore, the researcher, who has a great interest in the parents' varying visions in life, conducted a study to dig deeper into their experiences, troubles, and how their life encounters are extraordinarily exceptional compared to regular parents. The paper explores their life dynamics, mindset, skills, and realizations through qualitative phenomenological lenses.  Methods. The qualitative research approach and p...

The study aims at identifying the reality of communication practices between school principals and supervisors in basic education in the Sultanate of Oman. It aims also at identifying the reality of communication between the school principal and the supervisor at Basic Education schools in the Sultanate of Oman, and identifying differences according to job position, gender, academic qualifications, years of experience, educational district, the number of schools the educational supervisor supervises, the size of the school, and the number of head teachers in the school. Finally, the study aims at reaching recommended processes to activate the communication between school principals and supervisors in basic education. The most significant findings of the field study are as follows the estimates of the responses of the study sample regarding the four aspects of the activation of communication between school principal and educational supervisor in Basic of Education schools in the Sult...

Resumen Este trabajo presenta una categorización de los niveles de interacción que los usuarios de Internet establecen entre ellos mismos y con la tecnología que los convoca. Se plantea que aquellos flujos informativos y comunicacionales que circulan en Internet son variados y diversos y que están determinados no sólo por las características técnicas del equipamiento y los soportes materiales, sino, fundamentalmente, por las competencias de los usuarios, a través de las cuales se realiza más de un proceso de comunicación.

The theory of Behaviorism is one of the educational theories that is connected with theories in psychology, so a theory in learning psychology was born which seeks to relate learning to psychology, where this theory focuses on studying human behavior that is visible and can be felt by people who practice it. The method in this study used library research, which is a method of collecting data by understanding and studying theories from various literature related to this research. while Mufrodat or vocabulary is a tool for interpreting, as well as a means of thinking, with vocabulary, speakers can think and then translate their thoughts into words that convey what they want. In the application of Behaviorism Theory in learning Mufrodat there is an important role of a teacher in implementing vocabulary teaching appropriately to students after students are accustomed to it by the teacher, it is expected that students can apply it. So in this theory there is a vocabulary teaching strateg...

In the conditions of intensive implementation of information technologies in higher education, there is a problem of adequate application of these technologies for the development of students’ personal capacities and potential. The aim of the study is to determine the structural characteristics of personal potential, as well as the conditions and features of the manifestation this potential among students in different forms of digitalization university training. The study involved 98 students and 10 teachers of the Belgorod National Research University and the Belgorod State Technological University named after V.G. Shukhov.
The authors used methods of stimulating students’ personal activity in the information space of education. Methods of progress monitoring and psychological testing were used, such as: Method of study self-realization in higher education, Academic Motivation Scale, Hardiness Test, Self-organization Questionnaire, Self-actualization
test (SAT) (version of POI Shostrom). For statistical processing of data the authors used the methods of percentage distribution and analysis of the significance of differences (Student's t-test).
The authors presented a structural reconstruction of the phenomenon personal potential in the form of level and content structures of its psychological organization. A mechanism for personalization of educational communications was developed and applied in teaching a group of students of a blended (classroom-remote) form of training. In particular, the authors implemented the method of organizing a learning microsocial network, including a teacher and students for joint work. The application of this mechanism in practice has shown its sufficient effectiveness. Compared with the control group of students (remote learning), students of the experimental group showed higher academic performance, as well as signs of activation of their personal potential. Particularly significant differences were found in such parameters of this potential as: motivation of self-development (t =10.9), cognitive motivation (t =8.5), motivation of self-regard (t =7.5), self-organization (t =9.9), risk acceptance (t =8.6), purposefulness (t =6.5), inner-directed (t =7.0), contact (t =7.5), social integration into the university environment (t =7.2).
The mechanism of personalization of educational communications presented in the study has no exact analogues in cont orary innovations and can be used in providing personal development learning for students in the context of digitalization of education.

Positive school climate promotes teachers' professionalism and students' social development and academic achievement. However, positive school climate cannot be taken for granted within a context of rapid change and increased complexity. Educators are often faced with critical situations, which result in many of them questioning their own abilities. The problem set forth in this study is based upon the changes in educational context as caused by current social, financial, and technological factors and their impact on school climate. This paper explores the variables of school climate and communication in order to find the extent to which their relationship can work in favor of an open, safe, and creative educational organization where teachers and students will wish to belong. It also examines the communication skills of school principals. The conceptual framework of the study is based on research related to organizational culture and educational communication. The study is a critical meta-analysis of literature on the statement problem. The results show that school climate is fundamental to achieving school goals. Communication among all participants is a key factor in creating a positive school climate, and the communication skills of the school principal are largely crucial.

The research paper explores my journey from tutor to educational entrepreneur, detailing the growth and success of my educational setup, emphasizing collaborations with NGOs like "We Care" to expand access to quality education, and showcasing the transformative impact on underprivileged students' lives. The paper also highlights innovations in teaching methodologies, technology integration, and holistic student development, all contributing to fostering educational excellence.

William Perry’s Theory of Ethical and Intellectual Development is a popular lens by which student development in college has been viewed. This paper hypothesizes that though Perry’s theory may be applied to personal development in college, students transition from textual learning to contextual learning, and therefore, learning must be qualified through the textual or contextual stage of the student.

Pendidikan Anak Usia Dini (PAUD) merupakan lembaga pendidikan yang membutuhkan banyak inovasi pembelajaran. Inovasi pembelajaran ini bertujuan untuk membentuk suasana belajar yang menyenangkan sesuai dengan karakter belajar anak. Pembelajaran yang dilaksanakan digunakan untuk mengembangkan enam aspek kemampuan anak meliputi kognitif, bahasa, nilai agama dan moral, fisik motorik, sosial emosional, dan seni. Salah satu pembelajaran yang sering menjenukan anak adalah baca tulis hitung atau dikenal dengan calistung. Proses pembelajaran konvensional tradisional sering digunakan pendidik tanpa melihat karakter belajar anak melalui kegiatan bermain. Sehingga muncul kalimat di PAUD tidak boleh diberikan calistung. Padahal yang tidak boleh bukan calistungnya melainkan bagaimana metode pembelajaranya seharusnya melalui bermain. Dari permasalahan ini maka kemudian peneliti mengembangkan English Math For Young Learner Based On Natute (EMYLBON). EMYLBON adalah materi pengenalan kosakata Bahasa I...

This study aims to describe collegiality in the organizational work of students and their expressions of the school's core values. Through a realist ethnographic approach to inquiry, It intends to generate a holistic portrait of that shared culture from the emic experiences of the eight (8) student leaders as participants of this study coming from a Marist School in the Philippines. Participant observation and in-depth interviews were utilized as data-gathering methods. Several themes emerged to characterize collegiality in the organization work of students: Establishing and Nurturing the ties; School Identity and Values Influencing their Relationship; Collegial-Interactions as Reflective of the School Values; and Instinctive Act of Sharing with the Work to Accomplish. The study provides a portrait of the student leaders of a Marist school on how they manifest collegial interaction in the organizational work and how school core values are expressed in their interactions. It is a...

This paper serves as an addition to a review written by the author on online instruction for a semester of university lessons done in 2020 using results of an online feedback survey conducted for students of these lessons (Wang, 2022). It records a reflective practice of the author as an instructor of the online live interactive lessons conducted. The paper reviewed concepts of reflective practice and its importance in the professional growth of the educator. This has relevance in improving effects of education that would benefit both the students and the educator. The reflective practice record is divided into positive outcomes, negative outcomes, personal development, observations on the impact to personal instructional methods or educational values of the author, and issues of concern and implications for further research. The paper concludes that online live interactive lessons could be conducted for their positive contributions to education while their negative qualities are being made aware of. Personal development of the educator could be a source of motivation to challenge future online instructional activities. Observational details act as words of caution and offer fodder for discussion. Finally, issues of concern are explained narratively so that there might be opportunities provided to explore them in further studies.

This study sought to answer when code switching happens, what strategies are used, how it affected classroom interaction and the implications on its use as a communicative strategy in classroom interaction. The study made use of discourse analysis. The study focused on the utterances of students in their literature classes under three language teachers. After the observation and recording, a Focus Group Discussion wasmade to further validate the responses. Code switching has become a classroom practice of students who are engage in the interaction. It has been inevitable since students are multilingual in nature that they are exposed into many varied languages wither brought by environment or social factors. As for the results of this research, students code switch whenever they recite and respond to their teacher's questions. This happens when students are asked for their answers and opinions with regard to the lessons the teacher is discussing. They also use their mother tongue when clarifying and explaining. Moreover, code switching happened for 5 to 10 times in an hour of discussion. The code switching activates were observed to improve the classroom interaction by means of enabling the students to respond, ask, clarify and the like. Each of the students was observed to have used code switching techniques of their own. Others alternate language structures as they engage in an interaction while others use phrases and clause one after the other with an aim of making meaning successfully. Based on the

Arabic has four skills are listening, speaking, reading and writing. Writing is a skill that requires a high level to practice continuously be accompanied with a high sense abilities. A culture of the earth shall awake relics sustainability if there that is written about the culture. Writing is an expression of human what is seen and felt. Writing skills in the Arabic language divided two: the first skill to write arabic letters and Arabic words correctly is called with intermediary skills (appliance) needed by the second skill, both the ability to write a sentence in accordance with the Arabic grammar. This article also tries to express the difficulties faced by non-Arabic speakers in Arabic writing, and also try to provide solutions to these difficulties.

La variedad de opciones y recursos que la Sociedad de la Información viene ofreciendo obliga al profesional de la enseñanza a estar al tanto de las nuevas técnicas aplicables al sector. En aras de favorecer un proceso que se inicia en los contextos educativos informales, resulta esencial la presencia de las TIC en el aula. No obstante, ¿qué repercusiones traen consigo? Este artículo tiene por objeto analizar los efectos motivacionales de las TIC en el área de Lengua Castellana y Literatura, a partir del estudio desarrollado en el I.E.S. Velázquez.

Η σχέση σχολείου-οικογένειας αποτελεί μια δυναμική διαδικασία με αναπτυξιακό χαρακτήρα που αντανακλά τις εκάστοτε κοινωνικές, πολιτικές, οικονομικές συνθήκες. Οι αντιλήψεις και αξίες που καθορίζουν τους ρόλους, τις αλληλεπιδράσεις και τους στόχους των δύο πλαισίων αναφορικά με την εκπαίδευση του παιδιού, καθορίζουν το πλαίσιο της μεταξύ τους σύγκλισης, δίνοντας διαφορετικό κάθε φορά νόημα και περιεχόμενο στον όρο <em>συνεργασία</em>. Διάφορες προσεγγίσεις, άλλες με περισσότερο θεωρητικό προσανατολισμό και άλλες με μεγαλύτερη εμπειρική ισχύ και τεκμηρίωση, έχουν κατά καιρούς προταθεί επιχειρώντας να αποτυπώσουν και να κωδικοποιήσουν τις διαστάσεις, τα επίπεδα και τις μορφές που μπορεί να πάρει  αυτή η συνεργασία. Στόχος της παρούσας εργασίας είναι η συνοπτική, κριτική παρουσίαση ορισμένων βασικών θεωρητικών σχημάτων που αφορούν τη σύνδεση του σχολικού και του οικογενειακού πλαισίου και τα οποία συνοψίζουν τις εξελίξεις από το χώρο της εκπαιδευτικής και της ψυχολογικής έρε...

The text gathers the approach and outcomes of the research carried out in the I.E Juan Manuel Gonzalez in Colombia, town of Dosquebradas Risaralda. The main aim of this research is to identify the educational relations mediated by ICT in the classroom. It characterizes through the use of surveys, new ways of communicative interaction, linked to an increasingly powerful technological basis that identifies the sophistication of cognitive capitalism, in its attempt to highlight the importance of the inherent axiological challenge to educational work, in order to create a space for collective reflection that strengthens a broader horizon of comprehension about the educational issue.

After a year more of living with COVID-19, the teachers’ and students’ resilience is still demanding, particularly regarding language online learning. Both parties must keep struggling to fulfill the learning requirements in times of crisis. One of the challenges in language issues is teaching English for Specific Purpose (ESP) in higher education during emergency remote learning (ERL) including teaching ESP at Poltekkes Kemenkes Malang in 2020-2021. At these times, ESP teachers have to design the materials by taking a lot of consideration regarding the students’ needs, goals, learning model, activities, tools, and feedback that met the emergency due to Coronavirus outbreak. They planned, implemented, and evaluated the learning process until they can find the best ones for the students. This study was a survey research with 23 participants of ESP lecturers. This article presented some best practices of teaching ESP in the online mode during ERL as the best experience of ESP lecturer...

تهدف هذه الدّراسة إلى رفع  القناع عن وجه خفي من وجوه العنف الممارس داخل المنظومة التّربوية –بقصد أو بدون قصد- ألا وهو عنف اللّغة؛ تلك اللّغة التي تشكل الرصيد اللّغوي لأطفالنا، وتصنعهم بحمولتها التي تبلور رؤاهم وأفكارهم، وتوجّه سلوكاتهم من حيث لا يشعرون، ولا أقصد بعنف اللّغة هنا تلك المفردات العنيفة الصارخة، والتي نصطدم بها ونحن نتصفح المقرّرات الدّراسية، بل أتجاوزها لما هو أشدّ خطرا، لما هو مخبوء في متن نصوص بريئة،عذبة الكلمات، متقنة الصّناعة في الظاهر، معتمدةً على ما تضعه اللّسانيات بين أيدينا من أدوات كفيلة بالكشف عما تخفيه البنى العميقة لتلك النصوص، مؤسّسةً لطرحي بما توصلت إليه نظرية الأفعال الإنجازية ،والتي تقضي بأنّ كل لفظ لغوي له طاقة تحقيقية إنجازية لها أثرها على المتلقي.
وانطلاقا مما سبق ذكره؛سأقف خلال هذه الورقة البحثية عند الألوان البلاغية في المحتوى اللّغوي التّعليمي، وقد اخترت الكتب المدرسية الخاصّة باللّغة العربية للطّور الأول من التعليم الأساسي في الجزائر (السّنة الأولى والسّنةالثّانية من التّعليم الابتدائي) عيّنة لهذا المحتوى؛محاولة تحديد نوعية ما تتضمنه من عبارات بلاغية،ومرافقة انتشارها وشيوعها داخل السّند التّربوي (الكتاب المدرسي )، لأتمكن في الأخير من الحكم على هذه المعطيات المنتقاة (كمّا ونوعا وتنظيما)، لتشكيل الرّصيد اللّغوي الوظيفي للمتعلّم الذي لا يتجاوز عمره الثّمانية سنوات، والتي لن تؤثّر على نمو ملكاته اللّغوية فحسب، بل سيكون لها الأثر العميق في بناء شخصيته ، وتوجيه سلوكاته، فإن تأكّد وجود ملامح خفية لممارسات لغوية عنيفة من خلال هذا الخطاب الموجه للمتعلم-وذلك ما تفترضه الدّراسة-، فسيكون من الواجب دقّ ناقوس الخطر، والتّنبيه إلى ما نتوقّع أن ينتج جراء ذلك، من عنف مضاد صادر عن المتعلم.

Competencias comunicativas de maestros en formación de educación especial Resumen El artículo presenta una investigación cuyo objetivo es conocer las percepciones de los estudiantes de magisterio sobre su competencia comunicativa. Fueron encuestados 115 estudiantes universitarios