Language of Schooling

In terms of integration policy, Slovenia is considered a country that promotes the integration of children with an immigrant background into schools as quickly as possible. However fast the integration process may be, languages always play a key role in the education of pupils with an immigrant background and teachers need to adapt to their different language needs and literacy levels. Furthermore, it is important that teachers use teaching methods that promote pupils’ linguistic development in their mother tongue as well. In this paper, we present the results of research on the role of languages of schooling in the success of all pupils in Slovenian primary education institutions, with a focus on those with an immigrant background. To achieve this goal, we conducted an anonymous survey (n = 78) among teachers and support staff and interviewed principals from nine Slovenian primary schools. The main aim of the survey and interviews was to investigate the status and understanding of the role of the languages of schooling in the context of the newly proposed cognitive-inclusive language didactics based on collaborative learning. The study found that while school staff recognise the importance of multilingual education and linguistic integration, there are significant gaps in training and support mechanisms for teachers. Although schools generally support the use of multiple languages, there is a lack of cross-language awareness and visible promotion of multilingualism in the school environment. The findings of the study suggest the need to introduce comprehensive, standardised training and support for teachers that focuses on improving cross-language awareness and inclusive educational practices, which can ultimately lead to better integration outcomes for immigrant pupils and enrichment of the educational environment for all members of the community.

« Les enfants de la loi 101 » réfère généralement aux jeunes issus de l'immigration (1 re et 2 e générations), quelle que soit leur langue maternelle. Ces jeunes semblent favoriser davantage le français comme langue d'enseignement au cégep que ne le laisse croire la donnée officielle, qui ne porte que sur les allophones. Grâce à la nature longitudinale des données utilisées, nous analysons la variation de leur choix linguistique en fonction de caractéristiques comme la génération, l'origine géographique, la langue maternelle/d'usage et la localisation résidentielle. De plus, nous examinons le maintien ou non au niveau universitaire du choix linguistique au cégep avant d'étudier l'existence de liens possibles entre la persévérance scolaire et le choix de la langue d'enseignement au cégep.

Cet article explore la socialisation à l'écrit de 11 élèves créolophones scolarisés en français langue seconde. Les résultats montrent que les élèves ont des connaissances du code alphabétique, mais qu'elles demeurent fragiles pour certains d'entre eux. Quant à la clarté cognitive du français écrit, une fluctuation plus grande apparaît dans les résultats. Les élèves ont une conscience de l'écrit, mais elle demande aussi à être renforcée. Pour soutenir la socialisation à l'écrit des élèves, nous pensons que la mise en place de programmes de littératie qui tiennent compte de l'habitus culturel de l'élève et de son environnement familial favoriserait le développement de leurs connaissances linguistiques en français langue seconde. abstract  This article explores how 11 Creole-speaking students are socialized for writing in French as a second language. Results show that pupils have some knowledge of the alphabetic code, but that this knowledge is still fragile for a few of them. As far as cognitive clarity in written French is concerned, results demonstrate a larger fluctuation. Students have developed an awareness of the written text, but this still needs to be reinforced. To support these students' language socialization, we believe that literacy programs which take into account their cultural habitus would help them develop stronger skills in French as a second language.

Cet article explore la socialisation à l’écrit de 11 élèves créolophones scolarisés en français langue seconde. Les résultats montrent que les élèves ont des connaissances du code alphabétique, mais qu’elles demeurent fragiles pour certains d’entre eux. Quant à la clarté cognitive du français écrit, une fluctuation plus grande apparaît dans les résultats. Les élèves ont une conscience de l’écrit, mais elle demande aussi à être renforcée. Pour soutenir la socialisation à l’écrit des élèves, nous pensons que la mise en place de programmes de littératie qui tiennent compte de l’habitus culturel de l’élève et de son environnement familial favoriserait le développement de leurs connaissances linguistiques en français langue seconde.

DYAH AYU ASTANINGTYAS. The Effect of Cash and Account Receivable Turnover of The Return On Assets in Center Employees Cooperative Republic of Indonesia Periode 2010-2013. State University of Jakarta. 2016. This purpose of this research to determine The Effect of Cash and Account Receivable Turnover of The Return On Assets in Center Employees Cooperative Republic of Indonesia DKI Jakarta Periode 2010-2013. This research use ekspos facto with quantitative approach. The type of data had been use secondary data. This data was obtained from Center Employees Cooperative Republic of Indonesia DKI Jakarta. Technique of data analysis used was, hypothesis testing, classic assumption test and multiple linear regression. Based on the results of data analysis it showed that: 1) Partially, cash turnover affect to the return on assets of data analysis showed the value ttable > tcount (2,518562 > 1,672) and the significant value of variable 0.0156 tcount (3.256662 > 1.672) and the signific...

Dans l'évolution des travaux relatifs à la promotion du plurilinguisme, la notion de compétence plurilingue a été naguère avancée comme d'une capacité mobilisant l'ensemble des ressources langagières dont dispose l'acteur social, y compris le vernaculaire premier et la langue officielle / nationale de l'école. Mais il convient, dans une perspective réaliste d'éducation plurilingue, d'interroger plus précisément la place de la langue de scolarisation en rapport aux autres langues et variétés dans le système éducatif. Ce qui conduit à une relecture plus globale et plus complexe de l'éducation plurilingue, comme articulée à des valeurs éducatives.

Dans l'évolution des travaux relatifs à la promotion du plurilinguisme, la notion de compétence plurilingue a été naguère avancée comme d'une capacité mobilisant l'ensemble des ressources langagières dont dispose l'acteur social, y compris le vernaculaire premier et la langue officielle / nationale de l'école. Mais il convient, dans une perspective réaliste d'éducation plurilingue, d'interroger plus précisément la place de la langue de scolarisation en rapport aux autres langues et variétés dans le système éducatif. Ce qui conduit à une relecture plus globale et plus complexe de l'éducation plurilingue, comme articulée à des valeurs éducatives.

This project has been funded with support from the European Commission. This publication reflects the views of its authors only, and the Commission cannot be held responsible for any use which may be made of the information contained herein. 2 This document has been published by the European Literacy Policy Network (ELINET). The report was completed in 2016. The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded by a reference to "Elinet", followed by the date of publication of the document.

It is a recurrent observation that a source of problems with the linguistic diversity in multicultural classrooms often lies in the differences between the language the students use at home and the school language they are required to speak at school. A better insight into the characteristics of school language can yield important information for multilingual classroom practice. In the first part of this article, we present a theoretical framework that specifies different aspects of five domains of skills: language, literacy, interaction, learning, and presentation. Subsequently, results are presented from two studies. In the first top-down study, six experts from different European countries were interviewed. In the second bottom-up study, 58 teachers from general secondary schools in 30 cities in North-Rhine Westphalia (Germany) participated in an online survey. Finally, the practical relevance of the school language framework and new opportunities for teacher training are discussed.

This article argues that mathematical competence in the sense of "mathematical literacy" (OECD 2003) includes linguistic and communicative (partial) competences. It is therefore necessary when developing competence expectations of pupils in mathematics to take into consideration previous knowledge and development in this area also. It is possible to develop checklists of cognitive-linguistic capacities on the basis of an analysis of concrete descriptions of mathematical competence underpinning mathematical educational standards (example HarmoS project in Switzerland). At the same time it also becomes clear that these capacities at least to some extent are not simply preconditions but also integral components of mathematical competence. The ability to understand and articulate in language various modes of mathematical thinking is the aim of mathematical teaching and at the same time a possible contribution of the subject to the development of language awareness and plurilingual competence.

2009. Study for the Coucil of Europe.***
See also three studies (with the same methodology) on sciences, litterature and mathematics ****
https://www.coe.int/en/web/platform-plurilingual-intercultural-language-education/language-s-in-other-subjects

2009 Study for the Council of Europe ****
https://www.coe.int/en/web/platform-plurilingual-intercultural-language-education/language-s-in-other-subjects ****
See three other studies (adopting the same methodolology) on sciences litterature and mathematics.
Version française disponible dans la section "Langue de scolarisation" du présent site.

Teaching history demands a great deal from the teacher both in terms of subject knowledge and pedagogical skills. The present study examines how highly experienced teachers’ comprehend the challenges of history teaching in Sweden, today and in the past. Interviews with veteran teachers give an insider perspective on the teaching in Sweden previously noted by research mainly through written sources and external conditions. The veteran teachers in this study show in their conception of history teaching not a single “old traditional teaching style”. The results rather indicate that a lifelong experience from history teaching can give both clarity and richness in the conceptions of “why”, “what” and “how” we should teach history.

Competence in the academic register of the language of instruction is a fairly solid indicator for the educational success of migrant pupils. The present article addresses the role of family languages for academic language performance in German, aiming at pinpointing linguistic features of this register in the phase of later language development and at identifying possible predictors for academic language performance of multilingual speakers. Based on written samples from 94 Turkish/German and Russian/German bilingual adolescents, OLS regression analyses were conducted to find adequate predictors for variation in academic language performance. The results suggest the relevance of productive written skills in the family languages in predicting German academic language performance of multilingual adolescents. In contrast, measures of socio-economic status and working memory skills seem to predict less strongly.

It is a recurrent observation that a source of problems with the linguistic diversity in multicultural classrooms often lies in the differences between the language the students use at home and the school language they are required to speak at school. A better insight into the characteristics of school language can yield important information for multilingual classroom practice. In the first part of this article, we present a theoretical framework that specifies different aspects of five domains of skills: language, literacy, interaction, learning, and presentation. Subsequently, results are presented from two studies. In the first top-down study, six experts from different European countries were interviewed. In the second bottom-up study, 58 teachers from general secondary schools in 30 cities in North-Rhine Westphalia (Germany) participated in an online survey. Finally, the practical relevance of the school language framework and new opportunities for teacher training are discussed.

It is a recurrent observation that a source of problems with the linguistic diversity in multicultural classrooms often lies in the differences between the language the students use at home and the school language they are required to speak at school. A better insight into the characteristics of school language can yield important information for multilingual classroom practice. In the first part of this article, we present a theoretical framework that specifies different aspects of five domains of skills: language, literacy, interaction, learning, and presentation. Subsequently, results are presented from two studies. In the first top-down study, six experts from different European countries were interviewed. In the second bottom-up study, 58 teachers from general secondary schools in 30 cities in  orth-Rhine Westphalia (Germany) participated in an online
survey. Finally, the practical relevance of the school language framework and new opportunities for teacher training are discussed.

The optimal language for literature and educational materials is not the same for all Zay areas. The data gathered during the current study points to Zay as optimal for the islands on Lake Ziway and Oromo as optimal for the lakeshores. However, the Zay people living on the islands would probably be well served by Amharic literature and educational materials until most of them immigrate to the shore or the Oromo educational system causes a shift in preference to Oromo. Zay’s case is one of an endangered language that could prove to be a development success story, but only if the level of motivation for a language development project is high enough to initiate and sustain the effort.