Mother tongue thesis 2018
150345258
Negative Cultural Transfer in English Interpreting and Its Coping Strategies
Negative transfer can be phonological or lexical. This thesis takes the negative cultural transfer as the research scope. The study of interpretation is cross linguistic; it is a kind of transformation activity between two languages or among more than two languages. However, it is a communicative act different from simple oral expression. In the early stage of learning, the students are potentially affected by the thinking mode, conventional habits or culture of mother tongue. As a result, they make inexact interpretation or even misinterpretation. What they interpret does not convey the connotations of the speaker, thus, negative cultural transfer arise. The author investigates the reasons which cause negative cultural transfer of the beginners of interpreting, and combines it with interpretation teaching practice. It is a bold attempt and brand new perspective to study linguistics and interpretation teaching.
Xin-yan Wu
150269368
'Accept with revisions' regulating the language of student writing
Abstract This article focuses on the regulation of student writing by exploring a specific form of such writing, the maturity test. In Finnish universities, the maturity test is a compulsory part of a bachelor's degree in which students demonstrate their familiarity with the topic of their bachelor's thesis, as well as their mother tongue skills. Maturity tests are written, revised and assessed in a multiphase process in which students receive both written and oral feedback on their texts before submitting the final version for acceptance. The focus of this paper is on feedback conversations between the student and the reviser. The questions explored are: (1) what aspects of the texts and their acceptability are brought up in the conversations and by whom, and (2) what kinds of normative systems do the participants orient to? The findings suggest that there are several kinds of these systems, and that the participants orient to polycentric systems of norms, which are tied to a various centring institutions. The data include regulatory documents, maturity tests, and feedback conversations.
Anne Mantynen
53341517
Comparison of Mother Tongue Teaching Curriculums Implemented at the Middle School Level in Turkey and England
The current study aims to reveal the similarities and differences by comparing the mother tongue teaching curriculums implemented at the middle school level in Turkey and England in terms of "their structure, objectives, learning areas and learning outcomes" The current study employed the survey model used to reveal the subject of interest as it is and the collected data were analyzed through the document analysis method. In the current study, "The Turkish Teaching Curriculum" revised in 2018 and "The National Curriculum in England English: Key Stage: 3" which is the mother tongue teaching curriculum of England, were compared. "English: Key Stage: 3" was developed to teach their mother tongue to students aged 11 14 and corresponds to 6th, 7th and 8th grades of The Turkish Teaching Curriculum" First the mother tongue teaching curriculums of Turkey and England were downloaded from the official websites. The curriculums were analyzed in a detailed manner in terms of "structure, objectives, learning areas and learning outcomes" to reveal similarities and differences.
Nigar Ipek Egilmez
158069703
Mother Tongue Education: A Quest of Quality and Access in Education
As it is claimed and is the ground reality that language is not everything but everything is nothing in education without language. Moreover, language shapes the learning and learning begins with language. In this regards, this article attempts to review the multilingual perspectives in terms of access and quality in education through mother tongue based education advocacy. It is theoretical in nature which is based on the secondary sources of theoretical review and tries to justify with policy and practice based rational for mother tongue education in Nepalese context.Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 65 74
Bishnu Kumar Khadka
149866951
Mother Tongue based Multilingual Education (MT MLE) Teachers' Language Ideologies
Mother Tongue based Multilingual Education (MT MLE) is a form of multilingual education built on the learners' mother tongue. This article explores the teachers' ideology on the policy (as policy appropriator) The ideologies of the language teachers have been drawn from the interpretive perspectives where the reality is judged based on the experiences of the research and the researched. The participants in this study covered five English language teachers who have been working in the area of multilingualism. The in depth interview with them supplied the data for arriving into the results and conclusions. Finally, the teachers unraveled their strong belief on the use of MLE for language promotion and protection of indigenous knowledge.Journal of NELTA Surkhet Vol. 5 January, 2018, Page: 28 40
Jnanu Raj Paudel
150608505
Cebuano Music Videos for Mother Tongue Based Multi Lingual Education: An Instructional Material For Kindergarten, Grades I, II, and III
The Philippine educational system is becoming gradually competitive for the institutions and its students. The Department of Education's new trend K 12 implementation of Mother Tongue based Multilingual Education (MTB MLE) wherein the kindergarten and grades one to three are required to have a subject that SMCC Computing Journal ISSN Print: 2508 0539 ISSN Online: 2508 0547 Volume 1 June 2018 SMCC Computing Journal 20 uses the child's mother tongue as the language, is one good example that best describes today's improving educational system. Students must acquire learnings as much as they can, and acquire it effectively. With this new implementation, the proponents searched for problems that might serve as a hindrance in successfully putting into effect the said implementation. And out of the many problems that make it impossible for the implementation to be actualized listed in Section 5 of the Republic Act No. 10157, the proponents focused on the problem that when resources, in utilizing the mother tongue, are not yet accessible. The purpose of this paper is to eliminate the listed problem and to utilize information technology in formulating a solution to the said problem. The proponents came up with the idea of an interactive learning tool, so the proponents searched for available Cebuano music videos that consist of nursery rhymes that serve as a learning tool for the mother tongue. A limited number of Cebuano music videos were found, that led the proponents to proceed in making music videos using Cebuano language. The music videos will compose of animations and old and new Cebuano nursery rhymes. After successfully making the music videos they become more competitive that leads them to intensify their standards. The proponents believe that these Cebuano music videos will become a very popular choice for an effective tool in learning Cebuano mother tongue.
James Anthony Acope Jelou Mae Asibal Patrick Jan S Moniza
194999006
Picture Of The World Of The Mother Tongue And Understanding Of Fiction
The author of the article suggests that it is the picture of the world created by the readers' mother tongue that takes a special place among the factors influencing the understanding of fiction in a foreign language. The picture of the world created by the mother tongue is taken by its speakers for granted and therefore they often tend to interpret texts in a foreign language relying on concepts of reality that either do not exist in the picture of the world of that language or are slightly different in their meaning. This can result in misunderstanding or misinterpretation of fiction in a foreign language by readers. In order to prove this point the author has analysed a Russian translation of the original text of the short story "Das Brot" by Wolfgang Borchert, made by a fifth year student of German. The article contains both texts of the short story in German and Russian and the author's commentary on the mistakes. (c) 2018 Published by Future Academy www.FutureAcademy.org.UK
Maria A Demyanenko
79847717
The Mother Tongue Education Status and Ecological Diversion in Chinese Colleges
In the globalized cultural competition, the mother tongue increasingly stands out the importance as the carrier to inherit culture and spread civilization, but mother tongue education in institutions of higher learning is caught in the extensive disputes and "awkward" mud puddle, showing the pessimistic status quo. To reconstruct the paradigm of mother tongue education in institutions of higher learning by using ecological theory and promote harmonious and sustainable development of mother tongue education by virtue of comprehensiveness, association and balance is an innovative road that is attemptable. In the irreversible globalized wave, various countries treat domestic mother tongue education in institutions of higher learning as an increasingly important public basic course. No matter in the USA, Hong Kong or Taiwan, mother tongue education occupies an important position in college education and it is brought into the required course system to safeguard it in the system. In China, mother tongue education in institutions of higher learning is undertaken by "College Chinese" especially for students who major in science, industry, agriculture and medicine. College Chinese is one of uncommon the school required courses with the direct purpose of mother tongue education. According to the investigation on students' mother tongue level in College Chinese in recent years, it can be observed that from theoretical study to classroom practice and from internal support to external environment, College Chinese actually is kept in the "awkward" situation. The mother tongue education effects are also anxious. By reviewing the history of mother tongue education, since the Revolution of 1911, "Freshman Chinese" course was established under the advocate of Cai Yuanpei. This was the Chinese language course that makes the current College Chinese educators and scholars admire its brilliance and sigh with its fade. "Freshman Chinese" established by Tsinghua University was commonly completed by multiple teachers, including Zhu Zhiqing, Wen Yiduo, Shen Congwen, Yu Pingbo, Yang Shuda, Yu Guanying, Wang Yao and Wu Zuxiang, who taught the most brilliant parts in their classroom. Students also could gain knowledge, enjoyment and scholarship approach in the classroom. On the other hand, the setting of freshman Chinese aimed to compensate for vernacular Chinese, pointing to fill a vacancy in scholarship enlightenment and reading. After that, College Chinese has been paused for a long time until Mr. Kuang Yaming and Mr. Su Buqing advocated the reestablishment of College Chinese the course is specific to students in non Chinese major. The original intention of establishing such a course was to make up a missed lesson. At that time, most of students who were admitted to the college had the weak Chinese foundation. The direct purpose of establish such a course was to make up a basic course of Chinese. Guided by such an educational idea, it is enough that new teachers or young teachers make up Chinese knowledge and there is no need for famous professors giving a lesson in person. The reopening of College Chinese has already had 40 years. More and more colleges have joined, so that it is present in flourishing. However, College Chinese has been kept in the "awkward" situation for a long time, so that paradigm of mother tongue education falls into disorder. First of all, in terms of one dimension, lagging theoretical study and confusion of College Course can't provide the powerful intelligent support for educational practice. "There are 1745 papers with the title of 'College Chinese' including 720 papers with the theme of humanity..There is the major deviation in the research direction of papers." [1] Nearly half of College Chinese studies focus on the humanism of the course, but there is no consistent opinion. The confusion of theoretical studies is related to the priori one dimension preset of theoretical study in College Chinese. 7th International Conference on Education and Management (ICEM 2017) Copyright (c) 2018, the Authors. Published by Atlantis Press. This is an open access article under the CC BY NC license (http:/creativecommons.org/licenses/by nc/4.0/ Advances in Economics, Business and Management Research, volume 53
Qian Guo
67834193
A Comparison of Mother Tongue Curricula of Successful Countries in PISA and Turkey by Higher Order Thinking Processes
Problem Durumu: Ust duzey dusunme, elestirel ve yaratici dusunmenin temelinden olusan, akil yurutmeye dayanan, bilgiler arasinda tutarlilik, baglanti ve derin kavrayis gerektiren ve bulgulara dayali olarak sonuclarin olusturuldugu dusunme bicimidir. Bu tur dusunme biciminin ortaya cikartilmasinda basat sorumluluklardan birisi de anadili programlarina dusmektedir. Bu bakimdan, ulkelerin anadili programlarini kazanim, icerik, ogrenme ogretme sureci ve degerlendirme yonlerinden gelistirmeleri gerekmektedir. Cunku anadili programlarindaki bu nitelik gelisimi, ust duzey dusunme becerisi yonunden PISA sinavlari sonucunda kendini daha iyi belli etmektedir. Bu calismada, Sangay Cin, Hong Kong Cin, Singapur, Guney Kore ve Turkiye'nin anadili programlari ust duzey dusunme surecleri bakimindan incelemistir. Bu calismaya adi gecen ulkelerin secilmesinin nedeni, PISA 2006'dan baslayarak okudugunu anlama becerisi bakimdan bu ulkelerin yeterlilik duzeylerinin surekli olarak gelismesidir. Ikinci olarak, bu konuyla ilgili yapilan arastirmalar salt egitim programlari, anadili programlari ya da ogretmen yetistirme uzerine gerceklestirilmistir. Oysa bu calismayla ilk kez bu ulkelerin anadili programlarini PISA sinavlari dogrultusunda ust duzey dusunme sureclerine olan katkisi yonunden degerlendirilmektedir. Boyle bir degerlendirme, bu ulkelerin hem anadili programlarinin kazanim boyutu ile ilgili genel bir gorus ortaya koyabilir hem de bu programlarin ust duzey dusunme sureclerine olan katkisini belirleyebilir. Son olarak, bu calisma, Turkiye'nin anadili programini diger ulkelerin anadili programlariyla karsilastirarak Turkiye'nin anadili programinda yer alan kazanimlarinin ust duzey dusunme surecleriyle ilgili durumunu ortaya cikartacaktir. Erkan CER Eurasian Journal of Educational Research 73 (2018) 95 112 111 Arastirmanin Amaci: Bu calismanin amaci, Sangay Cin, Hong Kong Cin, Singapur, Guney Kore ve Turkiye'nin anadili programlarinda yer alan kazanimlarini PISA sinavlariyla belirlenmis ust duzey dusunme surecleri bakimindan karsilastirarak bu kazanimlarin genel niteliklerini ortaya cikarmaktir. Arastirmanin Yontemi: Sangay Cin, Hong Kong Cin, Singapur, Guney Kore ve Turkiye'nin anadili programlarinin ust duzey dusunme surecleri bakimindan karsilastirilmasini amaclayan bu calismada nitel bir arastirma deseni kullanilmistir. Arastirmanin verilerinin toplanmasinda ise dokuman incelenmesi kullanilmistir. Arastirmada dokuman incelemesi yapilirken guncel ve birincil kaynaklara ulasilmaya calisilmistir. Bu yonuyle, bu arastirmada ilk olarak, arastirmaya konu olan ulkelerin anadili programlari ilkogretim ve ortaogretim duzeylerinde ele alinmistir. Yani, bu calismada incelenen dokumanlar, bes ulkeye ait ilkogretim ve ortaogretim programlarinin tamamini olusturmaktadir. Bu programlar, ilgili ulkelerin egitim bakanliklarinin resmi bilgisunar adreslerinden elde edilmistir. Baska bir soyleyisle, Sangay Cin, Hong Kong Cin, Singapur, Guney Kore ve Turkiye'nin anadili programlarindaki kazanimlarinin ust duzey dusunme sureclerini kapsayip kapsamadigi ile ilgili bu adreslerden bilgiler toplanmistir. Bu amac dogrultusunda, verileri destekleyecek bir bicimde bu ulkelerin egitim bakanliklari ya da egitim burolarinin bilgisunar sayfalari, bu kurumlarin yayimladiklari raporlar, OECD raporlari ve bilimsel calismalar da bu arastirmanin ikincil veri kaynagini olusturmustur. Ikinci olarak, ulkelerin anadili programlari ust duzey dusunme surecleri bakimindan incelenirken PISA 2015'in belirledigi 5. ve 6. duzeyler (OECD, 2016) ust duzey dusunme yeterliligi olarak ele alinmistir. Bu calismada, elde edilen verilerin cozumlenmesinde icerik analizi kullanilmistir. Bu calismada icerik analizi kullanilmasinin amaci, Sangay Cin, Hong Kong Cin, Singapur, Guney Kore ve Turkiye'nin anadili programlarindaki kazanimlarini PISA 2015'te belirlenmis olan ust duzey dusunme surecleri bakimindan inceleyerek ulkeleri birbirleriyle karsilastirmaktir. Bu amac dogrultusunda, bu ulkelerin anadili programlarinda yer alan kazanimlari, arastirmanin kodlama yapilacak tumce duzeyindeki birimleri olarak ele alinmistir. Bu bakimdan, arastirmaya konu olan ulkelerin anadili programlarinda belirtilen kazanimlari PISA 2015'in 5. ve 6. duzeyde yer alan ifadelerine uygun olup olmamasi bakimindan karsilastirmali olarak siniflandirilmistir. Daha sonra, bu siniflandirmalar hem arastirma konusuna asina olmayan nitel arastirma konusunda deneyim sahibi baska bir uzman tarafindan degerlendirilmis hem de kodlamalar arasindaki farkliliklar icin ucuncu bir alan uzmanindan gorus alinmistir. Sonuc olarak, arastirmaciyla her iki uzmanin yaptigi siniflandirmalarin birbirleriyle benzer oldugu gorulmustur. Bu yaklasim, ulkelerin anadili programlarina yonelik ortaya cikartilan benzerlik ve farkliliklardaki oznelligi azaltmak ve arastirmanin guvenirliligini arttirmak amaciyla kullanilmistir. Arastirmanin Bulgulari: Hong Kong Cin, Sangay Cin ve Guney Kore'nin anadili programlarindaki en cok kazanimin 3. ve 4. duzeylerde oldugu; en az kazanimin ise 1a ve asagisindaki duzeylerde oldugu belirlenmistir. Bu durum, bu ulkelerin anadili programlarindaki kazanimlarinin bu duzeylerdeki dusunme sureclerini yansitmasi bakimindan birbirleriyle benzer ozellikler gosterdigini ortaya koymaktadir. Singapur 112 Erkan CER Eurasian Journal of Educational Research 73 (2018) 95 112 ise, en fazla kazanimi 2. ve 3. duzeylerde bulundurmasina karsin 4. duzeyde de 51 kazanimi vardir. Bununla birlikte, Singapur diger ulkelerle karsilastirildiginda 5. ve 6. duzeylerde en fazla kazanima sahip ulkedir. Turkiye'nin ise, anadili programindaki en fazla kazaniminin 2. ve 3. duzeylerde; en az kazaniminin ise 6. duzeyde oldugu gorulmektedir. Ayni zamanda, diger ulkeler ile karsilastirildiginda 1b ve asagisindaki duzeylerde en fazla kazanim ile 5. ve 6. duzeylerde en az kazanimin Turkiye'de oldugu gorulecektir. Bununla birlikte, Hong Kong Cin/Sangay Cin'in anadili programinda yer alan 207 kazanimindan 5. ve 6. duzeyleri kapsayan 44 kazaniminin; Guney Kore'nin anadili programinda yer alan 168 kazanimindan 5. ve 6. duzeyleri kapsayan 39 kazaniminin; Singapur'un anadili programinda yer alan 283 kazanimindan 5. ve 6. duzeyleri kapsayan 56 kazaniminin ve Turkiye'nin anadili programinda yer alan 385 kazanimindan 5. ve 6. duzeyleri kapsayan 23 kazaniminin ust duzey dusunme sureclerini yansittigi belirlenmistir. Ust duzey dusunme surecleri bakimindan en fazla kazanima sahip olan anadili programi Singapur (56) ve Hong Kong Cin/Sangay Cin'e (44) ait olmasina karsin en az kazanima sahip olan anadili programi Guney Kore (39) ve Turkiye'ye (23) aittir. Arastirmanin Sonuclari ve Onerileri: Bu calisma kapsaminda ele alinan ulkelerin anadili programlarinda yer alan kazanimlarini yeniden gozden gecirerek 5. ve 6. duzeylerle iliskili ust duzey dusunmeyi ortaya cikartacak nitelikteki kazanimlarla anadili programlarini yeniden yapilandirmaya onem vermeleri gerekmektedir. Ozellikle bu yonde yapilacak degisiklikler karar verme, elestirel, analitik ve iliskisel dusunme, yaratici olma, cozumleme ve biresim yapma, kestirim ve cikarimda bulunma, ozduzenleme ve degerlendirme yapma gibi becerileri onceleyen bireylerin yetistirilmesine olanak saglayabilir. Bu arastirmanin ilk sinirliligi, ulkelerin anadili programlarinda yer alan kazanimlarinin ust duzey dusunme sureclerini yansitmasi bakimindan incelenmis olmasidir. Bu yonde yapilacak calismalarda, ulkelerin anadili programlarindaki icerik, ogrenme ogretme surecleri, olcme ve degerlendirme boyutlarinin da ust duzey dusunme sureclerini yansitmasi yonunden ele alinmasi gerekmektedir. Ikinci olarak, bu arastirmada ust duzey dusunme surecleri Hong Kong Cin/Sangay Cin, Guney Kore, Singapur ve Turkiye'nin anadili programlari kapsaminda bulunmaya calisilmistir. Ilerleyen calismalarda hem bu ulkelerin sayisi arttirilmali hem de ust duzey dusunme surecleri baska disiplinlere yonelik programlara da uygulanmalidir. Son olarak, bu arastirmada ulkelerin anadili programlarindaki kazanimlari PISA sinavlarinda belirlenmis olan okudugunu anlama yeterlilik duzeylerine gore siniflandirilmistir. Ilerleyen calismalarda, okuma yeterlilik duzeyini olcen PIRLS sinavi da goz onunde bulundurularak bir siniflandirma yapilmasi gerekmektedir. Bu arastirmayla sunulabilecek oneri ise, anadili programlarinda yer alan alt ve ust duzey dusunme surecleriyle ilgili kazanimlarin daha iyi nasil uygulanabilirligine iliskin calismalarin yapilmasidir.
Erkan Cer
148998031
Translanguaging and English African language mother tongues as linguistic dispensation in teaching and learning in a black township school in Cape Town
ABSTRACT Drawing on the notion of translanguaging, I show how learners in a Black township secondary school in Cape Town use their multilingual repertoire to achieve power, agency and voice. I use the conceptualisation of the prototypical pedagogical macrogenre from systemic functional linguistics to show how translanguaging can be used strategically to actualise regulative and instructional registers to engender teaching and learning in multilingual contexts, and to illustrate that the often assumed "chaos" in translanguaged discourse can be harnessed to engender pedagogic discourse. I demonstrate that by using the extended linguistic repertoire, learners do not need to be competent in monoglot English to be involved in classroom interactions and learning, as the Xhosa English translanguaged discourses provide the co(n)texts on which the "standard" English texts are consumed and produced. The article concludes with a thesis for language education policy that puts translanguaging at the centre of classroom practice in multilingual South Africa: it provides a new avenue for postcolonial learning/teaching, as it frames the learners' cognition of content and ability to construct meaningful texts in familiar cultural and sociolinguistic contexts.
Felix Banda