On the use of CLIL at inclusive education

Decades ago, the European Council started talking about the exclusion danger that people who are not competent in a foreign language could suffer. This danger could be even worse if real integration of all of the population in bilingual centers is no effective. The aim of this paper is to elaborate a methodological proposal for the use of CLIL methodology attending to inclusive education in Castilla y León. Not only in acquiring a foreign language, also as a tool for learning in a second language (L2).Grado en Educación Primari

Teaching Strategies and Resources for Gifted Middle School Student in Regular Education Classrooms

The purpose of the project was to develop a resource and strategies manual that could equip middle school regular education teachers to teach gifted students in their classrooms. The resource manual includes various instructional strategies that address learning styles, differentiated curriculum, enrichment in the regular education classrooms, and thinking skills. It also includes a list of published books and Internet sites for teachers to share with other teachers, parents, and gifted students

Predicting gifted foreign language learning and performance

This thesis examines individual learner characteristics in order to identify those useful as predictors of gifted foreign language learning performance and creativity in secondary school pupil learners. An individual learner might possess a range of learner characteristics which combine to support his or her gifted foreign language performance. Foreign language learning in England is examined in the opening chapter, providing an historical and educational context within which to explore individual learner differences and the notion of gifted foreign language performance. Theories and research findings from the fields of linguistics are scrutinised together with those generated by foreign language education research in chapter two. Additionally, there is an explanation of giftedness and this latter discussion links to chapter three which relates specifically to gifted performance and creativity in foreign language learning. The Good Language Learner research conducted by Naiman, Frohlich, Stern and Todesco offers a template for studying multiple learner characteristics and the pioneering work of Vygotsky introduces a model for the teaching of the gifted. Chapter four presents the subsequent theoretical framework for this research and clearly differentiates between cognitive and affective individual learner characteristics. Specific research questions focus on selected individual learner characteristics, which include: cognitive ability, foreign language aptitude, motivation and attitude in foreign language learning and these are discussed within chapter five. Quantitative methods are used to address the research questions and data is collected from a group of mixed ability secondary school pupils over a three year period. The research tools included standardised tests for ability, memory, and language aptitude and motivation. Creativity tasks and a questionnaire surveying pupil attitude to foreign language learning were designed for the research in this thesis. The quantitative data was processed statistically. Significant results are highlighted and interpreted with reference to the original theoretical framework and this guides the discussion in chapters six and seven respectively. The closing chapter summarises the main research findings and offers a practical strategy for foreign language teaching including guidelines for the identification of gifted foreign language learners. This is juxtaposed with the current challenging circumstances facing schools, brought about by government educational policy which is seeking to improve pupil performance in foreign language learning and to change national attitudes and perceptions to foreign languages and cultures

Research on autonomous English-learning strategies of American culture and language students

This study will serve as a guideline for adult second-language learners who want to strengthen the effectiveness of self-directed learning outcomes or develop their self-directed learning strategies. Through the understanding of learning factors, fossilized language elements, and their own learning strategies, learners will be more confident and motivated to pursue their personal second-language acquisition goals and aspirations. These strategies are designed to help Taiwanese second-language learners

Direct EFL Instruction for Gifted Students: A Case Study

This study aimed to describe the use of direct instruction in English learning for gifted students. This research applied a case study approach. The participants of this study were an English teacher and five students of a special junior high school for gifted students of grades 7 and 8 in the acceleration program. The data were collected through in-depth interview, focused-group interview, observation, and document analysis. The data were qualitatively analyzed through transcribing, data condensing, data displaying through a matrix, and conclusion drawing. The result showed that the teacher used the teaching strategies for direct instruction which were supported by some appropriate teaching aids. The impact of the strategies on the students were the students were actively involved in the teaching-learning process although they still encountered some difficulties in their English learning process. However, the teacher needed to employ other strategies which could meet the other needs of the gifted students in the teaching-learning process

Gifted Learners as Global Citizens: Global Education as a Framework for Gifted Education Curriculum

Global education and gifted education share a common goal. The aim of both is to prepare learners to gain the knowledge and skills to successfully interact to the best of their ability in an increasingly globalized society. While providing an educational framework with a global perspective is beneficial for all students, it can provide a framework for developing an effective curriculum that meets the distinctive needs of gifted learners. A comparison between global education and gifted education reveals commonalities. They share educational, philosophical, and, psychological connections and when addressed within the framework of curriculum development, each compliments the other. When curriculum and educational strategies acknowledge this relationship, all students are provided an opportunity to reach their individual potential and gain the competencies to become effective global citizens

An analysis of gifted students’ speaking learning strategies in English Department of IAIN Padangsidimpuaan

This research was intended to analyze the gifted students’ speaking learning strategies in English Department of IAIN Padangsidimpuan. The research was a qualitative approach and it was a case study. The informants were gifted students in English Department of IAIN Padangsidimpuan. The gifted students were fourth semester, sixth semester and eight semester. The data were collected through questionnaire based on Strategy Inventory for Language Learning (SILL) version 7.0 developed by Oxford (1990) and interview guidance by Naiman (1996) about speaking learning strategies proposed Oxford (1990) that had been validated. The finding showed that all the speaking learning strategies from the package were used by the gifted students of English Department at IAIN Padangsidimpuan, but the variety of the use was different. It suggests the existence of persona; references among the students in term of belief upon which they think their speaking learning strategies will be successful. The gifted students have their own strategies in learning speaking. The ways and the steps are different. All the strategies were used by the gifted students, but the variety of the use was different. The situation upon which the gifted students learned speaking to make their learning successful revealed high variety. The places where the gifted students learned speaking English were in formal situation (classroom, TOEFL class and debate club) and informal situation (bedroom and everywhere). The gifted students’ dominant used of learning strategy for speaking were the dominant used by the gifted students for speaking were memory strategies (100%), compensation strategies (100%), meta-cognitive strategies (100%), affective strategies (100%) and social strategies (100%). So, the findings are useful for readers to have better understanding of language learning strategy options for speaking

Teacher perceptions on mathematically gifted : A survey of mathematics teachers in Motheo and Xhariep districts’ primary schools of Free State Province

Thesis (Masters’ Degree in Education) -- Central University of Technology, Free State, 2018In South Africa, schools are defined as full-service schools (FSS) that are inclusive and welcoming of learners to develop their full potential irrespective of their background, culture, abilities or disabilities, their gender or race (Department of Basic Education, 2014). However, gifted learners are found in mainstream classrooms where teachers must deal with a wide diversity of learners. Empirical evidence shows that teachers are trained on inclusive education, but the interpretation of inclusive education is that of meeting the needs of learners who are falling behind. This interpretation excludes gifted learners confirming (Oswald & de Villiers, 2013) assertions that teachers are not trained on gifted education. Yet the outstanding creativity of a small percentage of the population (gifted learners) has been described as mankind’s ultimate human capital asset. This study adopted Gagné’s Differentiating Model of Giftedness and Talent (DMGT) which sensitizes researchers about the developmental process of the student’s potential that could be affected negatively or positively by environmental and intrapersonal catalysts. Consequently, if the developmental process is affected negatively, it becomes poor and result in hindering the gifted student to become talented. Such student’s inherent gifts will go to waste but if nurtured and developed, such potential (gifts) will reveal his or her talent (Gagné, 2007). Based on this concern, this study aimed at investigating perceptions of foundation phase teachers from the Motheo and Xhariep districts’ primary schools of the Free State toward mathematically gifted learners. This study was guided by Gagné’s fifth commandment about the education of gifted students that suggests the need for earliest intervention in developing talent into gifts – as early as kindergarten or first grade (Gagné, 2007). This study investigated foundation phase teachers’ preparedness in terms of catering for the needs of mathematically gifted learners in their regular classrooms. It also investigated principals’ perceptions toward gifted education through inclusive education that is currently practiced in mainstream classrooms. The study followed a mixed method approach. Purposive sampling was used to select the 118 mathematics teachers who took part in the study. Data was collected by means of a three-point Likert scale questionnaire and the face-to-face structured interview schedule for teachers and principals respectively, from all twenty selected primary schools. All the data, collected in this study, collected from questionnaires and interviews, were organised within the context of the research questions using thematic analyses drawn from to provide coherence on the findings of this study (Cohen, Manion & Morrison, 2011). Regarding teacher preparedness, the results show that 94 teachers were trained to teach Numeracy, 91 teachers were trained to teach Literacy and 83 teachers were trained to teach Life Skills. The results also show that 64% of teachers perceived themselves as being competent enough to teach the gifted learners in their regular classrooms. However, 88% of teachers expressed the need for higher education institutions to include content on gifted education in their courses. The results further, show that 35% of principals encourage teachers to differentiate teaching methods or strategies and resources in their lesson planning, to facilitate effective inclusive education. However, differentiation was with reference to struggling learners not for gifted learners. These results are similar to what Mhlolo (2015) found in terms of the implementation of an inclusive education policy in South Africa being a main concern which is affected by a number of factors such as lack of training

Predicting gifted foreign language learning and performance

This thesis examines individual learner characteristics in order to identify those useful as predictors of gifted foreign language learning performance and creativity in secondary school pupil learners. An individual learner might possess a range of learner characteristics which combine to support his or her gifted foreign language performance. Foreign language learning in England is examined in the opening chapter, providing an historical and educational context within which to explore individual learner differences and the notion of gifted foreign language performance. Theories and research findings from the fields of linguistics are scrutinised together with those generated by foreign language education research in chapter two. Additionally, there is an explanation of giftedness and this latter discussion links to chapter three which relates specifically to gifted performance and creativity in foreign language learning. The Good Language Learner research conducted by Naiman, Frohlich, Stern and Todesco offers a template for studying multiple learner characteristics and the pioneering work of Vygotsky introduces a model for the teaching of the gifted. Chapter four presents the subsequent theoretical framework for this research and clearly differentiates between cognitive and affective individual learner characteristics. Specific research questions focus on selected individual learner characteristics, which include: cognitive ability, foreign language aptitude, motivation and attitude in foreign language learning and these are discussed within chapter five. Quantitative methods are used to address the research questions and data is collected from a group of mixed ability secondary school pupils over a three year period. The research tools included standardised tests for ability, memory, and language aptitude and motivation. Creativity tasks and a questionnaire surveying pupil attitude to foreign language learning were designed for the research in this thesis. The quantitative data was processed statistically. Significant results are highlighted and interpreted with reference to the original theoretical framework and this guides the discussion in chapters six and seven respectively. The closing chapter summarises the main research findings and offers a practical strategy for foreign language teaching including guidelines for the identification of gifted foreign language learners. This is juxtaposed with the current challenging circumstances facing schools, brought about by government educational policy which is seeking to improve pupil performance in foreign language learning and to change national attitudes and perceptions to foreign languages and cultures

Application of Learning Strategies to Culture-Based Language Instruction

Learning strategy is one of the most important factors that determine the learning result. So, teaching learners to grasp certain kinds of strategies is a key factor which can promote the learning efficiency. This thesis discusses the learning strategies in the theoretical and pedagogical aspects, illustrates the significance of culture-based language instruction in second language teaching, and elaborates three ways to help students use appropriate strategies in their culture-based language learning