Suchergebnisse

Intro -- CONTENTS -- TEACHING AND STUDYING SOCIAL ISSUES -- FROM VISION TO VILIFICATION TO REHABILITATION -- MAURICE P. HUNT AND LAWRENCE E. METCALF -- CITIZENSHIP EDUCATION USING RATIONAL DECISION MAKING -- THE REFLECTIVE CLASSROOM ENVISIONED IN " INQUIRY IN SOCIAL STUDIES" BY MASSIALAS AND COX -- HUMAN RIGHTS EDUCATION -- FACING HISTORY AND OURSELVES -- TEACHING ABOUT THE HOLOCAUST IN U. S. SCHOOLS -- ENVIRONMENTAL EDUCATION -- AN "ECONOMIC WAY OF THINKING" -- TEACHING SOCIAL ISSUES FROM A GLOBAL PERSPECTIVE -- MULTICULTURAL EDUCATION REFORM MOVEMENT -- THE (UNFULFILLED) PROMISE OF CRITICAL PEDAGOGY -- EDUCATION FOR DEMOCRATIC CITIZENSHIP -- THE MANY FACES OF STS -- BEANE'S INTEGRATIVE CURRICULAR PROGRAM -- GENOCIDE EDUCATION -- BIOGRAPHIES.

AbstractThis article reports Chilean and Finnish foreign-language (FL) teachers' perceptions of teaching and study realities in their own FL classrooms. Communicative language teaching (CLT) is used as the teaching–studying–learning methodological framework of an international KIELO project (= the acronym for Finnish "kieltenopetus" meaning "language teaching"), whose online survey was used to collect data for this article. We aim at answering the following research question: What are the FL teachers' main approaches to teaching and studying in Chilean and Finnish FL classrooms and what is the FL classroom teaching and study reality like in these two countries? The data were collected from 83 Chilean and 147 Finnish FL teachers through an online survey covering 15 key themes of CLT and including 115 Likert-scale statements and 8 open-ended questions. In the descriptive data analysis, both Chilean and Finnish FL teachers claim that they encourage their students to use the target language considerably and that they use communicative oral tasks. For both groups of participants, however, teacher-centeredness and use of textbook score relatively high. The two-cluster analysis revealed a context-dependent cluster and a context-independent cluster. Context-dependent teachers tended to favor communicative oral tasks, real-life tasks and their own language tasks, whereas context-independent teachers favored more non-communicative tasks. Context-dependent teachers proved more student-centered than context-independent teachers. For Chilean and Finnish research participants, the use of mother tongue in foreign language classrooms appears to be an issue despite the growing need of foreign language communication.

The article considers the process of formation and development in China of the historical-linguistic study of the Russian language and analyzes the main scientific achievements of Chinese scholars in this field. Particular attention is paid to the discussion of the most pervasive problems at this stage of the discipline's development and the ways to solve them.

Abstract: Comparative law is a well-established discipline today. However, there remain uncertainties amongst teachers of the discipline regarding the teaching method as well as the content of the comparative law course. The following article first sets out the practical tasks, requirements, and challenges comparatists are facing today. On this basis, the author makes a proposal on how to prepare students for these challenges. He suggests teaching a multilateral and supra-national comparative method, using case scenarios and an approach of learning by doing. The author finally summarizes the numerous benefits and advantages that the proposed method of teaching, studying, and learning comparative law offers. Résumé: Le droit comparé est aujourd'hui une discipline bien établie. Cependant, parmi les enseignants, persistent des incertitudes concernant le contenu du cours de droit comparé ainsi que la méthode d'enseignement. La contribution suivante analyse d'abord les exigences pratiques pour les comparatistes d'aujourd'hui, afin d'en déduire ensuite des conséquences pour l'enseignement de la matière. L'auteur expose l'enseignement d'une méthode multilatérale et supranationale de droit comparé. Il propose d'enseigner cette méthode à l'aide de cas pratiques et d'une approche de learning by doing. Finalement, les atouts et les multiples avantages de cette méthode d'enseignement pour les étudiants seront soulignés.

The article is devoted to the history of the study and teaching of the Even (Lamut) language in Russia in the period from the 17th – to the beginning of the 21st century. Special attention is paid to the problem of linguistic ecology. The fundamental and applied researches in the synchronic and diachronic aspects, as well as issues of teaching the Even language in families, pre-school educational institutions, colleges and higher educational institutions of Russia are studied. Ethnolinguistics is considered as a possible tool of language preservation and development, i. e., the Even language teaching in the close connection with traditional and modern material and spiritual culture. In this way, the role of vocabulary reflecting the song and dance creative activity, decorative and applied art, ceremonies (of life cycle: birth, wedding, funeral) and economy (hunting, fishing, reindeer breeding), taboo and euphemisms, folk knowledge (metrology, meteorology, space orientation, medicine, calendar, food and cuisine, etc.), as well as the words of religious beliefs (animism, shamanism, Christianity) in the formation of a language picture of the world and the Evens' mentality is being determined. The role of state institutions, civil society organizations, as well as the members of small-numbered ethnic groups per se in the preservation and development of their language and culture is described. The attention is paid to the translation as the tool of a unique language preservation

BECAUSE NO SINGLE LATIN AMERICAN UNIVERSITY OFFERS COURSES ON HUMAN RIGHTS THE ANALYSIS OF HUMAN RIGHTS TEACHING IN LATIN AMERICA SHOULD BE MAINLY DIRECTED TO EXPLORE THE CAUSES OF THIS FAILURE. THE MOST SIGNIFICANT FACTORS FOR FAILURE ARE: FIRST, A SHORTAGE OF PROFESSORS WITH NECESSARY HUMAN RIGHTS TRAINING; SECOND, THE LACK OF READING MATERIALS AND TEXTS; AND THIRD, A MISUNDERSTANDING ABOUT THE NATURE AND CONCEPT OF HUMAN RIGHTS.