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Battling to Become English-Literate in Semi-Pastoral Society of Eastern Ethiopia
Dereje Birbirso,
Tesfaye Gerba,
Roba Wodessa
Issue:
Volume 8, Issue 2, June 2019
Pages:
38-44
Received:
30 March 2019
Accepted:
23 May 2019
Published:
10 June 2019
Abstract: This study explored the condition of being a child and a primary school student in Semi-Pastoral Society of Eastern Ethiopia. The study was instigated by the widespread complaints in the aftermath of Millennium Development Goal two (MDG2) that in eastern Ethiopia of (semi-) pastoralist community, children are left far behind with not only the opportunity to literacy. The aim of this study was to assess the existing EFL primary school literacy achievements, success and challenges in the Dire Dawa Town suburbs of Oromo and Somali semi-pastoralist communities. Adopting an ethnographic participant observation approach, five primary schools were selected based on convenience or accessibility. Totally, twenty-five active primary schools Grade 4 children and 14 dropouts were sampled based on availability sampling technique from the five schools. A Basic Vocabulary Assessment Battery (BVAB) was designed as a primary data collection tool. Besides, School Observation and Focus Group Discussions (FGD) were employed. The BVAB results of those actively schooling indicate, in contrast to our original hypothesis, fair level of English literacy. However, the FDG data obtained from the dropouts confirmed our hypothesis that abject poverty and the fragility of implementing the policy of children’s rights to education in their mother tongues are stumbling blocks to literacy as well as opportunity to schooling. Important policy implications are offered.
Abstract: This study explored the condition of being a child and a primary school student in Semi-Pastoral Society of Eastern Ethiopia. The study was instigated by the widespread complaints in the aftermath of Millennium Development Goal two (MDG2) that in eastern Ethiopia of (semi-) pastoralist community, children are left far behind with not only the oppor...
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Cultural Strategy in Primary School English Teaching in Linzhi District
Issue:
Volume 8, Issue 2, June 2019
Pages:
45-52
Received:
12 April 2019
Accepted:
23 May 2019
Published:
13 June 2019
Abstract: English curriculum in primary school is offered in Grade three Chinese compulsory education system, even it has been set up in Grade one in economically developed regions. Learning a language does not mean that to learn its vocabulary and grammar is sufficient enough to use the language correctly and have successful cross-cultural communication. The rich connotation, as the remarkable feature of language, it is beneficial to cultivate the pupil’s cultural awareness of English countries for correctly understanding and using English properly while cross-cultural communications occurring, for deepening the pupil’s understanding of traditional great culture of Chinese people, for fostering consciousness of patriotism. The results of questionnaire survey which researched by 150 pupils in Gongbujiangda County, Linzhi District, Tibet, showed the pupil’s cultural awareness for English countries directly. Pupils have known something for elemental culture of these countries, but it is not enough, and the weakness for cultural awareness results to their weakness for comprehensive language application ability generally, and the failure that easily shows its place in the communication. According to the above research, three suggestions are put forward to solve these problems. The first one is that primary school English teachers need to increase personal English culture quality. Make use of textbooks to compare cultural difference with cultural infiltration as the second one. And the other one is various channels for cultivating cultural awareness by multimedia.
Abstract: English curriculum in primary school is offered in Grade three Chinese compulsory education system, even it has been set up in Grade one in economically developed regions. Learning a language does not mean that to learn its vocabulary and grammar is sufficient enough to use the language correctly and have successful cross-cultural communication. Th...
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Coloring Exercises for Insect Identification and Conservation Awareness
Elizabeth Dawnette Knowlton,
Theresa Elizabeth Andrew,
Andrine Adeline Shufran,
Kerri Maureen Farnsworth-Hoback,
William Wyatt Hoback
Issue:
Volume 8, Issue 2, June 2019
Pages:
53-57
Received:
30 May 2019
Accepted:
4 July 2019
Published:
15 July 2019
Abstract: The Endangered Species Act in the United States of America currently protects more than 1,500 species, 74 of which are insects, including the american burying beetle (ABB) and the rusty patched bumble bee. Insects that are experiencing population declines, such as the monarch butterfly, are under consideration for protection. Awareness of biological diversity, the ability to recognize an endangered species, and understanding the conservation of beneficial insects can begin at an early age. We designed a coloring exercise to promote insect species awareness and introduced this activity to elementary and middle school students in Tulsa, Oklahoma, USA. We assessed students’ insect identification abilities by presenting a quiz on species diversity and ABB identification before and after the coloring exercise. Inspired by the quiz results, we created coloring templates for additional insect species, including the monarch butterfly, ladybird beetles, and bumble bees. These exercises will promote awareness of endangered species and improve science literacy in the classroom.
Abstract: The Endangered Species Act in the United States of America currently protects more than 1,500 species, 74 of which are insects, including the american burying beetle (ABB) and the rusty patched bumble bee. Insects that are experiencing population declines, such as the monarch butterfly, are under consideration for protection. Awareness of biologica...
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