Code-switching: The case of “Israeli Arab” students at the Arab American University-Palestine

Zaid, Mohammad Salah

doi:10.18844/gjflt.v10i1.4409

Cited by 3 publications

(4 citation statements)

References 8 publications

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“…Блом и Жд. Гумперц различают два типа переключения кода: ситуационный и метафорический [17]. Ситуационное переключение кода обусловлено реакцией говорящего на изменение ситуации или темы общения.…”

Section: теоретические основыunclassified

Application of the Multilingual Approach in Training Students of a Technical University

Баранова¹,

Kobicheva²,

Tokareva³

2021

СНТ (MHT)

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В этой статье исследуется концепция мультилингвизма и ее применение в образовательной среде. Автором была разработана модель обучения, которая включает в себя опережающую самостоятельную работу (flipped classroom), аудиторные занятия, проектную работу, выполняемую в команде. В исследовании приняли участие студенты 3 курса (N = 26) Санкт-Петербургского политехнического университета Петра Великого (СПбПУ), обучающиеся по направлению «Международный бизнес». В течение одного семестра (февраль 2020 г. -июнь 2020 г.) студенты изучали дисциплину «Испанский язык» на английском языке по предложенной модели. В исследовании изучалось влияние предложенной модели на изучение испанского языка и развитие мультилингвальной компетенции. Для анализа были использованы статистические методы. Также были проведены интервью со студентами для анализа их восприятия новой модели обучения. В целом общее качество знания испанского языка студентами улучшилось. Согласно результатам статистического анализа студенты значительно развили свою мультилингвальную компетенцию. Таким образом, можно предположить, что предложенная модель обучения положительно повлияла на уровень такой компетенции студентов. Результаты интервью показали, что студенты положительно оценивают предложенную модель обучения, а также считают ее эффективной для изучения испанского языка и развития мультилингвизма.Ключевые слова: мультилингвальная компетенция, межкультурная коммуникация, знание иностранных языков, проектная работа

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Section: теоретические основыunclassified

Application of the Multilingual Approach in Training Students of a Technical University

Баранова¹,

Kobicheva²,

Tokareva³

2021

СНТ (MHT)

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“…It is aimed to reveal the hidden truths contained in the data and definition of the data through content analysis (Gulbahar and Alper, 2009;Inaltekin, 2020). Content analysis involves four stages: processing of qualitative research data obtained from documents, organisation of the data and interpretation of findings (Zaid, 2020;Uzunboylu and Beheshti, 2017). Nevertheless, citation analysis has become prevalent as a parameter for evaluating the quality of published research in a specific field, and it reveals the historical and current situation of the research in that field (Atilgan, Atakan and Bulut, 2008; Leung, Sun and Bai, 2017).…”

Section: Research Modelmentioning

confidence: 99%

A Content and Citation Analysis of the Studies on Learning Environments and Special Education

Uzunboylu

Akçamete

2020

IJCRSEE

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This study aims to review the studies on learning environments and special education and determine the trends in these studies. Content and citation analysis were used which is a qualitative research method. Data of the study were collected from Scopus with 'learning environment' and 'special education' keywords 180 documents were collected. For the analysis of the published documents, previously determined content analysis criteria were used and citation analysis of the published documents were carried out, in order to reveal the frequently cited documents. Documents were examined based on year of publication, name of the journals, authors, affiliations, countries, document type, subject area, keywords, language and citations. Data were presented and interpreted with tables and figures. Results were presented in detail with reference to the previous literature.

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“…In the field of higher education, there have been rapid changes in the views on what education is. The question is not only about the development of knowledge, but also about the development of skills and resources which are equally necessary to bring a social and technological change resulting into a continuous lifelong learning [37] [29]. Regarding ICT, we witness the rapid expansion and spread of technologies that are not related to "narrow publishing" and focus on building communities where people come together to collaborate, learn and create information.…”

Section: Introductionmentioning

confidence: 99%

“…It seems that today's students have significant potential in meeting their needs and developing learning experiences through rich opportunities for personalization, networking and collaboration [37,38] among many commentators about the Web 2.0 phenomenon. He claims that socialization has the potential to increase education.…”

Section: Introductionmentioning

confidence: 99%

Student's Perception of Web 2.0 Tools and Educational Applications

Özçınar¹,

Sakhieva

Pozharskaya

et al. 2020

Int. J. Emerg. Technol. Learn.

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The information technology used to acquire the skills determined as 21st-century competencies in the education-training process to individuals is increasing rapidly. Nowadays, Web 2.0 tools are increasingly used. Effective use of Web 2.0 tools, which are widely used in daily life, by students and teachers in education are also on the list. Effective use of assistive technologies by teachers depends on their attitudes towards assistive technologies. To increase their success, they use these technologies in activities held in the classroom. In the study, it was aimed to determine the attitudes of teachers and student candidates towards the use of assistive technology. A case study approach constituted the methodological framework of this study. This study was conducted in the fall semester of 2019-2020 with 42 students. Teachers and student’s obligation to take "instructional technology and material design course" was hence initiated as a result. Numerous Web 2.0 tools were reminded to the students for the results of the research. The data of this study were collected through open-ended questions developed by the researchers to define the opinions of the students regarding Web 2.0 tools and educational practices that they will encounter in their future professional lives. Content analysis, frequency and percentage was applied in the analysis of data. The analysis of data was sought to answer the following questions; (1) How often did teachers and students use web 2.0 tools?; (2) What are Web 2.0 tools that teachers and students use or plan to use in their current and future teaching profession?; (3) What are the reasons for teachers and students to use Web 2.0 tools as teachers in their professional lives?; (4) What are eacher education students' views on Web 3.0 technologies and (5) What are the changes and innovations these technologies will bring in the field of education?.

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Code-switching: The case of “Israeli Arab” students at the Arab American University-Palestine

Cited by 3 publications

References 8 publications

Application of the Multilingual Approach in Training Students of a Technical University

Application of the Multilingual Approach in Training Students of a Technical University

A Content and Citation Analysis of the Studies on Learning Environments and Special Education

Student's Perception of Web 2.0 Tools and Educational Applications

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