Learning through a familiar language versus learning through a foreign language—A look into some secondary school classrooms in Tanzania

Brock‐Utne, Birgit

doi:10.1016/j.ijedudev.2006.10.004

Cited by 103 publications

(32 citation statements)

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“…The general need for urgent quality improvement to enhance learning outcomes was emphasised in several studies (see Brock-Utne 2007;Sifuna 2007;Sumra 2003;Wedgwood 2007; URT 2008b, among others). The examined research identified that the overall poor quality worsened the possibilities for the education of students with disabilities.…”

Section: Teaching and Learning Processes And Environmentsmentioning

confidence: 99%

Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn?

Lehtomäki

Tuomi

Matonya

2014

International Journal of Educational Research

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The global Education For All process and the UN Convention on the Rights of Persons with Disabilities have increased the attention given to marginalized and excluded groups showing the need to enhance the education of persons with disabilities. In Sub-Saharan Africa a number of poorly disseminated studies investigate education of persons with disabilities. This paper provides an analysed overview of a decade of Tanzanian studies and reports on the education of persons with disabilities produced from 1998 to 2008. Key findings are highlighted and gaps in the research identified and suggestions are offered for future investigations. The education of persons with disabilities needs to be addressed in research, policy and practice to efficiently reduce their clear marginalisation in education.

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Section: Teaching and Learning Processes And Environmentsmentioning

confidence: 99%

Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn?

Lehtomäki

Tuomi

Matonya

2014

International Journal of Educational Research

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“…In addition to the results from LOITASA and many other studies cited above that English as a LoI hinders educational development at the primary level, there is also evidence that it reinforces social inequity [64]. A result of the transition to English LoI could be a diminution of -cultural capital‖ in poor and socially excluded groups [65].…”

Section: Evidence That Learning In An African Language Enhances Knowlmentioning

confidence: 77%

Local Languages of Instruction as a Right in Education for Sustainable Development in Africa

Babaci‐Wilhite

2013

Sustainability

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Today's educational challenges in Africa have their roots in the colonial education system. The article explores the consequences of linguistic choices for quality education, self-determined development and children's rights in education. The analysis centers on a case study of a curriculum change in Zanzibar in which English has replaced Kiswahili as the language of instruction in the last years of primary school in Mathematics and Science subjects. The case study is grounded in an extensive review of theory and practices on the relationship between language of instruction, learning and rights in education. The field study researched the reasons behind the curriculum change, the extent to which schools were prepared for the change, and the consequences of the change for the learning environment. The article, therefore suggests that for the 21st century, Africa should place emphasis on rights policies that promotes not only access, but also inclusion and quality education.

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“…Teresa Magal-Royo y Jesús García Laborda. Página 8 de 14 aula especialmente en el vocabulario (Brock-Utne, 2007). Para llevar a cabo esta tarea se podrían por ejemplo, seleccionar automáticamente palabras del corpus de textos largos y cortos de los alumnos que realicen los test on-line y que aparecen frecuentemente, lo que indicaría que tipo de preguntas o temas son los más idóneos para trabajar posteriormente en clase y cuales son demasiado repetitivos.…”

Section: Figura 1 Método Y Objetivos De La Obtención De Datos Masivosunclassified

Una aproximación del efecto en el aprendizaje de una lengua extranjera debida a la obtención de datos a través de exámenes en línea de idiomas

Magal-Royo¹,

Laborda²

2017

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ResumenLa Inteligencia Artificial orientada a la educación (AIEd) permite adecuar y/o adaptar los itinerarios del aprendizaje de un usuario mediante procesos inductivos basados en la extracción de datos obtenidos de las evidencias formativas que genera a lo largo de su vida escolar. El Big data, o datos masivos es el almacenamiento de grandes cantidades de datos que pueden ser analizados por diversos procedimientos y que permite encontrar patrones repetitivos o formulas predictivas que pueden generar un aprendizaje sobre nosotros mismos y sobre todo en la red. En el caso de los datos masivos que se generan a través de los exámenes utilizados en el aprendizaje y certificación de conocimiento de idiomas como segunda lengua a nivel nacional encontramos que podría ser útil aplicar las metodologías de procesamiento del Big Data para conocer mejor si la información generada a través de los test pueden mejorar o crear nuevas estrategias de aprendizaje o establecer criterios formales en el diseño de las pruebas, teorías de adquisición de se segunda lengua o incluso políticas educativas. La novedad de artículo se centra en establecer directrices viables para aplicar los conceptos más genéricos del Big Data en el contexto específico de los test de evaluación de idiomas como segunda lengua y donde existe a priori una gran cantidad de información a procesar a nivel educativo. El artículo muestra algunas directrices que podrían aplicarse en los mecanismos aplicados en la extracción de datos educativos del aprendizaje de idiomas a gran escala en el entorno específico de los test de evaluación de idiomas como lengua extranjera.Palabras clave: Datos Masivos, Inteligencia Artificial orientada a la educación, Minería de datos educativos, Aprendizaje a lo largo de la vida, Evaluación en el aprendizaje de segundas lenguas. AbstractArtificial intelligence oriented to education (AIEd) allows the adequacy and / or adaption to the user's learning itineraries through inductive processes based on the extraction of data obtained from the formative evidences that it generates throughout its school life. Big data, or massive data, is the storage of large amounts of data that can be analyzed by various procedures and allows us to find repetitive patterns or predictive formulas that can generate learning about ourselves and especially the network. In the case of the massive data that are generated through the use of tests in the learning and certification of knowledge of languages as a foreign language at the national level, we find that it might be useful to apply Big Data's processing methodologies in order to know better if the information

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Learning through a familiar language versus learning through a foreign language—A look into some secondary school classrooms in Tanzania

Cited by 103 publications

References 1 publication

Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn?

Educational research from Tanzania 1998–2008 concerning persons with disabilities: What can we learn?

Local Languages of Instruction as a Right in Education for Sustainable Development in Africa

Una aproximación del efecto en el aprendizaje de una lengua extranjera debida a la obtención de datos a través de exámenes en línea de idiomas

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