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21.
Meeting linguistic challenges in the science classroom: pre-service ESL teachers' strategies 总被引：1，自引：1，他引：0
This study explores the perceptions and challenges of Malaysian pre-service teachers teaching science in a second language. A qualitative case study method was used with multiple sources of data to provide insights into the challenges that a group of pre-service teachers faced during their teaching practicum. The pre-service teachers had to overcome various challenges that arose due to factors such as lack of competency in the medium of instruction and the students' varying levels of language ability. In addressing the challenges faced, they employed various strategies, including code switching and mixing, teacher-student collaboration, rephrasing and re-emphasizing, the use of instructional aids, and the use of analogies. The evidence presented in this study suggests that attention should be given to addressing the English language policy in the science teacher education programme. 相似文献
22.
P. Margaret Brown Anna Bortoli Maria D. Remine Basyariatul Othman 《Journal of Research in Special Educational Needs》2008,8(1):19-26
The social engagement, social attention skills and social competence of 10 hearing preschoolers and 10 preschoolers with hearing loss were investigated during free play in inclusive oral kindergarten settings using a three-level hierarchical model. When comparing the types of opportunities, at the first level, the children with hearing loss created significantly fewer opportunities through visual regard and interaction. At the second level, for social attention skills, this group scored significantly higher on distractibility, and significantly lower on alert, sustained and focused attention. For the third level, social competence, no statistically significant differences were found between the two groups. Discriminant Function Analysis showed that the function that discriminated maximally between the two groups of participants was composed only of amount of interaction at Level 1. Children scoring highly on this function were also more likely to have the ability to focus their attention and manage divided attention, to be reciprocal, and to demonstrate mutuality and problem-solving skills with peers. 相似文献
23.
Abdul Malek Abdul Karim Nabilah Abdullah Abdul Malek Abdul Rahman Sidek Mohd Noah Wan Marzuki Wan Jaafar Joharry Othman Lihanna Borhan Jamaludin Badushah Hamdan Said 《Asia Pacific Education Review》2012,13(3):541-548
The main function of Higher Educational Institutions (HEIs) is to produce skilled and knowledgeable workforce who are able to not only function with minimal guidance but also to contribute effectively to the hiring organizations. Many studies have indicated that most HEIs have somewhat similar course content and thrived at producing students with good academic achievement. But what differentiated them from one another is their ability to develop knowledge workers with the right employability skills or ??soft skills?? such as communication, problem-solving, interpersonal and other skills deemed important as the foundations by which they require to function at work regardless of the nature of employment. This paper reports findings of a large-scale study looking into the soft skills attainment of Malaysian HEI graduates. A quantitative survey design was employed whereby data were obtained through the administration of an instrument called the Malaysian Soft Skills Scale (My3S). My3S consists of 180 items covering seven elements namely Communications, Critical Thinking and Problem Solving, Teamwork, Moral and Professional Ethics, Leadership, Life Long Learning and Entrepreneurial aspects. The mean scores for the seven My3S subscales were found to be between 6.3 and 7.8 from the maximum possible score of 10. Specifically, comparisons were made between graduates of public and private institutions with respect to the seven elements. Findings of the study suggest that, in general, students of public HEIs scored higher in all seven skills. With respect to gender, male students scored higher than female students in all elements except for teamwork skills and moral and professional ethics. A comparison between fields of study showed that for both types of HEIs, technical students scored the highest in all skills except for moral and professional ethics. Based on the findings of this study, it is suggested that in addition to offering specific courses to improve soft skills attainment, HEIs need to embed soft skills in their academic curricula. 相似文献