Hungarian-Russian bilingual schools in Hungary during the Soviet occupation (1945–1989)     

Agnes Vamos 《Paedagogica Historica: International Journal of the History of Education》2018,54(3):301-319

Through the example of the establishment, functioning, and closing of bilingual schools during the Soviet occupation of Hungary, this paper aims to introduce this segment of public education in Central-Eastern Europe. In the period between 1945 and 1989, the learning of Russian as a compulsory subject was introduced, teaching other languages was restricted, and Hungarian-Russian bilingual schools were launched. The features of their establishment can be connected to political and professional power relations in different sub-periods within the structures of closed language policy. The objective in both states was the education of committed political elite. The first school was established by direct political control and closed because of the 1956 revolution. The second school was established in 1974, through professional and political compromises. The third school opened at the end of the period, as part of a top-down development project involving 14 schools. A number of European target languages (still including Russian) were introduced, which can be regarded as the opening up of language education policy. Relying on sources, documents, and personal recollections, the study aims to reveal the dynamics of the interrelations between controlled language education, University and the changes in Hungarian economic, social, domestic, and foreign policy in the given periods.  相似文献   

Assessments to evaluate bilinguals: The overdue discussion of the deaf and hard of hearing student population in the United States     

Leala Holcomb  Gloshanda Lawyer 《Psychology in the schools》2020,57(3):426-442

Assessment is a major part of the United States schooling system. Legal requirements make assessment a large part of practitioner responsibilities. The significance of assessment is, even more, the case for special populations such as bilingual hearing and Deaf and Hard of Hearing students, groups that are often the target of concern for English language development delays, differences, and/or disorders. In this article, we discuss the issues around assessing the language of Deaf and Hard of Hearing bilingual students in the United States. We highlight parallels between Deaf Education and hearing bilingual education in regard to language assessment, as well as discuss important distinctions such as the placement of Deaf Education within Special Education and working with two or more language modalities (e.g., signed, spoken, and written). In addition, alternative language assessment practices are discussed. We close this article by proposing ways for practitioners to satisfy legal and field mandates to assess Deaf and Hard of Hearing students while also applying best practices for assessing language skills in bilingual populations.  相似文献   

Usage Comparison between an English-Language and a French-Language E-Monograph Collection in a Bilingual Canadian University     

Alain R. Lamothe 《International Information and Library Review》2020,52(2):139-160

Abstract

This article reports the results of a quantitative and systematic analysis comparing usage rates between English-language and French-language e-monograph titles at Laurentian University, Canada. Full-text viewings were collected as usage metrics. English-language e-monographs exhibited medium strength linear relationships between collection size and usage. On the other hand, French-language e-monographs exhibited weak linear relationships between collection size and usage. The French-language e-monograph collection experienced a higher rate of full-text use, relative to size. The cost-per-viewing ratio for the English-language e-monograph collection was higher than those that calculated for the French-language collection.  相似文献   

高职本土型双语导游人才培养研究     

费斯威 《湖州职业技术学院学报》2011,9(2):81-83,90

服务地方是各国高等职业教育得以长期存在的重要经验,也是高等职业教育可持续发展的不可或缺的因素。为适应当地旅游发展的需要,针对高职涉外旅游专业教学存在的问题,通过开发地方特色课程,完善工学一体化教学,从而为地方培育、输送本土型双语导游人才。  相似文献   

浅析影响双语掌握的心理因素   总被引：1，自引：0，他引：1  

阿不力孜·艾吾拉 《新疆教育学院学报》2006,22(3):54-56

加强少数民族汉语教学,实现“民汉兼通”是我区少数民族教育事业发展的一项重要战略举措。本文从双语学习者的年龄、智力发展水平、认知风格、对第二语言的态度、学习动机以及第二语言的学习方法等方面阐述和分析了影响双语掌握的心理因素。  相似文献   

血管收缩效能测定和评价虚拟仿真实验项目的建设     

龙瑶  卢研宇  李红芳  胡燕  高飞云  王燕 《实验技术与管理》2021,(2):132-135

针对传统医学机能实验教学模式手段单一、教学资源不足、大型综合实验成功率低、教学效果欠佳等问题,将虚拟仿真技术应用于医学机能实验教学,设计开发了血管收缩效能测定和评价虚拟仿真实验。通过该中英文双语版虚拟仿真实验,学生可突破时空限制,利用碎片化时间学习实体实验无法大规模开展的医学机能实验内容,验证所学理论知识,掌握实验操作技能,分析实验数据结果,提高专业英语水平。该虚拟仿真实验在教学中的应用,有效激发了学生的学习兴趣,提高了学生的学习效率和科研创新能力。  相似文献   

自主出题模式在高校遗传学双语教学中的应用     

郑燕  崔凯  汪斌 《教育教学论坛》2021,(8):161-164

遗传学是生物类专业的一门重要专业基础课,学科内容发展迅速,开展双语教学对学生紧跟国际发展趋势和学科前沿,提升国际竞争力具有重要意义。然而,学生在学习过程中面临教学内容难和英语学习难的两大问题,如何在教学中激发学生的学习兴趣,发挥学生的主体地位,提高教学效果是课程改革需要考虑的问题。可在多元化评价方式中采用学生自主出题的模式,并在两届本科生中试验教学,取得了良好的效果,极大地激发了学生学习的兴趣,培养了学生的自主学习能力和创新能力以及双语学习能力。  相似文献   

高中少数民族双语班汉语教师专业素质与新课改要求适应情况研究     

买买提吐尔逊·阿布都拉 《新疆教育学院学报》2011,27(1):95-99

在新疆大力推行双语教学的环境下,我们有必要重新审视汉语教师业务素质问题。为了适应新课改的要求,笔者认为,汉语教师应具备以下几个方面的素养：教师职业的基本素养;汉语言与文学素养;中国文化素养;少数民族语言与文化素养;第二语言教学理论素养;语言学理论素养;教学研究素养。  相似文献   

关于做好社会层面双语教育的思考     

伊布拉音·依萨克  牛小莉 《新疆教育学院学报》2011,27(2):9-12

大力推进双语教育,是一项重大战略任务.在新疆维吾尔自治区各级党政领导的不懈努力下,双语教育工作取得了一定的成绩.文章对双语教育进行探讨,并结合自治区双语教育工作实际,提出了今后的工作思路和建议.  相似文献   

新疆少数民族双语教学工作的回顾与展望     

马文华 《新疆教育学院学报》2011,(4):5-12

全面、正确、科学地把握新疆双语教学工作的现状是进一步研究和推进双语教学工作的基础条件。文章介绍了少数民族双语教学工作发展的历史、现状以及自治区今后一个时期内双语教学发展的工作思路,供广大教育工作者参考。  相似文献