Challenges in the Middle Grades
Mogodumo Circuit Intermediate Phase Learners’ Perceptions in Learning English as the First Additional Language
Paper Presentation in a Themed Session Margaret Malewaneng Maja
South Africa is a rapidly growing country with many developments in technology and fast growing business markets. The country has to attain certain standards in order to match the competitive international environment. English First Additional Language (EFAL) is a language of learning and teaching (LoLT) in most South African Intermediate Phase (grade 4 to 6) public primary schools. Most of the learners struggle with this language during oral activities in the classroom. The purpose of this study was to explore the Intermediate Phase learners’ perceptions and attitudes in social learning using the EFAL at Mogodumo Circuit. This article holds an interpretive perspective using qualitative multiple case-study approaches. A purposeful sample of 30 Intermediate Phase learners from grades 4, 5 and 6 in two public primary schools formed part of six focus group interviews where each grade was interviewed separately. The findings indicated that learners enjoy learning and using the language though there are some frustrations. Those who try to use this language are sometimes mocked, criticized and labeled by peers as they practice using the language inside and outside the classroom to improve their communication skills. Recommendations were made as to how EFAL teachers can encourage and support learners in enhancing peer mutual learning that develops communicative competence in EFAL.
Emotional Adjustment among Learners in Anambra State of Nigeria
Paper Presentation in a Themed Session Roseline Umezulike, Vera Nwadinobi
The main objective of this study was to investigate the emotional adjustment among learners in Anambra State of Nigeria. The design of the study was descriptive survey design. Four research questions and two hypotheses guided the study. The population of the study comprised of all the final year students of Nwafor Orizu Demonstration Secondary School, Nsugbe and all the 400 level students of Anambra State University, Igbariam, Anambra State of Nigeria. The sample consisted of 150 SS III students (70 males, 80 females) and 150 400-level students of the Anambra State University, Igbariam (70 males, 80 females). The above samples were selected by random sampling. The instrument for data collection was a researchers-made questionnaire. The instrument was validated by experts. The reliability of the instrument was determined using Kuder Richardson (K21) The instrument was found to have 0.82 reliability coefficient showing that the instrument is reliable for use. The data collected were analyzed using mean scores, standard deviation and t-test statistical tools. The result of the study revealed among others that despite the numerous emotional problems encountered in institutions of learning in Anambra State of Nigeria, the learners are able to adjust significantly in order to achieve their academic goals.Therefore it was recommended that stakeholders in education should strive to minimize the causes of emotional problems in institutions of learning so as to enable the learners achieve their educational goals.
Promotion and the Development of Adolescents’ Literacy: A European Perspective
Paper Presentation in a Themed Session Juliana Cunha, Maria Dionisio
Over the past years, European countries have taken several reforms, aiming at promoting literacy among school population and improving countries’ position in the PISA ranking. The problematic results of the population on this International literacy assessment substantiated the feeling of a “literacy crisis in Europe” (High Level Group of Experts on Literacy [HLG], 2012, p. 31) spread by ‘literacy sponsors’, such as UNESCO, OECD, and European Union (EU). In this sense, the HLG (2012), with the EU support, defined three key intervention policy areas for member states to “address the literacy needs of all their citizens” (p. 38): i) creating a more literate environment; ii) improving the quality of teaching; and iii) increasing the participation and inclusion. Within this analytical framework, this text seeks at characterizing 126 cases of adolescents’ literacy initiatives, programs and policy measures from Portugal, Spain, Greece, Romania, and Ireland. The corpus of collected documents regarding this cases was analysed according to six categories: goals; contexts; actors involved; planned activities; resources; and impact. The content analysis allows us to examine the extent to which the literacy policies and practices are meeting the recommendations and guidelines of the HLG. Ultimately, it allows the discussion of what might be the main effects of such initiatives on the adolescents’ school lives.
Developmental Dysgraphia: A New Approach to Diagnosis
Paper Presentation in a Themed Session Katarína Šafárová
Writing is a complex skill and issues in this process could consistently cause problems in everyday life. That is why, the developmental dysgraphia (DD) is linked with lower self-esteem and academic achievement and the correct diagnosis is crucial. DD belongs to specific learning disabilities and the prevalence range between 0,1% to 30% according to different studies. Diagnosing a child with DD relies on teachers in the first place. After that psychologists or special educational specialists (in Czech republic) commonly use qualitative evaluation of written process, as the child is observed during writing., But there are no objective tests or standardised examinations for assessing handwriting deficiency in special educational and psychological practice. In our research we are developing quantitative approach to diagnosing handwriting proficiency. The digitizing tablets (Wacom Intuos Pro L) with special inking pen (Wacom Ink Pen) are used to record online handwriting process and graphomotorical skills of children. The administration templates contain simple graphic elements and complex figures related to DD symptoms and cognitive (memory and visuospatial) abilities. This new approach to diagnosing handwriting issues will be presented.
