One of the biggest problems in the school is how to treat the bilingualism. Nowadays,
there is a high percentage of immigrant people all over the world, and
therefore a lot of children in schools that use and know two languages.
So the question is… How can we use those two languages (the maternal
language and the second language) in schools, to improve the knowledge of the
kids in both languages?
Recently we found a new project called Two- Way Immersion Education. This
project, which is famous because it’s being used in the US, uses the method to
teach in a bilingual way.
The project Two-Ways Immersion Education it is characteristic for the
reason that:
·It has equivalent classes with the same number of
native and no-native children.
·And also because this group works together on the
areas called “areas of academic instruction” (mathematics, science…). This
model also helps the children to socialize with the other kids because the
method causes an interaction among them.
The goals of this project are:
·That, children develop high levels in both languages
by using bilingualism and biliteracy.
·All the students will demonstrate positive attitude
and behaviors above different cultures.
It’s important to know that
students, who have been tough by the Two-ways Immersion Education project gain
grade level academic ability, develop language and literacy skills in two
languages and cross-cultural competence.
Comment:
After working in this entry
for the blog we think that bilingualism matters, it’s important to recognize
the maternal language of the children but also improve the knowledge and sills
in the vehicular language of the school.
Two-Ways Immersion Education
program it’s a good method to improve both languages and also it’s good for
children to socialize with other cultures.
Currently,
one of the problems identified in Europe is the rising of gender violence among
youth. This article analyses the emotional and sexual relationships among
teenagers.
The study of
communicative acts allows us to identify harassment or freedom in a
relationship.
The
following results of battered women between 18 and 30 years old have been
extracted from different polls belonging to the Women’s Institute:
2006: 9% of
women
2006-2010:
29% of women
One of the
created projects to deal the issue of violence against women is the INCLUD-ED
integrated project, which also deals the relations between educational and
social exclusion.
1. The
impact of communicative acts in sexual affective relationships:
This
research is based in two concepts: the communicative acts (CREA , 2006-2008 )
and preventive socialization of gender violence ( Duke , 2006; Gómez , 2004;
Valls, Puigvert and Duke , 2008).
The conception
of communicative acts developed by CREA deepens on the intent with which
subjects emit their speech acts and the effects that they can have on speakers
and listeners. Communicative acts take into account verbal and nonverbal
language.
Regarding
the preventive socialization’s theory of gender violence emphasizes the central
role of the socialization process in affective sexual relations.
At the same
time, it’s exemplified the absence of desire linked to relationships where
there is a male model based on egalitarian models.
Scientific
literature insists on the influence of a sexist language construction in
different contexts through which women is discriminated in several different
ways.
Along these
lines, there are also different researches that appear to point that
Gender socialization
processes determine the type of communication between men and women. We can
distinguish between two different ways of Gender’s communication:
- Men have a
way of communication closer to domination
- Women have
a way of communication closer to compassion.
2. Methodology:
The
methodology used in this article is the critical communicative paradigm (Flecha
and Gomez, 2004). This methodology is based on equality, using the knowledge
generated through dialogue. The research team provides data and theories.
Results will
be able to be validated using the inclusion method, and it will allow
researchers to draw conclusions.
These
researchers are teenagers between 17 and 20 years.
3. Analysis
of communicative acts between teenagers and their emotional impact on sexual
relationships:
The analysis
of communicative acts has allowed a language based on ethic and desire in
language interactions that adolescents form around the affective-sexual
relationships. The interpretation and use of the various languages, put teens
on reality, that has a direct impact on the kind of relationships they choose
to keep.
On the other
hand, the incorporation of dialogic communicative acts, based on solidarity, is
helping to overcome abusive situations and avoid violence.
3.1.
Language of ethics and language of desire:
Beyond the
sexism in language, the analysis identifies communicative acts through language,
some adolescents associate the desire to have relationships where there is
violence and domination with those associated with the goodness associated to ethics.
Examples:
When
communicative acts are used to describe people who treat them well and do not
have a violent attitude the language of desire is not used:
"Yeah,
well, nice, nice is not much physically but mentally itself if its very nice.
Good and ended up together!"
When the
duality of these two types of language (ethics, desire), which reproduces the
traditional double standard, is clearly seen:
"To be
a one night stand is beautiful and he is good and ready. He don’t take drugs.
My boyfriend it's a good person. And then, it can be handsome as better,
because it could be better, but that's a good person and that's it "
3.2.
Communicative acts of power:
Investigation
has found that young people use acts of power that will not help because
provides of freedom and make the relationships based on domination. These acts
are articulated in different forms:
a)
Interactions of power:
When people
who do not have a pretigious status within the group are often excluded in
different areas of the educational center:
"They
called him fat?
Yes, he had
no amorphous forms was that no one did anything "
When given
fame and why boast of this:
"Well I
do not know, he always talks about girls he know, not us."
b) Social
Status:
It is Those ones
who are the most known and people want to keep affective-sexual relationships
This
situations substantiated claims of power in which boys and girls base their
choice on the social ladder that takes the person picking are generated.
Example:
Boys and
girls are guided by what people say:
"Well,
see, this guy has dated many people will try to see, as to see if it's true and
if you see that it is better, stay with him. But if they say this guy is a silly
and has never been with anyoneyou can let it out, if you haven’t been with
anyone the people can talk about it.
c) Social
pressure:
Example:
In certain
cases the communicative acts provide you for giving elements that involve
trigger social pressure in making decisions or been excluded of those who do
not have a high social status within the peer group:
"Sometimes
yes, but is said to and therefore do not separate for me, of course they do not
marginalize me, to not think badly of me and keep the roll as my friends"
3.3.
Dialogic communicative acts and solidarity:
Finally it
should be noted in contrast to the above components preseted so far, there are
communicative acts that have a positive impact in overcoming situations of abuse
or violence. The research identified that there some dialogic, communicative
acts and interactions forged solidarity and consensus which are specified in
the peer group, particularly in the girl groups that between them increased
defen of a possible abuse.
In this type
of communicative acts a more satisfactory relationship prove help in deciding
what kind of relationship they want to start.
Conclusions:
The results
presented have allowed analyzing the communicative acts used by teenagers and
young when referring to their emotional-sexual relationships. Through this
analysis has been possible to identify those communicative acts that promote
relationships based on the name and not those who take freedom and free and
equal relationships.
In this
sense, stay with this transfer between scientific knowledge and the civil
society is promoting progress towards relationships forged increasingly
dialogic communicative acts. Thus, it is possible to take steps to prevent and
eliminate cases like Phoebe in the world.
We are going to explain the issue of bullying, more
concretely bullying in schools and teacher’s role above this fact. Dan Olweus,
one of the first researchers who studied this subject, defines bullying (abuse
among students) as a conduct of physical persecution and/or psychological from
a student against another. These actions, negative and intentional, place the
victim in a position which he or she couldn’t easily get out on their own. This
situation creates in the victim anxiety, depression…, which bring to the person
difficulties to follow the class, because they can not feel like they form part
of it.
Comes off from these definition three characteristics:
1) There is an imbalance (abuse) of power.
2) There is a repetition of incidents over time.
3) There is intentionality on the part of the
aggressor or aggressors.
To these three characteristics we have to add another
one:
It is a group fact, not an individual fact.
It
is not based on organized events where they search for the common hurt, but it
involves the whole class. It is a victimizing process. This process could be a
little difficult to identify, mostly because at first it isn’t visual and the
majority of teachers can’t see it, but it is well known by the students.
The only way to combat bullying in schools is
cooperation among all who are involved: teachers, parents, students,
non-teaching staff... Any school activities designed to improve interpersonal
relationships within the educational community is a good practice. Awareness
and adult involvement are basic components to the success of any intervention
program. The intervention proposed by Dan Olweus is based on the following
aspects and intentions:
1. Not blaming approach (aims to get responsibility)
2. Systemic perspective (also involved the group to
modify these interactions)
3. Strategic (situation analysis, planning, and a
brief and structured intervention)
4. Fostering resilience (resolve the situation
positively for all the involved)
Having worked about this, we realized that if we want to
be good teachers, we must act properly in facts related with bullying, to make this situations do not
occur. It is necessary to remember that
today, computers, social networks and mobile phones play an important role in
this overview because they have become a means to carry it out. Everybody will
agree that Internet is a world wide with its advantages, disadvantages and
especially its risks. Risk situations such as "grooming" or
cyberbullying. Data such that 20% of children in the United States suffered
cyberbullying, according to a survey of 4,400 students in 2010, or the fact
that in the same survey 10% of children admit that they have used Internet
to harm a partner, have been recognized both as bullies harassed, or that 44 %
of children in Spain had felt sexually harassed on Internet at some point
in 2002, help us get an idea of the severity of the problem. So to prevent them
from becoming future victims or bullies we need as teachers a minium knowleg
about Internet. Also as future teachers, we must remember that Internet is
a very powerful tool and we must train our students to be critical. So we must
carry out an intervention not just be spectators of this event, this
intervention must be also made by parents and classmates, we all have to do a
networking if we want to solve this out.
Information and Communications Technologies (ICT) education is basically our society’s efforts to teach its current and emerging citizens valuable knowledge and skills around computing and communications devices, software that operates them, applications that run on them and systems that are built with them.
What are these things? How do they work? How do you use them productively? How are they deployed, assembled, managed and maintained to create productive systems? How they are used in specific business and industry settings? What are the underlying science and technologies behind them and how might those be developed to advance ICT fields?
ICT is complex and quickly changing, and it is confusing for many people. It is so pervasive in the modern world that everyone has some understanding of it, but those understandings are often wildly divergent.
There are many important dimensions to ICT education, including:
ICT/Digital Literacy – Today, everyone needs a basic understanding of ICT and how to make productive use of it, just to be good students, workers and citizens. Teaching people how to be competent basic users of ICT technologies is an important role of ICT education, so they will be successful in their academic and work careers, and so they can efficiently participate in modern technical society. As part of its study validating U.S. Department of Labor IT Competency model content in California, MPICT determined with 99% confidence California employer agreement with the following statements regarding Digital Literacy:
“Information and communication technologies (ICT) competencies are increasingly important for most of our employers, regardless of role. If there was an agreed-upon standard for "digital literacy", or ICT competencies expected of all workers, regardless of workplace role, my organization would value a credential based on that standard as a way of validating ICT skills for non-ICT workers.” (70.5% agree or very much agree)
“In the 21st century, an ability to work with information and communication technologies is becoming as essential to education, life and workplace success as "reading, writing and arithmetic".” ICT Digital Literacy should be considered a basic skill by educational systems, something taught to and assessed for all students. (85.2% agree or very much agree)
This study details 49 competencies for ICT User level knowledge and skills, as an actionable, teachable and assessable definition of what people need to know and be able to do to be “digitally literate.”
ICT Infrastructure and Support Applied Technologists – Beyond a basic user competency, our society also needs more knowledgeable and capable technical people to deploy, manage and maintain ICT equipment, software and systems, so they work well for users. In all industries, these people manage computer and communications hardware, software and applications; networked systems; online information sharing, communication and commerce systems; business processes making use of these systems; and user support.
Specialized Business and Industry Uses of ICT – As enabling technologies, ICT is used strategically in almost all businesses and industries. Many have developed specialized systems and uses of ICT, and many have specialized legal and regulatory requirements; quality control systems; integrations with production and research equipment and systems; security requirements; and software applications. For example:
Bioscience industries rely on specialized ICT systems and applications to conduct research, analyze organic materials, produce biotech products and do required reporting;
Financial services industries rely on ICT to maintain customer records, do business, conduct trades, do financial reporting, secure proprietary information and comply with regulations;
Manufacturing industries use specialized computer controlled systems and robotics to design, produce and test products.
Property management operations use ICT to network and control heating and cooling, lighting and building access systems.
Electric utilities use ICT to monitor and manage electricity distribution, customer billing and smart metering systems.
Telecommunications, cable TV and other entertainment industries use ICT to store content, manage customers and deliver their services.
We need to develop a competent workforce that understands not only relevant technologies, but also specialized business and industry environments and operations, to meet these specialized needs.
ICT Research and Development Scientists – ICT fields themselves are under constant pressure to evolve and improve. We need people who deeply understand the science and technologies underlying ICT and who can work to advance the fields.
In virtually all modern businesses and industries, and in modern society in general, ICT has key strategic roles. It is strategically important to develop citizens and workers who can competently and efficiently operate and add value in these systems and environments.
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