Literaturnachweis - Detailanzeige
Autor/in | Rattanavich, Saowalak |
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Titel | Concentrated Language Encounter Approach in Practice for Global Teaching of Literacy: Lighthouse Strategy Implementation |
Quelle | In: International Education Studies, 8 (2015) 7, S.21-37 (17 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1913-9020 |
Schlagwörter | Foreign Countries; Literacy Education; Illiteracy; Teaching Methods; Skill Development; Language Skills; Native Language Instruction; Program Implementation; Special Education; Informal Education; Ethnic Groups; Training; Thai; Language of Instruction; Teacher Education; Questionnaires; Structured Interviews; Discourse Analysis; Grade 1; Grade 2; Grade 5; Grade 6; Experimental Groups; Control Groups; Thailand Ausland; Analphabetismus; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Language skill; Sprachkompetenz; Native language education; Muttersprachlicher Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Informelle Bildung; Nichtformale Bildung; Ethnie; Ausbildung; Teaching language; Unterrichtssprache; Lehrerausbildung; Lehrerbildung; Fragebogen; Diskursanalyse; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06 |
Abstract | This article presents the lighthouse literacy strategies model using the concentrated language encounter (CLE) approach that has been successfully replicated in many countries in different languages and cultures. A review of CLE research studies and the project implementation in Thailand showed highly significant results in students' literacy skill improvement. The theoretical bases were derived from the research on language education in Australia with aboriginal children. Through the implementation program in Thailand, three CLE models/stages in teaching language and a specific "train the trainers" program were developed at different levels of literacy skills. Four different types of CLE literacy programs that include formal, informal, special education, and ethnic groups were successfully implemented. (As Provided). |
Anmerkungen | Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |