Bilingvalno obrazovanje i vaspitanje na školskom i predškolskom nivou u Srbiji i u svetu
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Notice bibliographique
Résumé
This paper, first of all, gives an overview of theoretical-pedagogical and other assumptions on teaching in school and preschool bilingual education. It gives an overview of some of the currently applied didactic-methodological, curricular and other solutions of this kind in countries where the practice of bilingual education has recently come to life, includ- ing Serbia, where it is practiced today in numerous state or private kindergartens and schools, especially in larger towns, i.e. in environments where it is easier to find educators who speak foreign languages. Some important requirements for educators and teachers regarding their language competencies that qualify them for educational work in one of the foreign languages are considered, such as competence in both certain subject and the foreign language in which it will be taught, the skill in terms of cooperation between the subject teacher and foreign lan- guage teacher, etc. Also, empirical indicators on the efficiency of bilingual teaching in foreign and domestic practice are discussed, such as research projects on the effectiveness of bilingual teaching in the world that have been aimed at determining how much it has contributed to the level of development of student competencies, with most of such research being conducted in Canada, Finland and Germany. Some of the benefits of bilingual education include better results of bilingual students when compared to non-bilingual peers in all language skills (speaking, lis- tening, reading and writing in English, French and German), higher motivation levels, a richer lexical fund, more skills of knowledge transfer, language spontaneity, intercultural awareness, cognitive flexibility and creativity, etc. However, it has been concluded that, given that there are not many dilemmas of a scientific-theoretical nature regarding the earlier inclusion of preschool children and students in various forms of institutional bilingual education, it is unsustainable that bilingual education is still an educational novelty in Serbia, and that, judging by the insignificant number of preschool institutions and schools in Serbia committed to bilingual education, this problem is still not given enough attention. Therefore, it would be useful, at least at the optional level, to offer university students foreign language teaching programs that would functionally train them for this type of teaching.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,008 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle