Current Research in Language, Literature and Education Vol. 2

The main point of this paper is that we have various languages in West Africa. Each of these West African countries has a distinct culture that is inextricably linked to its language, as culture and language are inseparable. These languages and cultures, on the other hand, have been infiltrated by alien or foreign cultures as a result of colonialism, religious activities, and trade. The infiltration of these alien or foreign cultures has distorted the uniqueness of West African languages and cultures. In addition to the distorting of languages and cultures in West Africa, code-switching, code-mixing, and the use of Pidgin English in English-speaking West Africa are also common. The study also looks at West Africa's English-speaking, French-speaking, and Portuguese-speaking populations.  The need to teach indigenous West African languages and dialects to run pari pasu with foreign/second/official languages in West Africa is a panacea so as to resuscitate extinction of languages and dying cultures is advocated in this study. The objective of this study includes: major indigenous languages in West Africa, the foreign languages in West Africa, the concept of multilingualism and multiculturalism in West Africa, looking at the spread of the foreign languages in West Africa on the map of West Africa; considering the years of independence of each country in West Africa, the emergence of pidgin English in the West Africa sub-region, problems and prospects of multilingualism in West Africa and ideal instructional materials for teaching multilingualism in West Africa.

Purpose: Virtual regional service provider is a key management mechanism created to realize the health service system development plans and a mechanism established to bring about integration of all elements of the health system. However, a virtual service provider office (VSPO) to support the work of the executive has not yet been formally established, and there are no operations practitioners deployed yet, who are necessary to develop the competency of regional operating officer (ROO) in each province. The purpose of this paper is to analyze training program factors to develop the competency of ROO in the VSPO in Thailand. The regional service provider has a dimension of decentralization to deal with health problems in the area, including a mechanism for pastoral systems.

Design/Methodology/Approach: This  is  a  descriptive  research  that  used  structural  equation  model. The research sample consisted of 274 executives and 664 practitioners in the Vice Chief of the provincial health office under the 12 regions; executives’ questionnaire and a VSPO questionnaire were used as tools for this study; data were statistically analyzed by three methods, namely, exploratory factor analysis (EFA), second-order confirmatory factor analysis (second-order CFA), and path analysis (PA).

Findings: The variable model was composed of ten factors, selected from 40 variables, which are as follows: service plan and personal administration, summary to present for administrators in the VSPO, network management and team building, summary to adjust strategies, key performance indicator (KPI) and action plan, new management skills, system thinking, analytical thinking, synthesis thinking, conflict management style, and leadership; presentation of methods and data for monitoring, presentation skill, conference management skill; researching, learning skill, communication skill exercise, action plan workshop, preparation to study in the fields workshop; fiscal and monetary, internal control and risk management; project management, monitoring, and data definition; and positive thinking, conflict management process, negotiation skill contingency management.

Originality/Value: Ten factors of the variable model of training program factors to develop the competency of ROO in the VSPO in Thailand had high construct validity and they were analyzed using three methods, i.e. EFA, second-order CFA and PA, that were appropriate to be used for developing a training program.

Developmentally Appropriate Practice (DAP) is an educational approach which refers to teaching strategies that consider children’s age, interests, abilities and experiences to help them to achieve challenging and achievable goals. The approach which hinges on three pillars: age, individual and culture has gained popularity in countries such as the United States of America, Taiwan and South Korea. DAP underpins the National Association for Music Education (NAfME) beliefs about young children’s developmentally and individually appropriate musical experiences. The aim of this paper is to present an overview of the relationship between DAP and music education in primary schools. It is intended to provide teachers with adequate knowledge and understanding of DAP as an educational concept and its application in the music classroom. The discussions centred around the following themes: Children’s musical potential, children’s unique interests and abilities, children’s play, an exemplary musical sound, activities and material, performance goals, diverse learning environment, effective adult role models, and a pleasant physical and social environment. It is suggested that training workshops should be organised for teachers for effective integration of DAP in the classroom to optimise children’s learning in music. Inclusion of DAP as a theme for study in the music curriculum content in the Universities and Colleges of Education in Ghana for the preparation of primary school teachers is also recommended. Carrying out a real classroom study through observations, questionnaires or interviews is recommended for future researches on related subjects.

The study examines the phenomenon of "spirituality" as an ideological concept in modern education, identifying its underlying senses as ideologemes.The performance of a person's activity and its evaluation in terms of paramount values are regarded as acceptance criteria for ideologemes. The authors see the methodological aspect of personal spiritual revelation as one of the fundamental directions in pedagogy, shifting the focus of studies to hermeneutic principles in studying spiritual experience. The central goal of pedagogical activity is to reveal an individual's deep inner world through the use of a hermeneutic approach.

Computer supported collaborative learning methods are considered beneficial in terms of learning purposes directed to students with learning disabilities since they do raise students’ interest and engagement in the learning procedure, enhance their cognitive abilities and assist them to develop self-esteem, problem-solving strategies and, finally, a solid collaborative attitude. The present paper intends to briefly present the benefits of computer-supportive collaborative learning activities as well as demonstrate specific practices and paradigms concerning the inclusion of students with Special Educational Needs in Secondary Education in Greece. To reach this target, the researchers proceed to an ICT literature review associated with computer-mediated collaborative and inclusive learning methods in Greek Secondary Education. Therefore, this paper concludes that there has been a lack of significant progress with respect to establishing collaborative inclusive learning environments in Greece. The reason behind this situation lies in the fact that such an educational perspective had not yet been constitutionalized as an indispensable and methodologically clarified component of the political agendas which set the prerequisites regarding the practical implementation of Computer Supported Collaborative Learning in the Greek educational system.

The notion that a child's behaviour may be more “disturbing” than disturbed has been of interest to educators of behaviourally deviant children. In this paper, a thorough appraisal of the emotionally disturbed child has been conceptualized variedly in the literature with various implications for school counsellors. The most important outcome of a guidance and counselling programme is a desirable change in students, such as improved study habits, better scholastic achievement, fewer scholastic failures, lower dropout rate and better home-school relations. The main objective of this paper was to unveil the various roles of the counsellor in providing education for the emotionally disturbed child. This discussion is particularly important because of the growing concern over the limited academic progress in special education children with emotional challenges. This, which has been largely attributed to inappropriate behaviours indicate poor social skills or poor general work habits exhibited by such children, thereby performing academically below their peers. Providing education to the emotionally disturbed child in the classroom, no doubt, will fall short of meeting the target without effective counselling. Suggestions on the roles counsellors should play to assist in the education of the emotionally disturbed child are made.

Motivation is very instrumental in personnel management. Empirical evidence points to the fact that motivation has been discovered to enhance teachers’ output. Teachers’ feelings, behaviour, attached value (worth) and the environment determines the amount of effort put in for the attainment of school objectives. Satisfied teachers are generally productive and can influence students’ achievement. This chapter elucidates the concept of motivation and elaborates models of motivation for teachers output. It also has as objective, to elaborate the factor of teachers’ motivation and their output, exploring how teachers can be motivated to perform better in their teaching tasks.  It is concluded that, boasting teachers’ morale, promotion of teachers, good work environment and cordial interpersonal relationships positively influenced teachers’ output.  

The present paper tends to gain a better understanding of the characteristics directly associated with collaborative learning and its role on the cognitive development of students with Learning Disabilities. These students undoubtedly face difficulties in both developing cognitive abilities and acquiring new knowledge. They also live under a constant anxiety related to their behavior refinement, the strengthening of their communication skills and finally the establishment of solid relationships with their surroundings. The aim of the paper is to present the ways that collaborative learning may support students with Learning Disabilities who face the above-mentioned difficulties. This paper further provides the repertoire of the different types of collaborative learning activities, which are considered suitable to serve learning purposes directed to students with impairments. Finally, this paper pinpoints that the use of Information and Communication Technologies and multimedia in collaborative learning environment raise students’ interest in learning and boosts attention span.

Ibn al-Haytham, Muslim mathematician and physicist with an unknown actual life who laid the foundation of physiological optics and came within an ace of discovery of the use of eyeglasses. He wrote a lot about algebra, geometry, and astronomy. Eyeglasses were used as a vision aid in Europe as early as the 13th century, but Alhazen's book "Kitab al – Manazir" (Book of Optics) included theories on refraction, reflection, and the study of lenses, and provided the first account of vision. During the Middle Ages, it wielded considerable power. He explained in it that twilight was caused by the refraction of the sun's rays in the earth's atmosphere. Robert Grosseteste, a clergyman from Sussex, England, wrote the first Latin translation of Alhazen's mathematical works in 1210. In 1572, his astrological treatise was published in Latin at Basle. Alhazen, a Basra native, died in Cairo at the age of 73.  

Self-monitoring is an intervention that has been used for decades to improve academic fluency in reading, mathematics, spelling, and promote strategies for solving problems, and increasing attention to task and decreasing off-task related behaviors There are three types of self-monitoring: (1) self-monitoring attention, (2) self-monitoring accuracy on an academic task, and (3) self-monitoring the quantity of an academic task produced. There have been  a few reviews of self-monitoring on the variables listed previously, but only one examined study quality and no meta-analysis of self-monitoring behavior (versus academic tasks) has been undertaken. The purpose of this review was to conduct a meta-analysis of 20 studies that focused on self-monitoring behavior and apply the Council for Exceptional Children’s eight quality indicators and 22 items collectively to determine the quality of the studies. Effect sizes were calculated using three formulas: standard mean difference, improvement rate difference, and Tau-U. Obtained effect sizes for all three formulas demonstrated that self-monitoring behavior is an evidence-based practice. Implications for practice are presented.

This study aims to find out whether incorporating ‘self-study’ in the course syllabus fosters learners’ autonomous learning, one of the most important factors in the field of language acquisition. Leaning a language demands a considerable amount of time and learners have to work within and outside the classroom to develop their language skills. The present study explored ways of promoting autonomous learning skills in a classroom in mixed-level students of English at a Japanese university. The course syllabus, which employed various methods was developed in order to increase students’ autonomous learning skills and incorporate a self-study period during the semester. The students set their own goals, then planned, developed and followed strategies to achieve them. Learners also kept a weekly learning-log, culminating in a presentation and a written report about what they had done to achieve their goals, including self-evaluation. The results showed that the students recognized some improvements in their English learning skills, motivation and learning habits, including an increase in learning hours. In addition, the students gained confidence in their English learning. Further practical improvements are suggested for supporting students to become autonomous language learners.

This article explores the history of Alanquvo by comparative sources. It is scientifically proved that the legend of Alanquvo has become an important artistic figure, not only in historical themes, in the determination of the origin of historical figures, but also in the pure artistic works of the protagonist. "The Wonderful Story of Alankuvo”, in "Shajarai Turk" of Abulghazi Bakhodirhon by Rashididdin's "Jome-ut-tavorih", "Oguznoma" by unknown author – "Nusratnoma" "Zafarnoma" of Sharafiddin Ali Yazdi, “Abdullanoma” of Hafiz Bukhari, a comparative analysis of the stories of Mirzo Ulugbek “Alankuvo” in the “History of the four nations” and “History of Rashidiy” by Muhammad Haydar Mirza. The views that the image of Alanquvo resembles the Virgin Maryam are highlighted by the analysis. The fact that the folklore was divinely inspired and legendary in its literary work is traditionally reported in literary and historical works written by Turkic peoples.

The purpose of this preliminary study is to examine the attitudes of Druze women-school principals in relation to their role and its social significance. The research is qualitative, a “case study” of the phenomenon [1]. Thus, in the “Holistic” research approach [2], the researcher is interested in revealing, learning and understanding the internal world of “subjects” from their point of By this approach, the origin of behavior is affected by definitions, beliefs, values and ideologies of the “subjects” [3]. The turn to higher education has modified the Druze woman’s inferior status, the well educated women became distinguished, greatly affect the Druze parents in general in favor of higher education. The main field work is based on in-depth ethnographic structured interviews as a primary source for information, enabling the interviewee to tell her story freely and still being focused on the research questions. The interviews include 5 Druze women school principals to describe their own personal experiences [4].