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์„ธ๊ณ„์‹œ๋ฏผ๊ต์œก์— ๋Œ€ํ•œ ์ดํ•ด๋ฅผ ๋„“ํžˆ๊ณ  ์—ฐ๊ตฌ, ์˜นํ˜ธ ํ™œ๋™, ๊ต์ˆ˜, ํ•™์Šต ๋“ฑ์„ ํ–ฅ์ƒ์‹œํ‚ฌ ์ˆ˜ ์žˆ๋Š” ๋‹ค์–‘ํ•˜๊ณ  ์œ ์šฉํ•œ ์ž๋ฃŒ๋ฅผ ์ฐพ์•„๋ณด์„ธ์š”.

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45 ๊ฑด์˜ ๊ฒฐ๊ณผ๊ฐ€ ๊ฒ€์ƒ‰๋˜์—ˆ์Šต๋‹ˆ๋‹ค

Bilingualism Between Mother Tongue (Arabic) Acquisition and Foreign Language (English) Learning ๋ฐœํ–‰ ์—ฐ๋„: 2015 ์ €์ž: Fuad Abdul Muttalib | Shafeeq Banat ๋‹จ์ฒด ์ €์ž: AlMamon University College This research work considers the importance of learning of foreign languages, especially English, and their role in education, research, knowledge transfer, language and cultural growth. Language overlapping, between English and Arabic, leads sometimes to acute problems. To approach these problems, the work tries to discuss the acquisition of children of their mother tongue, its expansion and its use creatively in different disciplines.The work tackles the attraction of English to some experts in their fields, the thing that drives them to look suspiciously and down at Arabic accusing it of incompetence to catch up with new changes. Since language overlapping is an old problem, this has entailed a reference to Iben Khaldounโ€™s diagnosis of it with commentary. The work asserts eventually the essential use of Arabic as a language of education, research, culture and knowledge production, without neglecting foreign languages learning, above all English. The work is carried out in the light of the available studies on this issue.  ุงู„ุฃู…ุฉ .. ูˆ ุงู„ู„ุบุฉ ุงู„ุฃู… ๋ฐœํ–‰ ์—ฐ๋„: 2016 ์ €์ž: Odeh Khalil Abu Odeh ูŠุชุญุฏุซ ุงู„ูƒุงุชุจ ุจุทุฑูŠู‚ุฉ ู…ุฎุชุตุฑุฉ ุนู† ุฃู‡ู…ูŠุฉ ุงู„ู„ุบุฉ ุงู„ุฃู… ู„ู„ุฃู…ู…ุŒ ูˆูˆุฌูˆุจ ุงู„ู…ุญุงูุธุฉ ุนู„ูŠู‡ุง. ูˆูŠุดูŠุฑ ู„ู„ุบุฉ ุงู„ุนุฑุจูŠุฉ ูƒู„ุบุฉ ูŠุฌุจ ุงู„ุงู‡ุชู…ุงู… ุจู‡ุง ู„ู…ุง ู„ู‡ุง ู…ู† ุฏูˆุฑ ููŠ ุญูุธ ุงู„ุซู‚ุงูุฉ.  The Nation .. and the Mother Tongue ๋ฐœํ–‰ ์—ฐ๋„: 2016 ์ €์ž: Odeh Khalil Abu Odeh The author talks in a brief way about the importance of the mother tongue of nations, and the need to preserve it. And he refers to the Arabic language as a language that must be taken care of, given its role in preserving culture.  Ensuring Inclusive Education for Ethnolinguistic Minority Children in the COVID-19 Era: Guidance Note ๋ฐœํ–‰ ์—ฐ๋„: 2021 ๋‹จ์ฒด ์ €์ž: UNESCO Bangkok This Guidance Note aims to stimulate thinking into the unique challenges facing children from marginalized ethnolinguistic communities as they re-enter school or continue with various forms of distance learning. Links to resources that may not address language directly, but contain information that could be applied to ethnolinguistic minority children, are included as footnotes.  Multilingual education in Nepal: hearsay and reality? A report ๋ฐœํ–‰ ์—ฐ๋„: 2011 ์ €์ž: Vishnu S. Rai | Maya Rai | Prem Phyak | Nabina Rai ๋‹จ์ฒด ์ €์ž: UNESCO Kathmandu The present study entitled โ€œMultilingual Education in Nepal: Hearsay and Reality?โ€ was started in April 2011 and completed on 25th May 2011. The main aim of the study was to explore and analyze the realities of the Multilingual Education (MLE) programme being practiced in seven schools from six different districts. The MLE programme was launched by the Department of Education (DOE) with the technical assistance of the Government of Finland in 2007. Nepal Government has planned to implement MLE in 300 schools in the coming years but there have been no comprehensive studies conducted to give an accurate picture of the MLE programme. In this context, the present study was carried out.