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Children Studying in a Wrong Language

Children Studying in a Wrong Language

Russian-Speaking Children in Estonian School. Twenty Years After the Collapse of the Soviet Union
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Contents: Maie Soll: Why this study? A view from the Estonian ministry of education and research - Krista Uibu/Kristiina Tropp: Bilingual and monolingual students' linguistic competences and their development at Estonian primary school - Eve Kikas: Cognitive abilities and math achievement of students from Estonian-, Estonian-Russian-, and Russian-speaking families in Estonian-language classrooms - Kristina Seepter: Longitudinal explorative study of mono- and bilingual pupils' differences in math achievement: the role of Estonian and Russian instructional environment - Anu Palu/Reelika Suviste/Eve Kikas: Errors in solving arithmetic word problems. Differences between students from Estonian- and Russian-language schools - Piret Soodla: Teachers' judgments of monolingual and bilingual students' reading skills: child-, class-, and teacher-related factors - Kristina Seepter: Relations between mono- and bilingual pupils' math achievement and teachers' knowledge of special education needs - Aivar Ots/Margit Tago: Bilingual student well-being in submersion education: changes in self-esteem and school satisfaction during the fourth grade - Grete Arro: Development of self-reflection ability and its relations to scientific concept thinking in mono- and bilingual children: are bilinguals doing better? - Hanna Reek: Ethnic stereotyped attitudes in relation to social relationships in fourth grade students - Aaro Toomela: Children studying in a wrong language: looking for ways to improve.
The Soviet Union collapsed more than 20 years ago, but the traces left in occupied countries by this monstrous system still affect the lives of millions of people. Under the glittering surface of newsworthy events that regularly appear in the mass media, there are many other wounds hard to heal. The system of education is one of the social structures that was fundamentally affected by Soviet power. Due to unique historical, demographic, and cultural reasons, the experiences of other countries providing education to non-native speaking students cannot be adopted in Estonia without first studying the situation thoroughly. The Estonian Ministry of Education and Research launched the longitudinal study Non-Estonian Child in an Estonian-Language School, with the aim to understand how Estonian schools cope with an increasing number of non-Estonians studying in a second language. This book brings together some results of that study.

Mehr zum Thema

    cognitive abilities; educational psychology; multicultural education; post-Soviet countries; submersion education


Autor: Aaro Toomela
ISBN-13: 9783631637173
ISBN: 3631637179
Einband: Buch
Seiten: 243
Gewicht: 436 g
Format: 216x151x22 mm
Sprache: Englisch
Editiert von: Aaro Toomela, Eve Kikas
Aaro Toomela is Professor of Cultural Psychology and Neuropsychology at Tallinn University (Estonia). His research interests cover the main fields of psychology as well as philosophy, history, and the methodology of psychology. He has authored numerous scientific papers, and is a member of the editorial boards of several journals (including Culture and Psychology and Integrative Psychological and Behavioral Science). Eve Kikas is Professor of School Psychology at Tallinn University (Estonia). She is very engaged in the development of school psychological services and research in Estonia. Her most recent studies have been related to teaching methods, parental beliefs and practices, and to children's motivational and social development. She is a member of the editorial board of the journal School Psychology Quarterly.

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Autor: Aaro Toomela
ISBN-13:: 9783631637173
ISBN: 3631637179
Erscheinungsjahr: 06.09.2012
Verlag: Lang, Peter GmbH
Gewicht: 436g
Seiten: 243
Sprache: Englisch
Sonstiges: Buch, 216x151x22 mm