Isolated or Aligned? The Cooperative English Class for Fair Education in Inclusive Teaching Framework

Autor/in	Chen, Haoran
Titel	Isolated or Aligned? The Cooperative English Class for Fair Education in Inclusive Teaching Framework
Quelle	In: International Education Studies, 15 (2022) 4, S.25-30 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Inclusion; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Critical Theory; Educational Improvement; Classroom Techniques; Ethics; Learning Processes; Cooperative Learning; Educational Opportunities; Problem Solving; Class Activities; Educational Legislation; Educational Policy; Grade 5; Elementary School Students; Private Schools; Foreign Countries; China + Suchen Sie Ihr Suchwort? Inklusion; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Teaching improvement; Unterrichtsentwicklung; Klassenführung; Ethik; Learning process; Lernprozess; Kooperatives Lernen; Bildungsangebot; Bildungschance; Problemlösen; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; School year 05; 5. Schuljahr; Schuljahr 05; Private school; Privatschule; Ausland
Abstract	Teaching fairness is very important for inclusive teaching, which requires teachers' creation of a fair classroom atmosphere and helps students construct their own meaning while learning. In the inclusive teaching framework, the present study descriptively explores the cooperative English class for fair education, especially providing impartial learning opportunities the students with anxiety disorders. The findings of the paper are as follows: teachers should realize the significance and importance of fair education and provide every child with the opportunity to return to problems solving and participate in classroom activities, the classroom atmosphere is the essential factor influencing the direction and validity of teaching processes and the implementation of inclusive education, and the teaching pedagogy should also be considered in the inclusive classroom. In general, it is well suited to inclusive teaching and evaluation although critical pedagogy has some drawbacks to use. The present study is expected to provide a reference for the improvement of fair education in classroom-based English teaching. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 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/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01