Language learning – Eart Documents http://eartdocuments.com/ Fri, 07 Jan 2022 18:08:06 +0000 en-US hourly 1 https://wordpress.org/?v=5.8 https://eartdocuments.com/wp-content/uploads/2021/06/icon-2021-07-01T001347.882.png Language learning – Eart Documents http://eartdocuments.com/ 32 32 Dane County Council Rejects Pressure to End COVID-19 Mask Mandate | Waterloo / Marshall Courier https://eartdocuments.com/dane-county-council-rejects-pressure-to-end-covid-19-mask-mandate-waterloo-marshall-courier/ Fri, 07 Jan 2022 17:45:00 +0000 https://eartdocuments.com/dane-county-council-rejects-pressure-to-end-covid-19-mask-mandate-waterloo-marshall-courier/ Country united states of americaUS Virgin IslandsMinor Outlying Islands of the United StatesCanadaMexico, United Mexican StatesBahamas, Commonwealth ofCuba, Republic ofDominican RepublicHaiti, Republic ofJamaicaAfghanistanAlbania, People’s Socialist Republic ofAlgeria, People’s Democratic Republic ofAmerican SamoaAndorra, Principality ofAngola, Republic ofAnguillaAntarctica (the territory south of 60 degrees S)Antigua and BarbudaArgentina, Argentine RepublicArmeniaArubaAustralia, Commonwealth ofAustria, Republic ofAzerbaijan, Republic ofBahrain, Kingdom ofBangladesh, […]]]>


Source link

]]>
Lawyers for Accused Murderer Brad Scott Compher Question State Expert’s Determination | Crimes and court https://eartdocuments.com/lawyers-for-accused-murderer-brad-scott-compher-question-state-experts-determination-crimes-and-court/ Thu, 06 Jan 2022 00:18:00 +0000 https://eartdocuments.com/lawyers-for-accused-murderer-brad-scott-compher-question-state-experts-determination-crimes-and-court/ Country united states of americaUS Virgin IslandsMinor Outlying Islands of the United StatesCanadaMexico, United Mexican StatesBahamas, Commonwealth ofCuba, Republic ofDominican RepublicHaiti, Republic ofJamaicaAfghanistanAlbania, People’s Socialist Republic ofAlgeria, People’s Democratic Republic ofAmerican SamoaAndorra, Principality ofAngola, Republic ofAnguillaAntarctica (the territory south of 60 degrees S)Antigua and BarbudaArgentina, Argentine RepublicArmeniaArubaAustralia, Commonwealth ofAustria, Republic ofAzerbaijan, Republic ofBahrain, Kingdom ofBangladesh, […]]]>


Source link

]]>
New principals at Blessed Sacrament and Cathedral optimistic about future of Catholic education in Lincoln | Education https://eartdocuments.com/new-principals-at-blessed-sacrament-and-cathedral-optimistic-about-future-of-catholic-education-in-lincoln-education/ Tue, 04 Jan 2022 01:35:00 +0000 https://eartdocuments.com/new-principals-at-blessed-sacrament-and-cathedral-optimistic-about-future-of-catholic-education-in-lincoln-education/ So I went to Pius X High School, and taught a variety of things. And while I was there, I graduated in Educational Administration. I didn’t expect to switch to administration so soon. And, honestly, I never wanted to get into administration until I just had the opportunity to lead and I really enjoyed supporting […]]]>

So I went to Pius X High School, and taught a variety of things. And while I was there, I graduated in Educational Administration. I didn’t expect to switch to administration so soon. And, honestly, I never wanted to get into administration until I just had the opportunity to lead and I really enjoyed supporting the teachers. So I really loved it.

Miller: I am a product of the CCD (Confraternité de la doctrine chretienne, a program that provides Catholic education to students in public schools). I went to college in Sioux City, Iowa, Briar Cliff and played softball for a few years. I went back to UNL just to be closer to my family and got my bachelor’s degree in primary education. I taught for a year at St. Mary’s here in Lincoln. It just didn’t suit me, so I joined the public sector. And then I taught in college, I loved college. At one point, I was piloting a new writing program.

And someone said to me, “Have you thought about becoming, for example, an educational coach? And I said, “No, what is it?” So I obtained my first master’s degree in reading with the mention ELL (English language learner). So I got that, taught for another year, and then a teaching coach position opened up at Lakeview Elementary School. I got really involved in opening a family literacy program in Lakeview for non-English speaking families.


Source link

]]>
Making It Work: the linguistic chatbot “Nuala” joins the edtech conversation https://eartdocuments.com/making-it-work-the-linguistic-chatbot-nuala-joins-the-edtech-conversation/ Sun, 02 Jan 2022 01:02:42 +0000 https://eartdocuments.com/making-it-work-the-linguistic-chatbot-nuala-joins-the-edtech-conversation/ Stephen Kelly was just an intern when he joined Fathom, the Dublin technology consultancy, in 2018. But the Dublin Institute of Technology (DIT) graduate brought with him an idea that has since become Nualang, an educational app founded by Fathom that has attracted more than 3,000 users and 300 teachers to the US market since […]]]>

Stephen Kelly was just an intern when he joined Fathom, the Dublin technology consultancy, in 2018.

But the Dublin Institute of Technology (DIT) graduate brought with him an idea that has since become Nualang, an educational app founded by Fathom that has attracted more than 3,000 users and 300 teachers to the US market since its inception a year ago. just a few months.

Kelly was always tech savvy, but she remembered struggling in school while studying French for the Leaving Certificate. He found preparing for his oral exam particularly difficult, according to Greg Cawley, the managing director of Fathom who is now Kelly’s boss.

“Stephen went to take his French oral exam and had this very uncomfortable experience,” Cawley said. “He realized, ‘Okay, I’m meeting someone for the first time and now I have to chat with them.’ Even though he had prepared himself, it made him anxious and he felt he hadn’t played as well as he could have.

The feeling of leaving something behind stuck with Kelly, and while in college he began to design Nualang for his senior year project. At Fathom, they saw the potential of the software he had developed, Cawley said.

“Stephen was joining us anyway, and we said, ‘We love this project so much, let’s try to do something with it.’

Three years later, Kelly is now Nualang’s chief engineer within Fathom. The company has assigned two full-time people to market the product. “The most satisfying thing about all of this is that Stephen is in charge of the product,” Cawley said.

Edtech is an increasingly crowded market, with apps like Duolingo and Memrise already popular among those looking to learn a language. But Nualang believes that it can capture another important segment of the market because it is specially designed for teachers and students.

Nualang allows teachers to create classrooms on the app and design tailor-made courses and lessons for their students. It currently supports six languages: German, Italian, Spanish, French, Portuguese and English.

Nualang’s most revolutionary feature, however, are the chatbots he has developed. This army of virtual assistants (called “Nualas”) can converse in open conversations with the students. They can be programmed by teachers for specific lessons, but the software also comes with existing conversations that can help a student with oral learning.

Nualas can listen to a student speaking aloud into a recorder and can help with the nuances of conversation in a different language. They are also able to conduct written conversations with role plays with responses that vary like a real conversation.

“The Nualas are there to help the student in the privacy of their own home, on the bus, on the way to school, so they can practice the art of conversation,” Cawley said. “The teacher, furthermore, is able to create the content and materials for the student to practice in the classroom.”

Nualang, which is supported by Enterprise Ireland, is targeting the US market and aims to expand next year with a funding round in preparation.

“I think this can be a great solution,” Cawley said. “Especially with the pandemic speaking in class is really restricted and students are struggling. Our technology can help, so we really have the potential to evolve that. “


Source link

]]>
Great Rivers United Way calls Afghan schools campaign ‘big success’ https://eartdocuments.com/great-rivers-united-way-calls-afghan-schools-campaign-big-success/ Wed, 29 Dec 2021 19:46:00 +0000 https://eartdocuments.com/great-rivers-united-way-calls-afghan-schools-campaign-big-success/ LA CROSSE, Wisconsin (WEAU) – Great Rivers United Way, local universities and the La Crosse School District have requested wish lists for Afghan refugees, and the community of La Crosse has responded. The effort, called Operation Allies Welcome School Supply Drive, was launched to support classrooms at Fort McCoy for the nearly 2,000 refugees taking […]]]>

LA CROSSE, Wisconsin (WEAU) – Great Rivers United Way, local universities and the La Crosse School District have requested wish lists for Afghan refugees, and the community of La Crosse has responded.

The effort, called Operation Allies Welcome School Supply Drive, was launched to support classrooms at Fort McCoy for the nearly 2,000 refugees taking courses at the base as part of the effort to help them s ‘adapt to life in the United States.

According to a statement from Great Rivers United Way, in less than three weeks, every item on the school supply wishlist, created by local English educators on behalf of Afghan guests living in Fort McCoy, has been purchased by members. from the community.

The wishlist included 673 items, for a total of over $ 7,783.

According to Great Rivers United Way, these base classrooms, created by the refugees themselves, lacked the supplies necessary for effective learning.

The Wish List purchases were shipped direct to Fort McCoy and have already started to arrive.

The Special Agent in Charge of Homeland Security, Vance Callender, is also acting as the Federal Coordination Officer for Operation Allies Welcome at Fort McCoy.

“The generous donations we have received have helped both children and adults,” Callender said.

Callender says the supplies are used for communicative language classes, which prepare students to shop for groceries, pay bills and develop other life skills.

Great Rivers United Way and its education partners say they will continue to assess the needs of Afghan families living and learning in Fort McCoy and keep community members informed of ways they can help.

Copyright 2021 WEAU. All rights reserved.


Source link

]]>
Cousins ​​Adjust OPS Middle School But Parents Miss In Afghanistan | national news https://eartdocuments.com/cousins-%e2%80%8b%e2%80%8badjust-ops-middle-school-but-parents-miss-in-afghanistan-national-news/ Tue, 28 Dec 2021 01:40:02 +0000 https://eartdocuments.com/cousins-%e2%80%8b%e2%80%8badjust-ops-middle-school-but-parents-miss-in-afghanistan-national-news/ Find out how many evacuees have arrived in Nebraska since the fall of Afghanistan and how many are still en route. Just going to school in Afghanistan posed a danger to cousins ​​Mohammad Wali, 12, and Mohammad Idrees, 14. The Taliban used violence and threats to keep cousins ​​and their classmates away from school. Bombs […]]]>

Find out how many evacuees have arrived in Nebraska since the fall of Afghanistan and how many are still en route.



Just going to school in Afghanistan posed a danger to cousins ​​Mohammad Wali, 12, and Mohammad Idrees, 14.

The Taliban used violence and threats to keep cousins ​​and their classmates away from school. Bombs were once planted around their school, and family members had been kidnapped and even killed for their efforts to transport the students.

The family moved from a rural area to a town in Logar province, near the capital Kabul, in an attempt to escape the violence. But when the Taliban took control of Afghanistan in August, the family could no longer risk staying.

The cousins ​​and their uncle, Mohammad Sadiq, fled Afghanistan and eventually made their way to Omaha, where Wali and Idrees are among more than 40 Afghan students in Omaha public schools.

Here they adapt to a new reality. No longer in constant danger or exposed to severe discipline in school, they learn to navigate the state’s largest district without knowing the English language.

A few Afghan students have enrolled in other districts, but the majority have so far been placed in PAHO, said Mohammad Sahil, education and training supervisor for Lutheran Family Services, one of the two resettlement agencies that place people in Omaha.

He expects the Omaha region to receive an additional 300 to 400 students as more evacuees reach Nebraska from US military bases across the country.

Wali, 12, arrived in Omaha almost three months ago, and his cousin and uncle arrived in mid-November. The three of them live in an apartment northwest of Omaha with another person from their Afghan neighborhood.

Families typically spend a month in an Airbnb before being placed in a permanent residence in Omaha, Sahil said. Children are not allowed to enroll in school until they have a permanent address.

“Parents are actually calling to register their children as soon as possible,” Sahil said. “They are bored at home. Children tell their moms and dads that they want to go to school.

Students come with varying backgrounds, and generally speak little or no English.

Sahil said one of his clients had a teenage son who had never gone to school in Afghanistan but had to attend an OPS high school because of his age.

“His father was like, ‘Can we put him in a primary?’” Sahil said. “And I said no, it’s not possible. I don’t blame him, but there is help for him in high school, so I’m sure he will learn English very soon.

OPS offers services to help refugee students acclimatize to an American education, said Jaimie Cogua, English, Dual Language, Migrant and Refugee Education Coordinator.

The district had 2,581 refugee students in the 2020-21 school year, but Cogua said she expects that number to continue to rise as more evacuees arrive.

Each student who registers responds to a survey to identify their needs. If necessary, the student will be enrolled in English learner classes and receive support from these teachers while getting used to their new school.

“Often the teacher (English learner) will do a general orientation at school to show them where the toilets are, or provide them with key survival phrases,” Cogua said.

Students learn things such as asking to use the toilet, getting a pencil, or getting something to drink.

It’s the kinds of things that “anyone might need to know if they’re new to a place,” Cogua said.

The sentences are also part of the English language learning program at Bennington public schools, said Lisa Schonhoff, the district’s English language teacher.

She is the only English learning teacher for the district, but also works with two paraprofessionals. The district is looking to hire two more teachers due to an increased need for services.

The number of students learning English in the Bennington District has increased from 12 in 2017 to 58 this year, she said. Only one of these students is a recent Afghan evacuee.

Most of the staff learning English do not know the language spoken by their students. There are over 10 languages ​​spoken in Bennington. At OPS, that number exceeds 100.

Schonhoff said she mainly teaches phonemically, which means teaching words based on their sounds. She also teaches English using visuals, like taking a picture of a classroom and having her students label everything in the room.

Schonhoff said that it takes about a year for a student learning English to be comfortable speaking openly in English with other people. A typical student will use the services for four years before leaving the program.

“I had a kindergarten child from Afghanistan, and he came with me until grade three, and he will be leaving my program this year,” Schonhoff said. “He’s where he needs to be. It’s amazing to see the progress they are making.

In OPS, Afghan evacuees, along with other refugee students, are usually paired with another student who can speak their language to make it easier to navigate the school, Cogua said.

The district also has a Teen Literacy Center, a program for high school students with previous interrupted or limited education.

The OPS is still looking to hire a bilingual liaison officer who speaks Pashto or Dari, the two languages ​​commonly spoken in Afghanistan.

For now, the district is contracting with Sahil, who helps students enroll in school, acclimatize to the classroom and take English classes. He even helps them with their homework at night.

Before evacuees arrived in the Omaha metropolitan area, Sahil created a guide for school administrators and teachers on Afghan culture, he said.

“Basically if you are a teacher working with an Afghan student this is what you need to know,” he said.

Sahil said, for example, that Afghan women do not make eye contact or shake hands with a man. A younger person will also not make eye contact with an older person.

“We were just saying (to teachers) that if someone doesn’t look you in the eye, it doesn’t mean you’re being ignored, but it’s just part of the culture,” he said.

The school in Afghanistan is also offered in three short shifts instead of all day long like in the United States

Idrees and Wali said they were grateful for many of the differences between their Afghan and American upbringing. The cousins ​​spoke with a journalist through Sahil, who acted as an interpreter.

Idrees, who is in eighth grade at Davis Middle School near 132nd and State Streets, said he and his cousin like it, they can spend the whole day in school rather than a few hours.

He also enjoys reading books and writing short stories. Wali, a sixth-grader at Davis Middle School, enjoys making art with materials like pencils and Play-Doh.

Wali and Idrees both said they were also grateful that they were no longer exposed to corporal punishment at school.

In Afghanistan, if a student was late, disobeyed, or couldn’t understand a lesson, they could be hit with a stick, Sahil said.

For Wali, one of the worst aspects of life and school in Omaha is the absence of his parents, he said. He cries often at night after talking to them on the phone.

Wali and Idrees’ parents are still in Afghanistan, and Sahil said he is unsure if they will ever be able to come to the United States.

“It’s a little emotional now because I can’t imagine it,” Sahil said.






Mohammad Sahil, facing, an education and training supervisor with Lutheran Family Services, talks to Mohammad Sadiq, a recent refugee from Afghanistan who settled in Omaha with his nephews.




Sadiq, who is now Idrees and Wali’s sole guardian, said that while he is happy to be safe in Nebraska, he is constantly concerned for the safety of the rest of his family in Afghanistan.

Sahil’s own family members are also still in Afghanistan, and he hasn’t seen them for several years, he said.

“All of our families are there. We are still waiting to see what happens, ”Sahil said. “Just wait and try. But there is nothing we can do.


Source link

]]>
Scottish Gaelic supporters seek to reverse the language’s rapid decline https://eartdocuments.com/scottish-gaelic-supporters-seek-to-reverse-the-languages-rapid-decline/ Sun, 26 Dec 2021 09:01:25 +0000 https://eartdocuments.com/scottish-gaelic-supporters-seek-to-reverse-the-languages-rapid-decline/ When John Finlayson was growing up, almost everyone in his community on the Isle of Skye was fluent in Gaelic. Today, despite decades of official support for what was once the dominant language of most of the Highlands and Scottish Islands, Finlayson can only think of one neighbor of the island’s family farm that speaks […]]]>

When John Finlayson was growing up, almost everyone in his community on the Isle of Skye was fluent in Gaelic. Today, despite decades of official support for what was once the dominant language of most of the Highlands and Scottish Islands, Finlayson can only think of one neighbor of the island’s family farm that speaks it.

“We have been trying to make Gaelic sustainable for many years. So why are we failing? That’s the big question, ”said Finlayson, 63, a former principal who chairs the Highland Local Council’s education committee.

This is a growing political emergency amid signs that Gaelic’s long linguistic retreat has turned into a rout.

A study of areas where Gaelic is relatively strong published last year found that the ancient Celtic language may “soon cease to exist as a community language in any part of Scotland.”

“The remaining vernacular networks will not survive to any appreciable extent anywhere, under current circumstances, beyond this decade,” said study, led by Conchúr Ó Giollagáin, Gaelic Research Professor at the University of the Highlands and Islands (UHI).

John Finlayson can only think of one neighbor of the family farm who speaks Gaelic © Charlie Bibby / FT

The Scottish National Party government is now considering emulating Ireland – where the Irish linguistic brother of Scottish Gaelic is also under pressure – by grouping areas where the language is relatively strong into a ‘Gàidhealtachd’, an area that would benefit from special treatment to support the tongue.

There is all-party support for Gaelic, which by the 11th century was spoken across Scotland before being eclipsed by the Scottish language and later by English.

Scotland 2011 census found just over 1 percent of people could speak Gaelic.

On Skye, a historic center of Gaelic culture, the challenges and complexities of halting the language’s decline are clear.

The Quiraing Range at the northern tip of Skye
The Quiraing Range at the northern tip of Skye © Charlie Bibby / FT

Young people who have learned the language at home or in the Gaelic middle school system find it difficult to find employment or accommodation on the island, where houses are often occupied by southerners eager to try island life. .

Remote work allowed 30-year-old Katie Kroll to return to Skye after a decade of absence, which severely reduced her Gaelic skills. Now, the lack of fluent local peers makes the job more difficult.

“I have a lot of friends my age who speak Gaelic who would like to come back to their community, but they can’t because there isn’t a lot of work aside from hospitality and there is absolutely no accommodation, ”Kroll said.

Katie kroll
A decade away from Skye has sharply reduced Katie Kroll’s proficiency in Gaelic © Charlie Bibby / FT

In Staffin, on the north coast of the jagged ridges of Skye, nearly half of residents reported some proficiency in Gaelic in 2011. But Aonghas Ros, a founding member of the Local Community Trust, a local development charity, said that maintaining its routine use was a huge challenge.

“English is all-powerful, ubiquitous, totally dominant. Unless you’re bossy, Gaelic is just put aside, ”Ros said.

Aonghas Ros
Aonghas Ros: “English is all-powerful, omnipresent, totally dominant” © Charlie Bibby / FT

Since Scottish Gaelic speakers also speak English, the growing number of monolingual English speakers in a community has a huge impact on the language used in social situations.

When only Gaelic speakers sit on the Staffin Trust board, meetings are held in Gaelic, but that changes if even a board member does not understand the language.

“You always tend to rely on the fact that someone is just an English speaker, a monoglot person, otherwise you would be excluding that person,” Ros said.

Calum Munro, chairman of the Gaelic Highland Council committee, said researchers’ predictions of the collapse of the vernacular were true.

“It’s getting late. We know the situation now, so I think morally we have to take up this challenge and try to do something,” he said.

What to do is contested. The UHI study called for the creation of a new grassroots cooperative that would take on some of the responsibilities and resources of Bòrd na Gàidhlig, the body responsible for promoting Gaelic.

Calum Munro
Calum Munro, Chairman of the Gaelic Committee of the Highland Council © Charlie Bibby / FT

But Wilson McLeod, a professor of Celtic and Scottish studies at the University of Edinburgh, said the study was unfair in its condemnation of current politics and did not provide evidence for its proposals.

Much may depend on the judgment of Shirley-Anne Somerville, who, as Scottish Secretary for Education, is responsible for Gaelic politics.

Somerville has promised new legislation to support the language and a revision of Bòrd na Gàidhlig. But the cabinet secretary has yet to detail how a Gaelic-speaking Gàidhealtachd works or indicate what other new policies could help save the language.

Officials have held discussions on the matter for a more formal consultation. “I approach this with a very open mind,” Somerville told the Financial Times in August.

Post office sign in English and Gaelic in Portree
Post signs in English and Gaelic in Portree on the Isle of Skye © Charlie Bibby / FT

As some English-speaking Scots bristle at any additional spending on Gaelic, bold steps will be needed to reverse its decline.

Mairi MacInnes, president of Bòrd na Gàidhlig, said rights to education in Gaelic should be strengthened, with almost all policies affecting island communities revised and much more resources made available.

The UHI study criticized the official focus on teaching Gaelic as a second language – suggesting that more attention should be paid to supporting native speakers – but MacInnes praised the growing number of people learning Gaelic. language in Scottish towns.

“The use of the language is just as valuable, whether it’s by someone who is learning it, someone who has learned it fairly well, or someone who has always had it,” MacInnes said.

A children's book in Gaelic
A Gaelic children’s book used in a nursery on Syke Island © Charlie Bibby / FT

Some residents of Skye are reassured by the growing use of Gaelic by young native speakers and learners in everyday life and on social media.

Anna Pelikan, 28, runs a Gaelic Instagram page and runs a playgroup that introduces children to the language.

Pelikan blamed the decline of Gaelic on linguistic oppression and the infamous clearing of the populations of the Highlands and Islands in the 18th and 19th centuries for more profitable sheep.

But she thinks enough young people now care about the language for it to come to life. “I am optimistic,” she said. “We are slowly going up the hill ourselves. “

Anna Pelikan and young children in a playgroup
Anna Pelikan’s playgroup introduces children to Gaelic © Charlie Bibby / FT

Younger speakers are also often more willing to speak Imperfect Gaelic than their more timid and picky elders, an approach that raises the profile of the language and encourages others to use it.

“Even if your Gaelic isn’t perfect, you better talk about it a bit,” said Raghnall Robertson, a 36-year-old entrepreneur from Skye.

“Is fheàrr Gàidhlig bhriste na Gàidhlig sa chiste,” said Robertson, citing a proverb. “Better to have broken Gaelic than Gaelic dead.”


Source link

]]>
Changes in the education system to ensure holistic development https://eartdocuments.com/changes-in-the-education-system-to-ensure-holistic-development/ Fri, 24 Dec 2021 08:40:07 +0000 https://eartdocuments.com/changes-in-the-education-system-to-ensure-holistic-development/ We need to move away from the grade-based education framework and implement changes that will benefit students and the system as a whole. The pandemic has forced a transition from the norm set in many areas through working from home, e-learning, virtual exams, and more. For any educated Indian, the next biggest challenge should be […]]]>

We need to move away from the grade-based education framework and implement changes that will benefit students and the system as a whole.

The pandemic has forced a transition from the norm set in many areas through working from home, e-learning, virtual exams, and more. For any educated Indian, the next biggest challenge should be implementing a grading system that focuses on the holistic development of all students rather than honoring the select few who manage to achieve inexplicably high grades. Not only does this demotivate the majority, but it also creates a unique and unbalanced approach. Implementing a few changes can help overhaul the system and benefit all students.

Experiential learning (EL): The main objective is to develop the problem-solving and decision-making skills of students from an early age. Designing a curriculum with real-world experiences provides a hands-on learning experience. EL’s main strength is its ability to extract active participation from each student, which in turn triggers their emotional intelligence and sets them on the path to self-learning. This learning then becomes continuous. Business schools are increasingly encouraging group discussions and business role-play exercises supervised by seasoned professionals to help students develop practical skills.

Learn a language: Recently, a high school counselor complained about how students avoid taking language lessons because of their “inconsequential” effect on overall board results. While the benefits of learning languages ​​are not as obvious as those of math or science, from a long-term perspective, an additional language can give an advantage. This is why students from regions which boast of several languages ​​have an advantage in the world professional organization.

National education policy: The implementation of NEP can help lift the education system out of its slumber. This involves phasing out the affiliated college system and offering stand-alone degree-granting colleges the freedom to design and impart 21st century skills. The transition from the current 10 + 2 system to a 5 + 3 + 3 + 4 system will formally bring the preschool age group into the educational system. Restoring the importance of early learning through home language or mother tongue as the language of instruction is sure to influence critical thinking, develop a sense of cultural pride, bring local languages ​​back into the account and influence the openness of students to learn new languages. Inviting international universities to establish campuses in India is another step in accelerating the delivery of quality education. One of the most overlooked aspects of the establishment of educational institutions is the positive impact it has on the whole region, including by increasing employment prospects.

The speed of implementation and the ability to constantly evolve will determine the success or failure of this decade.

The author is Country Manager at EDHEC Business School, France


Source link

]]>
Spanish Digital Learning Market Size, Increasing Diversity of Trends, Analysis, Future Scope Analysis with Major Key Industry Players by 2026 https://eartdocuments.com/spanish-digital-learning-market-size-increasing-diversity-of-trends-analysis-future-scope-analysis-with-major-key-industry-players-by-2026/ Wed, 22 Dec 2021 05:50:09 +0000 https://eartdocuments.com/spanish-digital-learning-market-size-increasing-diversity-of-trends-analysis-future-scope-analysis-with-major-key-industry-players-by-2026/ Global Digital Spanish Learning Market report provides detailed analysis of global market size, regional and country level market size, market segmentation growth, market share, competitive landscape, sales analysis, impact of national and global digital Spanish learning market players, value chain optimization, business regulations, recent developments, opportunity analysis, analysis strategic market growth, product launches, regional market […]]]>

Global Digital Spanish Learning Market report provides detailed analysis of global market size, regional and country level market size, market segmentation growth, market share, competitive landscape, sales analysis, impact of national and global digital Spanish learning market players, value chain optimization, business regulations, recent developments, opportunity analysis, analysis strategic market growth, product launches, regional market expansion and technological innovations.

The research study on the Digital Spanish Learning market provides significant information such as historical data and key development trends for the companies operating in this vertical industry. The report also helps in understanding the current trends as well as the market outlook, which can help in formulating critical business strategies.

The report details the main growth factors and opportunities defining the profitability ratio of this business area over the duration of the study. It also offers information on the challenges and constraints faced by industry participants.

Request a copy of this report @ https://www.nwdiamondnotes.com/request-sample/108160

The report provides a comparative assessment of the past and current market scenario which further helps to derive the growth rate of the industry during the period of analysis. Apart from that, it also highlights the impact of the coronavirus outbreak on the pay scale in this industry.

Main lessons from the table of contents:

Product field

  • Product line:
    • On-premise and cloud-based

  • Market share and cumulative returns by each product segment.
  • Growth rate predictions for all commodities.

Application landscape

  • Application spectrum:
    • For education and testing
    • For companies
    • For children and adolescents and for adults

  • Data concerning the demand for products as well as the market share held by each type of application.
  • Expected growth rate of each application fragment over the forecast period.

Regional landscape

  • Regional segmentation:
  • North America (United States, Canada and Mexico)
  • Europe (Germany, France, United Kingdom, Russia and Italy)
  • Asia-Pacific (China, Japan, Korea, India and Southeast Asia)
  • South America (Brazil, Argentina, etc.)
  • Middle East and Africa (Saudi Arabia, Egypt, Nigeria and South Africa)
  • Information related to total revenue and sales accumulated by all regions listed.
  • Estimated growth rate of each region over the projected period.

Competition arena

  • Industry Participants:
    • Berlitz languages
    • ELT Pearson
    • Sanako Company
    • Inlingua International
    • Houghton Mifflin Harcourt
    • McGraw-Hill Education
    • Rosetta stone
    • Transparent language
    • Voxy
    • EF Education First
    • New oriental
    • Vipkid
    • English Wall Street
    • Meten English
    • iTutorGroup
    • 51 talk
    • WEBi
    • Global Education (GEDU) and New Channel International

  • Information such as the market concentration rate.
  • Company and product overview, scope and product specifications.
  • The manufacturing capacities of the behemoths of the industry in their respective territories.
  • Market share, sales graph, returns and pricing models of all listed companies.

In short, the Research Report on the Spanish Language Digital Learning Market provides crucial information regarding various segmentations of the industry, while highlighting the supply chain and sales channel such as materials. raw materials and equipment used, distributors, upstream suppliers and downstream buyers.

Points covered in the report:

  • The points discussed in the report are the major market players involved in the market such as manufacturers, raw material suppliers, equipment suppliers, end users, traders, distributors etc.
  • The full profile of the companies is mentioned. And the capacity, production, price, turnover, cost, gross, gross margin, sales volume, turnover, consumption, growth rate, import, l export, supply, future strategies and the technological developments they achieve are also included in the report. Historical data from 2014 to 2019 and forecast data from 2020 to 2025.
  • The growth factors of the market are discussed in detail and the different end-users of the market are explained in detail.
  • Data and information by manufacturer, region, type, application, etc., and custom searches can be added based on specific requirements.
  • The report contains the SWOT analysis of the market. Finally, the report contains the conclusion part where the opinions of industrial experts are included.

Request customization on this report @ https://www.nwdiamondnotes.com/request-for-customization/108160


Source link

]]>
LINGO MEDIA GRANTS STOCK OPTIONS | 2021-12-20 | Press Releases https://eartdocuments.com/lingo-media-grants-stock-options-2021-12-20-press-releases/ Mon, 20 Dec 2021 22:49:40 +0000 https://eartdocuments.com/lingo-media-grants-stock-options-2021-12-20-press-releases/ TORONTO, 20 December 2021 / CNW / – Lingo Media Corporation (TSXV: LM) (OTCQB: LMDCF) (FSE: LIMA) (“Lingo Media“or the”Society“), an EdTech company that is ‘Building a Multilingual World’ through innovative online technology and solutions, announces that its board of directors has approved the granting of 2,740,000 stock options (” Options “) To the directors […]]]>

TORONTO, 20 December 2021 / CNW / – Lingo Media Corporation (TSXV: LM) (OTCQB: LMDCF) (FSE: LIMA) (“Lingo Media“or the”Society“), an EdTech company that is ‘Building a Multilingual World’ through innovative online technology and solutions, announces that its board of directors has approved the granting of 2,740,000 stock options (” Options “) To the directors and employees of the Company, of which 1,490,000 the option is granted to the officers and directors. The options will have an exercise price of $ 0.06 per share and will vest quarterly over 18 months. The options will have a term of 5 years from the grant date.

About Lingo Media (TSX-V: LM; OTCQB: LMDCF)

Lingo Media is a global EdTech company that “Builds a Multilingual World”, develops and markets products for learners of new languages ​​across various stages of life, from the classroom to the boardroom. By integrating education and technology, the company makes it easy for language teachers to switch from traditional teaching methods to digital learning.

Lingo Media provides both online and print solutions through two separate business units: ELL Technologies Ltd., d / b / a Everybody Loves Languages ​​and Lingo Learning Inc. Everybody Loves Languages ​​offers online training and a assessment for language learning, while Lingo Learning is a print version english learning editor programs in China.

Lingo Media has established successful relationships with key government and industry organizations internationally, with a presence in Latin America, China and the United States, and continues to both expand its global reach and expand its product offerings.

Follow Lingo Media on:

Facebook: https://www.facebook.com/LingoMedia

Twitter: @LingoMediaCorp

Youtube: https://www.youtube.com/lingomediam

LinkedIn: https://www.linkedin.com/company/lingo-media-corporation

RSS: http://feeds.feedburner.com/LingoMedia

Portions of this press release may include “forward-looking statements” within the meaning of securities laws.These statements are made in reliance on Sections 21E and 27A of the Securities Exchange Act of 1934, which involve known and unknown risks, uncertainties or other factors that could cause actual results to differ materially from results, performance or expectations implied by these forward-looking statements. These statements are based on management’s current expectations and involve certain risks and uncertainties. Actual results may differ materially from management’s expectations and projections, and therefore readers should not place undue reliance on forward-looking statements.. Lingo Media has attempted to identify these forward-looking statements by using words such as “may”, “should”, “expect”, “expect”, “anticipate”, “believe”, “intend”, “Plan”, “estimate” and similar expressions. Lingo Media’s expectations, among others, depend on general economic conditions, the continued and growing demand for its products, the retention of its key management personnel and operation, its need and availability of additional capital as well as other uncontrollable or unknown factors. No assurance can be given that thethe results will be consistent with forward-looking statements. Except as otherwise provided by US federal securities laws, Lingo Media assumes no obligation to publicly update or revise forward-looking statements, whether as a result of new information, future events, or changes in circumstances. or for any other reason.. Certain factors that may affect the Company’s ability to achieve the projected results are described in the documents filed by the Company with the Canadian authorities and United States securities regulators available at www.sedar.com Where www.sec.gov/edgar.shtml.

NEITHER THE TSX VENTURE EXCHANGE NOR ITS REGULATORY SERVICE PROVIDER (AS DEFINED IN THE POLICIES OF THE TSX VENTURE EXCHANGE) ACCEPTS RESPONSIBILITY FOR THE ADEQUACY OR ACCURACY OF THIS COMMUNICATION

SOURCE Lingo Media Corporation

Cision Show original content: http://www.newswire.ca/en/releases/archive/December2021/20/c6728.html



Source link

]]>