The Presentation of Animals in English as an Additional Language Coursebooks (original) (raw)

A Comparative Study on Animal Visuals in Course Books Used for Mother Tongue Education

A Comparative Study on Animal Visuals in Course Books Used for Mother Tongue Education, 2013

The aim of this study is to make a comparison of the animal visuals used for mother tongue education in the course books for the age group of 12 and 14 in Turkey and England. Both wild and domestic animal visuals have been used in both countries' education of mother tongue. The most frequently used skill in visual reading is the reading skill. However, for each of the 3 age groups, English books preferred to show animals alone in their natural environment while Turkish books preferred to use more than one animal of the same species in their natural environment for the purpose of reinforcement England is the country that uses the animal visuals best. Because the animal visuals prove to be meaningful and necessary where they are used, while this ratio is much lower in Turkey with no more than 50%. As a result, it can be concluded that England has acted with more care in use of animal visuals compared to Turkey.

Animals and Their Functions in Children's Literature Since 1900

The paper focuses on animals and their functions in children’s literature since 1900. Children’s literature is one of the famous medium of entertainment for children and it is read all over the world. Animals have become common in the realms of children literature. This study is important because though animals are ruling in children’s literature for hundreds of years still a little has been researched on this topic. Mostly anthropomorphic animal characters are used in stories. Behaviorally, animals that are fully anthropomorphic are almost indistinguishable from humans; they go to school, drive cars, and deal with the same daily issues and concerns that humans have. These animal characters are effectively helping children and educating them with life lessons. Which animals were featured most often in children’s literature, would also be the focus of this paper. Dogs, cats, pigs, chickens, ducks, rabbits, mice, wolves and foxes and bears are featured most often. Story books have proved to be efficient and entertaining class material, and there is no reason to turn the back on the educational use of animals in children’s literature. This thesis paper consists of analysis of 21 story books with animal characters. Significant good teachings and moral lessons were found while doing this study.

Perception of public school students about animal welfare and the occurrence of the topic in education books

Research, Society and Development

In current time, it is evident the necessity of animal welfare education policies. Animal welfare is defined as the state of an individual attempting to adjust to the environment and education material can encourage dialogue inside schools. We aimed to verify the presence or absence of animal welfare related content in school books and survey the perceptions of the students about the subject, associating with the socioeconomic profile of the school district and with the overall school performance in the SARESP test. This study was performed between July and November, with seven of the twenty-two public schools in the city of Araçatuba, São Paulo, Brazil. Seven books were collected for analysis from each school, totalizing 49 books, and 430 students answered a survey with 10 questions. The statistical analysis did not show relevant difference between biological gender, age, grade and socioeconomic profile and animal welfare knowledge perception. This study concluded that in most of ...

Human-Animal Relationships in Literacy Education

Literacy and Numeracy Studies

This paper presents a case for the inclusion of human-animal relationships as a focus for literacy education. It outlines the ways in which language is implicated in human alienation from nature in a modern technology-focused life, and discusses the effects of nature-deficit disorder on human well-being. It calls for an ‘entangled pedagogy’ that attends to stories of local wildlife, and points to the importance of such a pedagogy for particular groups of literacy learners, including international students, new migrants and recent refugees, who may be unfamiliar with the flora and fauna of their new environment. As an example of entangled pedagogy the paper presents ideas for literacy lessons based on the iconic Australian magpie whose relationship with humans is, at times, problematic.

Children Ideas for "Animal" Compared to Teachers' Conceptions

The study described in this paper is a part of a cross-sectional study which focuses on Greek children in preschool and middle school age and to primary school teachers' concepts and classifications regarding animals and the associated values attached in concepts and classifications; i.e. which entities categorize as animals and which are the categorization criteria they use and if they differ with the course of age. The research was conducted with group and individual interviews and proper modifications of Interview about Instances (IaI) technique. Various groups of children and primary school teachers as a representative group of adults were interviewed for the meaning of the concept "animal", and the constant comparative method was employed to analyze data. Key findings in children ideas are the recording of a limited range of entities, which are categorized as animals, the use of sensory criteria mainly for deciding about the categorization, and especially the humanoriented course of perceptions. Findings indicate that the meaning of the concept of "animal" that both, children and teachers possess is restricted and anthropocentric, as it appears a universal denial of human categorization in animal kingdom. Nonetheless, it seems that the anthropocentric ideas of school children and adults differs qualitatively, as school children, besides taking more anthropocentric stands compared to adults, they are not led so much by ideological and ethical motives in their decisions, a fact that seems to be developed in lateral stages of life.

Multiple Evaluation Perspectives of the Animals in the Classroom Workshops

1991

The purpose of a study was to demonstrate the value of multiple evaluation perspectives in the development, implementation, and revision of a series of workshops conducted for inservice teachers. In the Animals in the Classroom Program, the content of the workshop concerned a highly charged issue: the appropriate and humane care and use of aninals in the precollege classroom and in student research. To evaluate the program's implementation and impact, qualitative and quantitative information were combined to capitalize on strengths and address the weaknesses of each source of data and converged on a comprehensive picture of the program, rlch in details about the participants' knowledge about the use of animals in education. With the assistance of the Advisory Committee, the workshop coordinator modified the content of the workshop to be appropri?tr., for classroom teachers. The resulting workshops were successful from several perspectives: (1) teachers rated them highly; (2) teachers' comments were very favorable; (3) teachers' knowledge snd classroom practices changed following their participation in the workshop; and (4) knowledge was gained on teachers' and students' attitudes toward animals. Comments from teachers corroborated quantitative results from the rating scales. Analysis of pre-and post-workshop classroom practices included both quantitative and open-ended questions that documented changes of practical significance in how animals were used in the classroom and in student research. The teachers' questionnaire is alp-ended. (KR)

English lesson planning on endangered species

2007

The paper presents one of the possible ways of planning lessons on endangered species to tertiary level students of agriculture. Learning about endangered species is important for many reasons. By learning about some animal and plant species that are in trouble, students discover why we need to protect all the species on the planet, including the ones that are not as cute as pandas or as majestic as elephants. By examining the problems of endangered species, students may begin to appreciate the crucial role of habitat protection. Doing the above mentioned students use English to practice reading, note-taking, speaking and meaningful listening.

Teaching animal categorization in preschool-ers using typical -non typical educational en-viroments

2012

The aim of this research study is to present the goals, the content and some evaluation elements of a teaching intervention for preschool children concerning animal categorization. The intervention combines typical and non typical educational characteristics and takes place both in the school class and in a zoological museum. More specifically, we will present the cognitive objectives of the intervention which are the following: (a) the familiarization of children with various samples of animals, (b) the movement of children’s ideas from using anthropomorphic or functional criteria to the use of morphological criteria for classification of animal samples, (c) the identification of new samples of animals with one of the constructed categories of animals and (d) the creation of a new class of animals in case of the animal sample does not fit in any of the constructed categories. In this study we will focus on the characteristics of teaching activities which take place during the visit...

Representing Animal­Others in Educational Research

Canadian Journal of Environmental Education, 2011

This paper encourages environmental and humane education scholars to consider the ethical implications of how nonhuman animals are represented in research. I argue that research representations of animals can work to either break down processes of “othering,” or reinforce them. I explore various options for representing other animals, including concrete examples demonstrating some researchers’ methodological and representation choices (including my own). Finally, I consider questions pertaining to evaluating the quality and effectiveness of alternative and less common forms of representation. Resume Le present article encourage les universitaires œuvrant en education environnementale et humaine a se pencher sur les implications ethiques des differentes facons de representer les animaux non humains en recherche. J’avance que les representations des animaux en recherche peuvent soit diminuer les processus d’« alienation », soit les renforcer. J’examine diverses options de representati...