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| 81 |
He Needs to be In a Learning Community – Learning Community, a Place of Respite and Brotherhood while Persisting in College
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In: Journal of College Access (2022)
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| 82 |
Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
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In: Outcomes and Impact Quarterly (2022)
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| 83 |
AAC Services for Emergent Bilinguals: Perspectives, Practices, and Confidence of Speech-Language Pathologists
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In: All Graduate Plan B and other Reports (2022)
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| 84 |
Building a Positive Teacher and Student Identity in the Chinese DLI Context
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In: All Graduate Plan B and other Reports (2022)
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| 85 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 86 |
La carranga como identidad cultural local y regional del departamento de Cundinamarca y Boyacá– Colombia
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In: Honors Program Theses and Projects (2021)
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| 87 |
Factors that Impact EFL Acquisition in Cape Verde
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In: Master’s Theses and Projects (2021)
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| 88 |
Cape Verdean Students’ Perceptions of their English Language Preparation for Higher Education in the US
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In: Master’s Theses and Projects (2021)
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| 89 |
La Educación Bilingüe: Una breve historia de la educación bilingüe en los Estados Unidos y otros países y sus beneficios
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In: World Languages and Cultures (2021)
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| 90 |
Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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| 91 |
Integrating L1 in L2 Classrooms: The Case of Arabic as a Foreign Language in US Universities
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In: Faculty Journal Articles (2021)
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| 92 |
I Know You Are Trying To Help Me, But …”: Complexity in Supporting Immigrant Youth and Communities Through Schooling
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In: Faculty Contributions to Books (2021)
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| 93 |
A Bilingual Advantage for Children with Autism: Effect of a Bilingual Education on Set Shifting in Children with Autism Spectrum Disorder
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In: Senior Projects Spring 2021 (2021)
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| 94 |
The Insistence of Inclusion: The Black Excellence Project
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In: Early College Folio (2021)
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| 95 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 96 |
(Re)framing the Discourse of Parent Involvement:Calling on the Knowledge of Latinx Mothers
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| 97 |
Theme-based Second Language Learning through Multimodal Experimental Animation
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 98 |
Defending K-12 Education Against the New Racism
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In: Law Faculty Books (2021)
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| 99 |
A comparative Study of the Teaching of Chinese and Swahili Credit Courses at Burundi University
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In: Chinese Language Teaching Methodology and Technology (2021)
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Abstract:
Abstract Our study compared the teaching of Chinese credit course and Swahili credit course at the Burundi University. The goal is to find out the reasons why many students prefer to learn Chinese credit course instead of Swahili, whereas the two courses have the same volume of hours. It also aims to know the students points of view on the teaching of Chinese in Burundi, to know the problems facing the promotion of Chinese in Burundi and the appropriate measures that can be taken to resolve these problems. The study proceeded by a method of survey that we carried out among the students of the three faculties of Burundi University which teach Chinese and Swahili as credit courses: the Faculty of Law, the Faculty of Sciences of the Engineer and the Higher Institute of Commerce. A 14-questions questionnaire was used to question them and 120 students were able to answer our questions. Our study led to the following results: 75% of students prefer to learn Chinese instead of Swahili. The vast majority (67%) of students who have studied the Chinese credit course at the University of Burundi have the chance to continue learning Chinese in the interest classes of Burundi University Confucius Institute. The reason to get Chinese scholarship (42%) and the reason to look for job (29%) motivate them to continue learning Chinese. In contrast, 83% of them cannot continue to learn Swahili after the credit course. The success rate in Chinese exam is higher than the one in Swahili exam. 13% of students passed with 100% and 42% passed with a mark above 90 in the 2021 Chinese exam. By the time, 7% of students passed with a mark of 100% and 8% of them passed with a mark above 90 in Swahili exam. Keywords: Burundi University, Chinese and Swahili credit courses, comparative analysis
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Keyword:
and Multicultural Education; Bilingual; Burundi University; Chinese and Swahili credit courses; Chinese Studies; comparative analysis; Multilingual
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URL: https://engagedscholarship.csuohio.edu/cltmt/vol4/iss2/4
https://engagedscholarship.csuohio.edu/cgi/viewcontent.cgi?article=1087&context=cltmt
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| 100 |
Improving Chinese Language Learning through Collaborative Kahoot Mode
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In: Chinese Language Teaching Methodology and Technology (2021)
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