Browsing by Author "Wittman, Hana"

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    ASPECTE PSIHOPEDAGOGICE ȘI METODOLOGICE DE EDUCAȚIE MULTILINGVĂ A ELEVILOR DE LICEU DIN PERSPECTIVA MOTIVAȚIONALĂ
    (Print-Caro, 2023-03-15) Wittman, Hana
    The concept of "curriculum" known in professional language as curriculum is a concept from the field of education that is used to describe an outline or a folder of general instructions that deal with the form and manner of teaching and the assessment of knowledge and skills in any particular profession or field of study. When I come to investigate the differences between bilingual students learning a foreign language, and monolingual students learning a foreign language, of course, the examination of the teaching plans is also necessary and requires a systematic and in-depth approach. The basic curriculum document that guides the field of formal education in each country often refers to how the teacher should act within the classroom lessons. At the same time, there is another element that requires reference, and that is the learner. In view of the fact that this document is general, uniform and rigid, it is not suitable for all learners. Therefore, there are many cases in which it is necessary to formulate another specific curriculum, designed for the learning style of an individual student or of a small group of students. As an example of this, in the formal education frameworks in many different countries it is possible to find a variety of educational programs with different characteristics that are built in accordance with the unique needs of students who are integrated and study in the formal education frameworks as part of the process of integration in education [2].
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    EDUCATION OF STUDENTS FROM A MOTIVATIONAL PERSPECTIVE
    (Print-Caro, 2023-03-15) Wittman, Hana
    This article is a complex study dealing with the differences between bilingual students (who learn two or more foreign languages) and monolingual students (who know only one language). This study is relevant considering the current situation in the Republic of Moldova, thus the students of the two Jewish schools in Chisinau who speak russian and romanian are obliged to learn hebrew as a foreign language. In Israel, Hebrew-speaking students must learn Arabic as a foreign language, in connection with the relationship between bilingualism and foreign languages.
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    Promoting multilingualism in school
    (CEP USM, 2024) Wittman, Hana
    In this article, various models of motivation that influence the learning process are examined, with a particular focus on the field of foreign languages. Motivational structures, including academic self-efficacy, attributions, achievements, and internal motivational objectives, are presented as fundamental elements in promoting or hindering academic success. The diverse ways in which students can be motivated are analyzed, highlighting the importance of adapting motivation to the context, arguing that it may vary depending on the situation, context, and school environment. Definitions and understanding of adaptive and maladaptive motivational models are proposed, along with an analysis of their evolution over time. Research results are presented, indicating that beliefs associated with adaptive motivation, such as academic self-efficacy, lead to improved performance and achievements, while beliefs associated with maladaptive motivation, such as fear of failure, have negative effects on academic performance and achievements
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    Psycho-Pedagogical and methodological benchmarks of multilingual education of students from a motivational perspective in Israel and the Republic of Moldova [Rezumat]
    (2024) Wittman, Hana; Darii, Ludmila (conducător științific)
    The relevance and importance of the research topic. The period in which we live is marked by complexity. Various social phenomena, alongside global economic crises, have a direct or indirect impact on the schools - institutions integrated within the broader social system. These phenomena influence not only the educational processes the schools carry out but also the way in which social actors perceive the value of education. Consequently, formal education has become subject to evolving conceptions, perspectives, and reforms aimed at modernizing the educational system, an institution increasingly viewed as out of step with contemporary needs. Bilingual (or multilingual) education, in general terms, refers to the use of two or more languages as mediums of instruction for part or all of the school curriculum. This definition excludes programs that merely involve the bilingual students without actually implementing bilingual (or multilingual) instruction. For a program to qualify as bilingual, both languages must be used as mediums of instruction. As scientific research has demonstrated, bilingual education becomes effective when multiple languages are used not only for teaching them as subjects in isolation but also for teaching the content of the curriculum, such as mathematics, social sciences, or the humanities. Bilingualism (or multilingualism) cannot be examined solely in relation to the language itself; it must always be understood in the broader social context, considering the specific circumstances of the linguistic communities concerned. These communities, in turn, occupy quite different position within the society, with varying degrees of access to power, recognition and opportunities. Internationally, multilingual education has been established as a priority in numerous educational policy documents, such as Common European Framework of Reference for Languages and the Key Competences for Lifelong Learning, which emphasize the importance of multilingual competences. These skills pertain to the effective and appropriate use of multiple languages for communication. Multilingual competences integrate linguistic, historical, and intercultural components and are grounded in the ability to mediate between different languages and modes of communication.
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    Psycho-Pedagogical and methodological benchmarks of multilingual education of students from a motivational perspective in Israel and the Republic of Moldova [Teză]
    (2024) Wittman, Hana; Darii, Ludmila (conducător științific)
    The Purpose of the Research: establishment of the psycho-pedagogical and methodological benchmarks of multilingual education of middle school students from the motivational perspective. Research Objectives: analyse specialized literature with reference to the studied phenomena; conceptualize students' multilingual education from a motivational perspective; develop a methodology for motivating students to learn multiple languages as a dimension of multilingual education; experimentally validate the methodology for motivating students to learn multiple languages. The scientific novelty and originality of the research lie in: redefining the concept of multilingual education and identifying the particularities of learning multiple languages among middle school students of Jewish origin; developing an approach to simultaneous language learning based on the principles of transposition, transfer, and active, situational communication; establishing a motivational framework for multilingual education of middle school students based on personal, methodological and social factors.
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    PSYCHO-PEDAGOGICAL AND METHODOLOGICAL LANDMARKS FOR MULTILINGUAL EDUCATION OF STUDENTS FROM A MOTIVATIONAL PERSPECTIVE
    (CEP USM, 2024) Wittman, Hana
    This article is a complex study dealing with the differences between bilingual students (who learn two or more foreign languages) and monolingual students (who know only one language). This study is relevant considering the current situation in the Republic of Moldova, thus the students of the two Jewish schools in Chisinau who speak russian and romanian are obliged to learn hebrew as a foreign language. In Israel, Hebrew-speaking students must learn Arabic as a foreig
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    PSYCHOLINGUISTIC AND MOTIVATIONAL APPROACHES TO LEARNING SEVERAL LANGUAGES
    (CEP USM, 2023) Wittman, Hana
    This article addresses the issue of identifying the learning and education needs of adults, primarily non-formal education and multilingual education. Different concepts and models are analyzed to identify the learning and education needs of adults. A concept is grounded and a methodology is developed in this regard. The factors that generate the learning and education needs of adults are described in detail: external factors – national educational policies, institutional educational policies, educational reform projects, etc.; internal factors – the need for compensation, recapitulation, complementary knowledge, the need for retraining, the need to realize one’s own interests and options, the need to capitalize on free time, etc. At the same time, the place of foreign languages - whether world languages or heritage languages - within the education system is extremely complex Since there are many deficiencies in regard to the training of teachers for teaching these languages, teaching methods of the languages, updated study materials that match the context of language learning, assessment methods.
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