Interactive methods of teaching foreign languages in higher education institutions

• Autor(a) principal: Larysa, Oleksiienko A.
• Data de Publicação: 2020
• Outros Autores: Oksana, Balanaieva V., Olga, Trubitsyna M., Olena, Mamonova I., Tetiana, Polytsia D.
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Tempos e Espaços em Educação (Online)
• Texto Completo: https://periodicos.ufs.br/revtee/article/view/14960
• topic: Interactive teaching methods, technology-enhanced language learning, Mobile learning, Mulmedia language learning, Socialized language learning, Gamified language learning.

This study investigates how family lineage descent groups influence the intergenerational transmission of education for the cohorts of 1940-1989 in the Democratic Republic of Congo (DRC). The study applies both transition matrix and intergenerational persistence (IGP) methods, using the father's years of schooling as a proxy for parental education. The findings suggest a pronounced steady persistence in education for the estimated mean regression coefficient over a period of 49 years. Moreover, results by gender indicate that intergenerational persistence in education has significantly decreased for males in recent cohorts but slightly increased for females. Furthermore, findings suggest that intergenerational persistence has been decreasing in matrilineal descent groups in recent cohorts, while increasing for the patrilineal descent groups. The study gives a good sense of the relationship between family lineage descent and intergenerational transmission of education in DRC. In addition, it indicates that there is both substantial upward and downward intergenerational education mobility in the country.