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• TEACHING GERMAN IN NYÍREGYHÁZA TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

  69-81

  Magdolna Nemes

  Helga Rózsa

  Views:

  156

  The present paper deals with the issues of teaching a second language to school-aged children with SEN in Nyíregyháza, Hungary. In our research, we made semi-structured interviews with open-ended questions featuring 25 children with Special Educational Needs in grades 7 and 8 in order to gain more information about their opinion and attitudes concerning German lessons at school, which in turn might help to unify the material and/or the methods. We also contacted the children’s parents (25) to fill out a questionnaire about their impressions and opinions with regard to their children’s German learning experience at school. Finally, we asked the two teachers to paint a broader picture of teaching German to children with SEN. The research took place in spring 2020 in Nyíregyháza. We did our research in Viktor Göllesz Vocational School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution as well as in Gusztáv Bárczi Primary School, Skills Development School, Student Hostel, and Integrated Special Educational Methodological Institution. To carry out our research, we asked for the parents’ and the head teachers’ ethical consent. Our experience underlines that all the participants in the teaching process feel that there is a need for unification. It would be much easier for all parties to have a German coursebook written for students aged 13-16 with SEN. Based on the answers of the language teachers, we came to the conclusion that they pay attention to individual development and playful, communicative language teaching, even though it is challenging to teach German to children with SEN, as they often have difficulties in their mother tongue.

• EXAMINING OF A SAMPLE LESSON OF A NEW GENERATIONAL HISTORY SCHOOL BOOK FROM THE VIEWPOINT OF THE IPOO MODEL

  7-16

  Alfréd Kamp

  Views:

  106

  Textbooks are essential teaching tools in the teaching-learning process in certain subjects. This study examines whether a newly developed national history textbook’s sample chapter can meet the requirements of the learning stages outlined in the learning model of IPOO, and makes suggestions for the effective use of the chosen textbook through History lessons.