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This paper examines the phonological behaviour of the causative morpheme –i- in Tonga, using the Plateau and Valley Tonga varieties. It identifies the various segments in radical final positions of different verbal forms and seeks to establish how the introduction of the causative morpheme in their environment affects the segments. The paper finds that in some cases the morpheme induces phonological change to the segments preceding the morpheme, with more phonological ‘activity’ noted in Plateau Tonga. The influence of the morpheme identified in the study is that it induces fricativisation, palatalisation, or glottalisation to radical final segments of the verbs where it is introduced, depending on the nature the concerned segment. The conclusion drawn in the paper is that the influence of the morpheme is more pronounced in Plateau Tonga than in Valley Tonga.

The traditional people's belief in God as the Supreme Cause of the universe can be expressed in various ways. The methods used are the inner representation of traditional society of the existence of a God who created the heavens and the earth. The Lamaholot people refer to God as Rera Wulan Tana Ekan 'Creator of Heaven and Earth' in a cultural perspective. Rera Wulan Tana Ekan in the perspective of Lamaholot culture is the Highest Being who is believed to have perfect abilities such as creating, maintaining, maintaining, even destroying. These particularities of Rera Wulan Tana Ekan are the basis for the importance of intense communication between humans and Rera Wulan Tana Ekan God’. Ri'e Hikun Liman Wanan ‘right hand corner of the house’ is a medium of human communication with Rera Wulan Tana Ekan ‘God’.

The management of diversity in preschool framework are today one of the main goals of early childhood education. Ιn addition to the school environment, the family also plays a key role in promoting, or not, the acceptance of diversity. The positions and attitudes of parents employed by their children affect, directly or indirectly, the pedagogical practices that teachers usually develop. The purpose of this research was to investigate the perceptions of parents with preschool children about issues of managing diversity in the context of preschool education. Also, this research aimed to determine whether and to what extent the family environment makes efforts to raise young children’s awareness across cultural diversity. The research emerged that about half of the parents, although they initially invoked a neutral attitude towards the cultural diversity encountered in the kindergarten classes, in their deepest views seem to accept the otherness only if it does not make its appearance clearly visible in the classroom.

Practice teaching is the culmination of the teacher education program where student teachers apply learned content knowledge and pedagogical skills in real classroom teaching. The purpose of this paper is to present the perceived oral communication needs of student teachers during their practice teaching. Survey questionnaire, classroom observations and focused group discussions were used to collect the needed data. It was found that student teachers’ oral communication skills in English fall short and need to be enhanced to cope with the demands of the teaching profession. Likewise, it was noted that the need to have a special kind of English class for pre-service teachers is very much needed to help them in their practice teaching since the medium of instruction used in class is English. Furthermore, the kind of English they need for classroom communication is also very specific for classroom interactions. The findings serve as basis in designing a module that can be used in remedial class in English for Pre-Service Teachers to respond to their communicative needs in the classroom.

Drama in education can trigger feelings and provoke thoughts in the school classroom. Children are invited to use their minds and senses and get in touch with their emotions. The participants, who get engaged in such an endeavour, undergo a transformation by impersonating different characters, fictional or real-life and come up with a variety of solutions to problems in a fictional framework. Through this process the students’ empathy could be developed. The present case study using qualitative research techniques analyzes the outcome of a practical implementation through drama in a Greek Secondary School. The main research question was whether and to what extent educational drama can influence in a positive way middle adolescents’ empathy. The research findings showed that the use of drama supported the participants to realize the importance of a specific social situation, and helped them grasp the difference between cognitive and emotional empathy.

This study examines diathesis in the South Tapanuli Mandailing language using a morphosyntactic approach. The purpose of this research is to describe the form of diathesis and the classification and structure of diathesis in Mandailing language. The method used in this research is descriptive method with qualitative research type. The data of this research is the South Tapanuli Mandailing language unit which contains diathesis. The results of the analysis show that there are four types of diathesis in the South Tapanuli Mandailing language, namely active, passive, reflexive, and reciprocal.

The study is about the difference of Private and Public elementary school graduates. The type of elementary school in which a person graduated from is a factor that can affect their future academic performance; it can also be a factor for schools in choosing which student to accept in their community. It also test and shows the quality of the teachers in both types of school. The researchers conducted the study to verify if there was an actual difference on the academic performance of the graduates on each of the two types of elementary school. The researchers believe that the results of this study will be beneficial to a lot of people especially students and teachers. The researchers collected, compared, and interpret the grades of students of both public school graduates and private school graduates. The gathered data are test using different statistical tools and formulas. This study found out that there is a significant difference between public school graduates and private school graduates in terms of academic performance.

Cross-disciplinarity is more and more important because of the wide specialization demanded by job markets. Separate disciplines are demanded with increasing urgency to integrate their concepts and methods in teaching and research. Only through the intersection of different disciplines can progress and innovation be achieved in specific knowledge areas. It is said that much leading science nowadays progresses not by placing one brick upon the other within a single discipline, but by solving complex problems that cut across many disciplines. Language teaching has to conform to what today’s society demands from professional occupations: a cross-disciplinary role with a result-oriented focus. Cognitive science can provide an adequate model for cross-disciplinary investigation because it integrates linguistic, psychological, philosophical, neurological, computer science, anthropological and historical contributions. Within the cognitive paradigm, a linguistic term does not exclusively exist because of its relations with others but also of culture-based and conventionalized background knowledge. We will use and rely on principles and models of cognitive linguistics to apply and handle language teaching in cross-disciplinary contexts.

It is widely recognized that the best education systems have the best teachers, and a school can only ever be as good as its teachers. However, the quality of a teaching force is dependent on the availability of good quality teacher education program. Hence, the purpose of this study was to explore the challenges of initial teacher preparation program from insiders’ perspectives. Data were collected via semi-structured interview and analyzed narratively. The findings of the study revealed that failure to attract the right people into teaching, poor quality of teacher training programs, weak University and School partnership, unfair and disproportionate treatment of teacher education, policy- practice gap, poor teacher retention strategy, and poor information and communication technology integration as the challenges undermining the teacher education program. The need to attracting best and brightest candidates into the profession, strengthening teacher education programs, improving the management of teacher education, valuing teachers and improving their status are areas identified as implication of the study.