![]() ![]() For example, in the 2015 Programme for International Student Assessment (PISA), on average, a 33 points gap was found in Vietnam, 67 in Peru and 79 in Bulgaria between students who mainly spoke the test language and those who did not (OECD, 2016 cited in UNESCO, 2017a). Learners who do not use the language of assessment outside school are disadvantaged. Against this backdrop, an estimated 40% of people are denied access to education in a language they speak or understand (UNESCO, 2016b). Trudell, 2016 UNESCO, 2016b, 2017a) exploring the relationship between LoI and learners’ outcomes makes it abundantly clear that the LoI policy ‘can hold the key to making education more inclusive for disadvantaged groups’ (UNESCO, 2017a, p. In many countries of the Global South, high linguistic diversity, colonial legacies and considerations of competitiveness within the global labour market and economy result in the choice of a language as LoI that is often in tension with the local/national linguistic landscapes, resulting in exacerbating the marginalisation of disadvantaged social groups (Tikly, 2016). ![]() While the complexity of the above issues mean that learning outcomes cannot be reduced to any single factor, the global learning crisis reported in much of the Global South can be linked, at least in part, to the language of instruction (LoI) policy (UNESCO, 2016a). Thus, language, thinking and educational success have a complex relationship, shaped by social attitudes to language that tend to maintain the privilege of some social groups at the expense of others (Stubbs, 2012). While learners from such groups tend to benefit from the linguistic hierarchies in education, students using non-standard dialects or speakers of minority languages are deemed less academically able because of the form of their language rather than the content of their expression. Furthermore, language in education is socially important, as some dialects or languages are given a higher social status and these are often closely linked to upper income groups and historically privileged linguistic groups (Stubbs, 2012). In the context of schools, language is the medium of education (Grenfell, 2011) and central to both teaching and learning (Bourdieu & Passeron, 1996). No Uber or similar services have started on our island yet, so you’ll need to get there by taxi or rental car.Language is at the core of meaning making (Grenfell, 2011) and thought is profoundly shaped by the language that expresses it (Vygotsky, 1962). We will send a confirmation email for route description. We will pick you up at the starting time of your tour LOCAL TIME from the parking lot of Chesterfield’s Restaurant, Dock Maarten, in Philipsburg (See location on map below). Please check with your activities desk or contact us to see if your location is listed as a paid pick-up location.Ģ. We can pick you up for an additional fee per person, depending on the location. Staying anywhere else on St Maarten or St Martin?įor guests choosing pick-up at other hotels, lodging addresses, residence addresses or companies including cruise ship guests there are 2 options:ġ. Staying at Oyster Pond or Philipsburg? Pick up is included i f you chose pick up at your hotel, lodging address, residence address or company in, and areas between, Philipsburg and Oyster Pond (for example Divi, Belair, Oyster Bay, Holland House, Vicky’s Keys, Alicia’s Inn, Dawn Beach) We’ll meet you at your location, no pick-up fee will be charged. Read the following if you are worried about timing concerning your ship‘s arrival or departure and our tours. For a map see below.Ĭoming off a Cruise Ship? It’s a 10 minute walk for you, we’ll email you the walking route description in the confirmation email. We’ll meet you there on the parking lot (we don’t have an office), most of the time with a silver Hyundai H1 van. #Philipsburg st maarten cruise port map how to#How to get to Dock Maarten in Philipsburg?ĭock Maarten in Philipsburg is the usual starting point of all the tours of Seagrape Tours. ![]()
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