Foreign language teachers’ language proficiency and their language teaching practice

Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The participants of this study were surveyed about several aspects of their teaching practice. We compared the answers of those who have received specific methodological CLIL training and those who have not. Results show that methodological training beyond just foreign language teaching makes significant differences in terms of the teachers’ opinions on CLIL and practice of using bilingual practices in their classrooms, making use of a wider variety of activities and resources. Differences were found in the way they see their own teaching, their use of their L1, materials in the classroom, and the variety and type of activities they develop with their students.

Download Full-text

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

10.12797/9788381384902.02 ◽

2021 ◽

pp. 37-53

Author(s):

Petra Besedová ◽

Karolína Soukupová ◽

Kristýna Štočková

Keyword(s):

Foreign Language ◽

Cultural Context ◽

Language Teaching ◽

Language Skills ◽

Foreign Language Teaching ◽

Language Teachers ◽

Foreign Languages ◽

Young Generation ◽

Foreign Language Teachers ◽

Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

Download Full-text

Intercultural Awareness in Foreign Language Teaching: A Chinese Perspective

Journal of Language Teaching and Research ◽

10.17507/jltr.0704.18 ◽

2016 ◽

Vol 7 (4) ◽

pp. 768

Author(s):

Yinghao Li

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

Language Teaching ◽

Language Teachers ◽

Foreign Language Teachers ◽

Intercultural Awareness ◽

Chinese Perspective ◽

Culture Teaching ◽

The Status ◽

English Culture

The paper discusses the status quo of the English culture teaching and learning in Chinese colleges. In the pedagogical level, most foreign language teachers have very vague idea of what the culture should be and what should be taught in terms of English culture. Lacking in the principled methodology in promoting students’ intercultural awareness, teachers either turn deaf to the new trend or frustrated by the communicative approach, somehow falling back to the more traditional but effective grammar-translation approach. The changing scenario of language teaching has constituted new challenges for the English educators in China. The paper proposes that more research should be channeled to the research of the paradigm of the English as an International Language (EIL) through intercultural awareness.

Download Full-text

Institutionalized utterances, literature, and language teaching

Language and Literature ◽

10.1177/096394700000900105 ◽

2000 ◽

Vol 9 (1) ◽

pp. 61-78 ◽

Cited By ~ 2

Author(s):

Ian MacKenzie

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Language Teachers ◽

Epic Poetry ◽

Foreign Language Teachers ◽

Huge Number ◽

Linguistic Performance ◽

Language Classroom ◽

Foreign Language Classroom ◽

Lexical Phrases

Linguists have recently suggested that a large proportion of linguistic performance in naturally acquired languages is enabled by the internalization of a huge number of institutionalized utterances, or lexical phrases, or fixed and semi-fixed expressions. This research parallels the discovery, earlier this century, of the oral-formulaic nature of Homeric poetry. Furthermore, although written literature (as opposed to oral epic poetry) is generally assumed to be anything but formulaic, it can be shown that it too necessarily contains a lot of institutionalized expressions, or at least transformations of them, and that our own repertoire of memorized phrases almost certainly comes from literary as well as oral sources. Foreign language teachers clearly need to give serious consideration to the prevalence of lexical phrases, in both speech and writing. Literature can be used in the foreign language classroom as (among many other things) a source of institutionalized phrases.

Download Full-text

Dimension '95: The Future Is Now. Selected Proceedings of the 1995 Joint Conference on Language Teaching and the South Carolina Foreign Language Teachers' Association

Modern Language Journal ◽

10.2307/328646 ◽

1996 ◽

Vol 80 (2) ◽

pp. 237

Author(s):

Leon Book ◽

Robert M. Terry

Keyword(s):

South Carolina ◽

Foreign Language ◽

Language Teaching ◽

Language Teachers ◽

The South ◽

Foreign Language Teachers ◽

Joint Conference ◽

The Future

Download Full-text

TECHNOLOGIZATION AND ITS INFLUENCE ON THE IMPROVEMENT OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FOREIGN LANGUAGE TEACHERS OF THE EUROPEAN UNION

Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» ◽

10.25264/2519-2558-2021-11(79)-189-191 ◽

2021 ◽

Vol 1 (11(79)) ◽

pp. 189-191

Author(s):

Oleksandra Borzenko

Keyword(s):

European Union ◽

Foreign Language ◽

Communicative Competence ◽

Language Teaching ◽

Foreign Language Teaching ◽

Educational Process ◽

Language Teachers ◽

Foreign Languages ◽

The European Union ◽

Foreign Language Teachers

The article reveals the features of professional improvement of foreign language communicative competence of foreign language teachers in the European Union, which is the result of the development of European integration, globalization and information processes. Emphasis is placed on the importance of professional development of teachers and the need for changes related to the development of new goals in teaching foreign languages with the new up-to-date innovative teaching aids. It is determined that foreign language teachers of European countries are constantly looking for and actively apply in practice innovative methods, modern information technologies, as well as distance learning in language teaching. It is noted that an essential feature of modern innovation processes in the field of education and upbringing is their technologicalization – strict compliance with the content and sequence of stages of the implementation of innovations. Among all new technical aids for foreign language teaching, the computer is an essential component of the educational process, which has one of the most significant influences on the course of teaching. New up-to-date approaches to the formation of foreign language communicative competence in the foreign language teaching put forward new requirements for the professionalism of the teacher, his/her qualifications. It is determined that the improvement of foreign language competence of the foreign language teacher is influenced by the properties of his/her personality, general and professional competence, which is provided by a combination of knowledge of didactics, linguistics, methods of teaching foreign languages, cultural studies and creativity, professional mobility, continuous self-development. Foreign language teachers of the European Union improve their professionalism through various forms of education. The views of scientists on the research problem are characterized. Conclusions and prospects for the use of further development of the study are made.

Download Full-text

OFFICIAL PEDAGOGY, FOREIGN LANGUAGE TEACHING AND LITERACY: A FUNCTIONALIST PERSPECTIVE

International Journal for 21st Century Education ◽

10.21071/ij21ce.v3ispecial.5712 ◽

2016 ◽

Vol 3 (Special) ◽

pp. 131

Author(s):

BEL A. NEDDAR

Keyword(s):

Foreign Language ◽

Functional Activity ◽

Systemic Functional Linguistics ◽

Language Teaching ◽

Theoretical Framework ◽

Foreign Language Teaching ◽

Language Teachers ◽

Foreign Language Teachers ◽

Functional Linguistics ◽

Educational Requirement

The theoretical framework that informs this paper is systemic functional linguistics (Halliday, 1994, Mathiessen, 1995 and Halliday and Mathiessen, 2004). This paper is not meant to be a guide for foreign language teachers on how to teach with a list of prescriptive tips to be adequately followed, but meant to highlight the importance of language teaching as a social functional activity. It stresses the need for a particular type of literacy that helps learners reflect on the ideational content of the educational input, questions beliefs and settled practices of their societies, and dwells on the educational requirement for any country to join the socio-economic revolutionary processes of Globalisation.

Download Full-text