Digital Format of Professional and Business Education: Foreign Language Course Changes

2021 ◽  
pp. 859-866
Author(s):  
A. L. Kuregyan ◽  
A. P. Kuzmina ◽  
E. A. Pertsevaya
Keyword(s):  
Foreign Language ◽  
Business Education ◽  
Digital Format ◽  
Course Changes

scholarly journals Foreign Language Teaching in Brazil: Interfaces of the content and language approach in remote teaching

2021 ◽  
pp. 98-112
Author(s):  
Ana Lúcia Farias da Silva ◽  
Teresa Cristina Giarolla Ramos ◽  
Rachel Fontes Sodré
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Age Group ◽  
Digital Format ◽  
Technological Tools ◽  
Teaching Learning ◽  
Pedagogical Approaches

This article aims to describe the development of the teaching–learning process of Foreign Language, with the use of the CLIL (Integrated Content and Language Teaching) approach in the teaching of English, within the framework of a Bilingual Program, within an emergency context of Remote Teaching. We also seek to reflect on the adequacy of technological tools in the process of teaching Foreign Language – specifically the English Language – for a certain age group, as well as to evaluate the elaboration and adaptation of materials, activities and pedagogical approaches to the reality of Remote Teaching during the period of isolation. For this reflection, our analysis aims to point out possibilities and limitations, both of the CLIL (Integrated Teaching of Content and Language) approach, as well as of the modality of distance learning for the age group observed. Thus, in addition to presenting what was accomplished during the research, we intend to reflect on possible paths and contribute with good practices that make the English Language Teaching process more meaningful and proficient, within the Modality Of Distance Education (EaD).We defend in this research the search for strategies in a digital format, for a Foreign Language Teaching, which develops in a more natural and motivating way, as well as the need for public policies aimed at a post-pandemic education of COVID-19, in the sense of ludicity and inclusion, aiming at the development of skills and skills of the student, from elementary school, transforming information into knowledge.

scholarly journals Didattica delle lingue a distanza durante l’emergenza Covid-19: il quadro generale

2021 ◽  
Vol 8 (2) ◽  
pp. 9-52 ◽  
Author(s):  
Sergio Conti
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Digital Format ◽  
Palabras Clave ◽  
High Level ◽  
The University ◽  
The Impact

IT In seguito allo spostamento delle attività didattiche online al fine di contenere la diffusione della malattia da nuovo Coronavirus, il Gruppo di Ricerca e azione sull’Apprendimento delle Lingue ha diffuso un questionario volto a valutare l’impatto della didattica a distanza sull’insegnamento delle lingue straniere durante. All’indagine hanno partecipato 136 docenti e 241 studenti, sia universitari che di scuola secondaria. Scopo del presente contributo è quello di descrivere la composizione del questionario e del campione dei rispondenti, e di riportare i principali risultati. In particolare, dall’indagine sono emersi: (i) una mancanza di chiare direttive da parte delle istituzioni scolastiche, sintomo del carattere emergenziale delle misure intraprese; (ii) una generale resistenza a sperimentare formati didattici inediti e più adeguati al mezzo digitale; (iii) il maggiore svantaggio nello sviluppo delle abilità interazionali e di produzione orale; (iv) un alto grado di criticità nel garantire l’affidabilità e l’integrità delle prove di valutazione. Parole chiave: DIDATTICA A DISTANZA; COVID-19; DIDATTICA DELLE LINGUE STRANIERE EN The shift to online teaching aimed at containing the spread of Coronavirus has led the group of Research and Action on Foreign Language Teaching to release a survey with the purpose of assessing the impact of remote instruction on foreign language teaching. 136 teachers and 241 students at both the university and secondary level have participated in this survey. The aim of this article is to describe the content of the survey and the make-up of the participants and to present the main findings. Of particular note from this survey is (i) the lack of clear directives from their educational institutions, which is a symptom of the immediate nature of the measures put into place; (ii) a generalized resistance to experiment with new pedagogical resources that are better suited for the digital format; (iii) the greatest challenge in developing the ability to interact and to communicate orally; (iv) a high level of difficulty in guaranteeing the trustworthiness and the integrity of the assessments. Key words: REMOTE TEACHING; COVID-19; FOREIGN LANGUAGE TEACHING ES El cambio a la enseñanza en línea que se ha producido para contener la propagación del Coronavirus ha llevado al Grupo de Investigación y Acción sobre la Enseñanza de Lenguas Extranjeras a publicar una encuesta con el objetivo de evaluar el impacto de la instrucción a distancia en la enseñanza de lenguas extranjeras. En dicha encuesta participaron 136 profesores y 241 estudiantes de nivel universitario y secundario. El objetivo de este artículo es describir el contenido de la encuesta y la composición de la muestra, así como presentar los principales hallazgos. De esta encuesta cabe destacar (i) la falta de directrices claras por parte de las instituciones educativas, lo que es un síntoma del carácter contingente de las medidas implementadas; (ii) una resistencia generalizada a experimentar con nuevos recursos pedagógicos mejor adaptados al formato digital; (iii) una gran desventaja en el desarrollo de la capacidad de interacción y comunicación orales; (iv) un alto nivel de dificultad para garantizar la fiabilidad y la integridad de las evaluaciones. Palabras clave: ENSEÑANZA A DISTANCIA; COVID-19; ENSEÑANZA DE LENGUAS EXTRANJERAS

Multilingual Education for International Business

2019 ◽  
pp. 207-231
Author(s):  
Juan Carlos Díaz ◽  
Sara Aguilar-Barrientos ◽  
Heiko Marc Schmidt
Keyword(s):  
Foreign Language ◽  
International Business ◽  
Business Education ◽  
Study Program ◽  
Third Language ◽  
Cognitive Correlates ◽  
Multilingual Education ◽  
Challenges And Opportunities ◽  
Study Programs ◽  
Multilingual Approach

Education for future international business (IB) practitioners must be linked to a clear multilingual and multicultural approach. In this chapter, the authors present a case of study of the setup, aspects, and implementations of an IB undergraduate program carried out mostly in a foreign language (English). The program here presented also requires students to acquire a third language, and thus has become the first IB program of its kind in Colombia. The consequences, challenges, and opportunities derived from this multilingual approach to business education are then discussed in this chapter. Through data collected from the study program, it is possible to draw attention to the link between linguistic skills and academic performance, which leads to a short overview of the cognitive correlates to multilingualism and the learning process aspects associated with the use of a foreign language in the classroom. Finally, the authors draft some recommendations for educators and professionals designing IB study programs with a multilingual approach.

Entrepreneurship and Interdisciplinary Education – Semiotic Aspects

2021 ◽  
Vol 29 (3) ◽  
pp. 231-241
Author(s):  
Christo Kaftandjiev ◽  
Diana Kotova
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Business Education ◽  
Mother Tongue ◽  
Corporate Identity ◽  
Interdisciplinary Education ◽  
Foreign Languages ◽  
Marketing Communications ◽  
Visual Metaphors ◽  
Primary And Secondary School

Marketing communications, which are part of the entrepreneurship’ discipline, can integrate the most important school disciplines with the help of semiotics. Several relevant scientific articles and books in the following areas: business education, integrations between different school (educational) disciplines, semiotics and advertising, metaphor, synecdoche, etc. are analyzed in the Literature Review. The main text of the article studies different examples of corporate style and corporate identity. They are important part of business and entrepreneurship. Admen (artists, designers, etc.) in marketing communications created this corporate style and corporate identity on the basis of various visual metaphors, synecdoche and other stylistic figures. The authors of textbooks for primary and secondary school and the teachers can integrate the education of native language, foreign languages, literature, art and entrepreneurship with the help of these and other stylistic figures. Keywords: semiotics; metaphor; integration; mother tongue; foreign language

scholarly journals Adaptation of non-linguistic students to online foreign language learning

2021 ◽  
Vol 51 (3) ◽  
pp. 188-198
Author(s):  
Irina E. Abramova ◽  
◽  
Elena P. Shishmolina ◽  
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Time Management ◽  
Pearson Correlation ◽  
Foreign Language Learning ◽  
Learning Technologies ◽  
Digital Format ◽  
Regional Universities ◽  
Student’S T

Introduction. Accelerated transition to online learning takes place in the context of transformations in economics, introduction of digital technologies, as well as the emergence of new professions. This requires a timely response to labor market trends both in terms of training content and the use of new pedagogical technologies. This study examines the strengths and weaknesses of integrating online learning into higher education. The aim of the article is to analyze the peculiarities of nonlinguistic students' adaptation to digital format of foreign language learning in one of the regional universities of Russia. Materials and methods. The methodology includes a comparative analysis of the data, formalized open and closed questionnaire surveys (April, 2020 and January, 2021). A survey was conducted among 400 students of Petrozavodsk State University. Methods of mathematical statistics: r-Pearson correlation coefficient, Student's t-test. Results. The study found that the majority of respondents (81,9%) highly rated their level of adaptation to online learning, their stress tolerance (55.6%), self-organization (61.2%), self-motivation (54.4%), and degree of time management (58.7%). The academic achievements of students who learn a foreign language online and offline were compared. Students' level of adaptation correlated with their level of stress and academic performance (r= 0.54; p < 0,01 and r=0.55; p < 0,01). Discussion and conclusion. The conducted research proved the universality and effectiveness of professionally integrated project methods and blended learning technologies in both online and offline formats.

scholarly journals EFL Matriculation Exams for Deaf and Hard of Hearing Students: Polish and Israeli Experiences

10.33496/009 ◽  
2019 ◽  
pp. 83-94
Keyword(s):  
Foreign Language ◽  
Hard Of Hearing ◽  
Business Education ◽  
Document Analysis ◽  
Educational Expectations ◽  
Educational Systems ◽  
Language Of Science ◽  
The World ◽  
Specific Support

In recent decades the significance of English as a lingua franca has been systematically growing: it is no longer simply the native language of some nations but is rather the language of science, business, education, and leisure around the world. Not surprisingly, there is a great demand to learn and know this language, which is mirrored by the importance placed on English teaching in national curricula and its presence as a mandatory exam subject in secondary education. While most students can follow such education programs smoothly, the group of D/deaf and hard of hearing learners (D/HoH) meet serious challenges when learning a foreign language without auditory input and require specific support and accommodations to meet the curricula requirements. This paper presents the issue of teaching English as a foreign language to D/HoH students in the context of their matriculation exams in two countries whose educational systems share some historical roots: Poland and Israel. The method used was document analysis in the framework of the cultural contexts of two educational systems. The results show similarities for educational expectations but also differences concerning the type and scope of accommodations for D/HoH students. The analysis leads to pedagogical recommendations for improving the quality of D/HoH students’ education in these two countries.

If all Business Education Were in English, Would it Matter?

2011 ◽  
Vol 161 ◽  
pp. 111-123 ◽  
Author(s):  
Robert Wilkinson
Keyword(s):  
Foreign Language ◽  
Business Education ◽  
Language Use ◽  
Business Environment ◽  
Business Practice ◽  
Business Practices ◽  
Content Learning ◽  
English Medium Instruction ◽  
English Speaking ◽  
The Impact

Abstract Increasingly, English is becoming the dominant language of business education. The reasons are well known: internationalization, globalization, and the desire to prepare students for the business environment in the coming decades. This paper speculates about the impact of English-medium instruction in business education on the nature of English proficiency, the nature of the content learned, and the perspective for business practice. Firstly, students can learn content effectively through a foreign language, and have been doing so for centuries. However, with English-medium instruction in a non-English-speaking environment, the growth in language competences in English may rather lie in specific skills, with the acceptance of ‘fossilized’ language use, reduced accuracy and less nuanced communication, even if CLIL approaches are adopted. Secondly, regarding the impact on content learning, it is possible that the learning itself may be relatively unaffected, but if both students and staff have a less accurate and less nuanced competence in English, the expressive competences may be affected. Thirdly, a language imposes its own perspectives on the world. Business education through the medium of English may engender an English filter on students’ perspectives on business practices and communication. This paper suggests that this matters.

scholarly journals Automatic Extraction of Linguistic Data from Digitized Documents

2013 ◽  
Vol 39 (1) ◽  
pp. 273
Author(s):  
Terrence Szymanski
Keyword(s):  
Foreign Language ◽  
Digital Libraries ◽  
Linguistic Data ◽  
Software Packages ◽  
Printed Books ◽  
Digital Format ◽  
Foreign Text ◽  
Digitized Documents ◽  
Future Work ◽  
Language Text

In lieu of an abstract, here is a brief excerpt:This paper presents a system for automatically extracting linguistic data from digitized linguistic documents using a combination of existing software packages and custom scripts. The system is designed to leverage existing resources in online digital libraries in order to bootstrap the creation of large, multi-lingual linguistic corpora, which can then be used to conduct data-driven experimental research into cross-linguistic or universal linguistic phenomena. The system identifies instances of foreign-language text accompanied by reference-language translations within the text of printed books that have been scanned into digital format, and extracts these to produce a parallel corpus of example sentences. While the system achieves a high precision on predicting foreign text, its accuracy overall is low, and directions for improvement and future work are identified.

Multilingual Education for International Business

2021 ◽  
pp. 712-730
Author(s):  
Juan Carlos Díaz ◽  
Sara Aguilar-Barrientos ◽  
Heiko Marc Schmidt
Keyword(s):  
Foreign Language ◽  
International Business ◽  
Business Education ◽  
Study Program ◽  
Third Language ◽  
Cognitive Correlates ◽  
Multilingual Education ◽  
Challenges And Opportunities ◽  
Study Programs ◽  
Multilingual Approach

Education for future international business (IB) practitioners must be linked to a clear multilingual and multicultural approach. In this chapter, the authors present a case of study of the setup, aspects, and implementations of an IB undergraduate program carried out mostly in a foreign language (English). The program here presented also requires students to acquire a third language, and thus has become the first IB program of its kind in Colombia. The consequences, challenges, and opportunities derived from this multilingual approach to business education are then discussed in this chapter. Through data collected from the study program, it is possible to draw attention to the link between linguistic skills and academic performance, which leads to a short overview of the cognitive correlates to multilingualism and the learning process aspects associated with the use of a foreign language in the classroom. Finally, the authors draft some recommendations for educators and professionals designing IB study programs with a multilingual approach.

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