Addressing the U.S. Foreign Language Deficit—The Campaign for Foreign Languages

2016 ◽  
pp. 69-76
Author(s):  
Kathleen Stein-Smith
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Language Deficit ◽  
The U.S

scholarly journals BOOK REVIEW Book Author: Kathleen Stein-Smith. Book title: The U.S. Foreign Language Deficit: Strategies for Maintaining a Competitive Edge in a Globalized World. Year of Publication: (2016). Publisher: Fairleigh Dickinson University Teaneck, New Jersey, USA. Book pages: 123 pp. Book ISBN 978-3-319-34158-3

2021 ◽  
pp. 12-16
Author(s):  
Forough Rahimi ◽  
Gholam Shahisavandi
Keyword(s):  
New Jersey ◽  
Foreign Language ◽  
Book Title ◽  
Competitive Edge ◽  
Teaching Language ◽  
Language Deficit ◽  
Recent Trends ◽  
Globalized World ◽  
The U.S

Kathleen Stein-Smith’s The U.S. Foreign Language Deficit: Strategies for Maintaining a Competitive Edge in a Globalized World is an attempt to outline a comprehensive and organized model for one of the recent trends in the field of teaching language and the importance of language.

A Look Back: The U.S. foreign language problem, as covered in Kappan

2020 ◽  
Vol 101 (5) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Language Problem ◽  
Foreign Language Study ◽  
Look Back ◽  
Language Study ◽  
The U.S

In this monthly Kappan column, Teresa Preston shares a sampling of what past Kappan authors have written about foreign language instruction U.S. schools. Although it is not a topic that has appeared frequently in Kappan, concern about a lack of such instruction goes back at least as far as the 1930s. Although authors have generally agreed about the need for more foreign language study, disputes have emerged about which languages to study and what methods are most effective for teaching foreign languages. Authors have, however, agreed that language study should start earlier than it generally does.

scholarly journals “If You Don’t Speak English, I Can’t Understand You!”: Exposure to Various Foreign Languages as a Threat

2021 ◽  
Vol 10 (8) ◽  
pp. 308
Author(s):  
Timothy Lee ◽  
Ludwin E. Molina
Keyword(s):  
Foreign Language ◽  
American Identity ◽  
Foreign Languages ◽  
Immigrant Family ◽  
White Americans ◽  
Lead White ◽  
English Speaking ◽  
The U.S ◽  
English I

The number of non-English speaking and bilingual immigrants continues to grow in the U.S. Previous research suggests that about one third of White Americans feel threatened upon hearing a language other than English. The current research examines how exposure to a foreign language affects White Americans’ perceptions of immigrants and group-based threats. In Study 1, White Americans were randomly assigned to read one of four fictional transcripts of a conversation of an immigrant family at a restaurant, where the type of language being spoken was manipulated to be either Korean, Spanish, German, or English. In Study 2, White Americans read the same fictional transcript—minus the Spanish; however, there was an addition of two subtitles conditions in which the subtitles were provided next to the Korean and German texts. The two studies suggest that exposure to a foreign language—regardless of whether they are consistent with Anglocentric constructions of American identity—lead White Americans to form less positive impressions of the immigrant targets and their conversation, experience an uptick in group-based threats, and display greater anti-immigrant attitudes. Moreover, there is evidence that the (in)ability to understand the conversation (i.e., epistemic threat) influences participants’ perceptions of immigrants and group-based threats.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

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