Gender representation in Iranian English language coursebooks

English Today ◽  
2019 ◽  
Vol 36 (1) ◽  
pp. 12-22 ◽  
Author(s):  
Mahdi Dahmardeh ◽  
Sung-Do Kim
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Gender Representation ◽  
Gender Group ◽  
Deep Impact ◽  
The World ◽  
Different Parts

The representation of gender in foreign language teaching has attracted the attention of many scholars and has been investigated in different parts of the world. Due to its potential for deep impact on pupils, it is a matter of great concern. Discrimination against a gender group in coursebooks can lead to harmful impacts on pupils' development as well as on their future academic and career (Lee, 2018). The lack of representation of females in language coursebooks may seriously harm their ability to understand the target language as well as its culture (Rifkin, 1998).

scholarly journals Implementation of plurilingual approach into the foreign language teaching

2020 ◽  
Vol 8 (2) ◽  
pp. 1-18
Author(s):  
Zuzana Straková
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
School Context ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Target Language ◽  
The European Union

Abstract Teaching foreign languages has adopted various approaches over the history. The last decades of dominance of the Communicative language teaching brought the tendency to insist on the target language use in the classroom in order to allow the immersion into the language. The European Union, however, started to support linguistic diversity more than two decades ago and it has left an imprint on the way foreign language teaching is approached today. Inclusion of plurilingualism in traditional school context requires the readiness of language teachers to use other languages as well as encourage learners to use their prior language experience. The present study presents the results of a questionnaire survey among student teachers measuring their attitudes and readiness to implement more than one additional language in their practice. The participants of the study (n = 118) are all future teachers of English language at both undergraduate and graduate level. The results of the survey indicate a generally positive attitude towards plurilingualism and at the same time ability of the students to rely on more than one language while teaching. The results, however, raise quite a few questions and imperatives for the content of teacher training programmes as well as for the organisation of language education in general.

Student Teachers' Evaluation of the Motivational Strategies Used in Foreign Language Teaching

2010 ◽  
Vol 38 (9) ◽  
pp. 1269-1286
Author(s):  
Sabahattin Deniz
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Motivational Strategies

How much importance is attached to motivational strategies in foreign language teaching by student teachers and the extent to which instructors use them in their courses was investigated. The study was performed with 179 student teachers attending the English Language Teaching Department of Mugla University, Turkey. The findings revealed that these student teachers thought motivational strategies were very important for learning a foreign language, and that their instructors use some of these strategies but did not use other strategies considered to be important by the student teachers. Interviews showed that students thought studying the cultural values of the target language facilitates fluent use of that language and assists retention.

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

scholarly journals Modern English Language Didactics: Aspects of Dialectics and Analisis

2013 ◽  
pp. 13-17
Author(s):  
E. V. Yakovleva ◽  
R. V. Agadzhanyan
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Cross Cultural ◽  
Functional Characteristics ◽  
Cultural Understanding ◽  
New Generation

The article offers a review of the most important trends in language didactics as revealed by the consistent development of academic thought in the field over the period of 20th-21st centuries. The aforesaid process has laid foundations for modern didactic practices in foreign language teaching, as it addresses media and competence approaches to cross-cultural understanding of functional characteristics, highlighting the new generation didactic materials.

Modernization of the elective course content of the Master’s Degree programme for linguists “Teaching Methods in the Format of International Exams”

2020 ◽  
pp. 53-70
Author(s):  
Anna V. Gavrilova ◽  
Nina V. Popova
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Master's Degree ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Master's Degree Students ◽  
Elective Course ◽  
Master’S Degree ◽  
Integrated Tasks

We discuss the existing programme of the elective discipline “Teaching Methods in the Format of International Exams” for Master’s Degree linguist student of pedagogical profile, which presents familiarization of students to the formats of ten international exams. In the process of modernizing the program, it was decided to focus only on the formats of tasks for the TOEFL, IELTS and CAE exams, which complement the content of the main course for Master’s Degree students of pedagogical profile “Theory and Methods of Foreign Languages Teaching” in the lin-guodidactic aspect. The selected tasks are appropriate for introducing to the students of non-linguistic, in particular, technical, universities in the foreign language training program. Integrated tasks in the TOEFL format that implement the principle of interconnected teaching of reading, lis-tening, and speaking/writing are developed similarly by the Master’s Degree linguist students for English language textbooks for students of non-linguistic universities. A detailed analysis of the methods for working with integrated tasks created by the Master’s Degree students is presented. Visual and informational materials from the “writing” section of the academic version of the IELTS exam are the implementation of the methodic principle of professional orientation of teaching. The introduction of graph, bar chart, diagram or table descriptions in foreign language teaching has a high degree of relevance for students of non-linguistic university, especially those of a technical specialization. We show the distribution of lexical and grammatical aspects and developed skills of foreign language learners in accordance with the types of visual and informational materials. The development of universal learning activities (ULA) of students in the process of teaching the description of visual and informational materials is justified. Listening comprehension in the format of the CAE international exam can be used as an element of students preparation for conference activities. Modernization of the elective course programme provides better quality of training for Master’s Degree linguist students aimed at foreign language teaching in a non-linguistic university.

Using Lean Method in English Language Classes

2020 ◽  
pp. 131-144
Author(s):  
Araigul Kozhakhmetova ◽  
Lyazzat Beisenbayeva
Keyword(s):  
Foreign Language ◽  
Management System ◽  
English Language ◽  
Foreign Language Teaching ◽  
Educational Systems ◽  
Clear Understanding ◽  
Educational Organizations ◽  
Language Classes ◽  
The World ◽  
Teachers And Students

New approaches, methods, and tools are necessary for the implementation of the modern management system in educational organizations. The main purpose of this chapter is to determine using the lean method in foreign language teaching. The lean method is new in educational systems, but it is used in different spheres of industries all over the world. This chapter shows the history, its implementation, experiments, and how it can be used and developed further. Lean in education will create a clear understanding of its importance on lean process and increase the motivations of administrations, teachers, and students.

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 Polskie ekwiwalenty funkcjonalne leksemów brodino i mozzarella z włoskich kronik piłkarskich

2020 ◽  
Vol 1 (XXII) ◽  
pp. 171-186
Author(s):  
Anna Godzich
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Educational Processes ◽  
Functional Equivalent ◽  
Contrastive Linguistics

This paper discusses the presence of food-related phraseology in Italian football language and Italian football chronicles and its Polish functional equivalents. The study demonstrates the significance of the relation between contrastive linguistics and applied phraseology as brodino and mozzarella have more than one functional equivalent in Polish. Brodino can be translated as strzał tylko do statystyk, zbyt lekki strzał, zbyt lekki strzał w sam środek bramki and mozzarella as niesatysfakcjonujący remis, niedosyt, ciężkostrawny podział punktów, zwycięstwo potrzebne z uwagi na trudną sytuację w tabeli, trzy cenne punkty. As the author indicates, the presence of food-related phraseological units in Italian football terminology proves that culture-related aspects are crucial to master the target language. Hence, the role of such terminology in transla-tion of specialist and journalistic texts and the role of phraseological competences in the process of foreign language teaching should be highly important in educational processes.

Sign in / Sign up

Export Citation Format

Share Document