A CELEBRATION OF FLES*: SEQUENTIAL FLES, FLEX, AND IMMERSION.Gladys C. Lipton (Ed.). Lincolnwood, IL: National Textbook Company, 1998. Pp. x + 226.

2000 ◽  
Vol 22 (2) ◽  
pp. 290-291
Author(s):  
Thomas Lovik
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Foreign Languages ◽  
Elementary Level ◽  
Language Programs ◽  
Language Classroom ◽  
Conference Presentations ◽  
Foreign Language Classroom ◽  
Foreign Language Programs

As indicated by the title of this volume, this collection of public speeches, conference presentations, and practical tips for the elementary foreign language classroom truly celebrates the vibrancy and mission exhibited by many teachers of foreign languages at the elementary level. The designation FLES* (pronounced “flestar”) has been created by Lipton as an “overall term for all types of elementary school foreign language programs” (p. 1), including sequential FLES (Foreign Language in the Elementary School), FLEX (Foreign Language Exploratory), and Immersion. According to Lipton, the term “sequential FLES” subsumes the model usually referred to as FLES.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

scholarly journals Question du feedback en didactique des langues étrangères : quelques réflexions théoriques

2011 ◽  
Vol 38 ◽  
pp. 31-42
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Point Of View ◽  
Foreign Languages ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teaching Learning

The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied byboth real and virtual foreign language classroom, will be presented.

Changing Patterns in Foreign Language Programs: Report on the Illinois Conference on Foreign Languages in Junior and Community Colleges

1974 ◽  
Vol 47 ◽  
pp. 181
Author(s):  
Rosemary Hyde Thomas ◽  
Wilga M. Rivers ◽  
Louise H. Allen ◽  
Sandra J. Savignon ◽  
Richard T. Scanlan
Keyword(s):  
Community Colleges ◽  
Foreign Language ◽  
Foreign Languages ◽  
Language Programs ◽  
Changing Patterns ◽  
Foreign Language Programs

Technology in the Foreign Language Classroom

2005 ◽  
pp. 2757-2760
Author(s):  
William J. Switala
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Foreign Languages ◽  
Public High Schools ◽  
American Council ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Year 2000

America is a country made up of people from all corners of the globe. Although this is the case, few Americans can communicate in a language other than English. The major reason for this is that Americans do not study foreign languages to any great extent in school, and those who do, have not developed a facility to speak the language they have studied. The American Council on the Teaching of Foreign Languages found, in its survey entitled “Foreign Language Enrollments in U.S. Public High Schools, 1890-2000,” that there was a steady decline in the numbers of students studying foreign languages from 1976 to 1994. From 1995 to 2000 this trend was reversed and the number of students learning new languages in the year 2000 almost matched that of the enrollment for 1974. However, this still only accounted for 42.5% of the total number of students attending American high schools (ACTFL, 2004). A possible explanation for this low number may rest in the methodology used to teach foreign languages in our schools. (Brecht, 2002).

scholarly journals Teachers' Attitudes toward and Use of Translation in the Foreign Language Classroom at Institutions of Higher Education in Croatia

2018 ◽  
Vol 8 (8) ◽  
pp. 906
Author(s):  
Mladen Marinac ◽  
Iva Barić
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Tertiary Level ◽  
Snowball Sampling ◽  
Online Questionnaire ◽  
Language For Specific Purposes ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teachers Attitudes

The role of translation in the foreign language classroom has been changing, but it still remains a contentious issue. The long-lasting debate whether students of foreign languages might benefit from the use of translation in class might have made practitioners insecure in relation to whether using translation is beneficial or not, what methods are best and when to use translation. The aim of this study is to investigate EFL practitioners’ perspective on translation in teaching foreign languages. Specifically, it explores language for specific purposes (LSP) teachers’ attitudes toward translation at tertiary-level institutions in Croatia. The data were collected by means of an online questionnaire using snowball sampling method in order to reach a greater number of teachers. The respondents were English, German and Italian LSP teachers from a variety of tertiary-level institutions. The study revealed that in the Croatian context the majority of LSP teachers use translation in language teaching, however, there seems to be a lack of certainty about its usefulness. In addition, LSP teachers' approach to translation appears to be rather traditional given there is no diversity in the methods mentioned.

scholarly journals Reflexiones para una práctica docente de integración de destrezas y contenidos en los programas de español a nivel universitario

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Kari Soriano Salkjelsvik
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Integrated Learning ◽  
Language Programs ◽  
Hispanic Studies ◽  
University Level ◽  
Foreign Language Programs ◽  
Educational Applications ◽  
Object Of Study ◽  
The University

SUMMARY This article is a reflection on the possibilities that the concept of Content and Language Integrated Learning (CLIL), can provide for the teaching of foreign language programs at the university level, using as an example the programs of Hispanic studies in Norway. After reviewing the concept of CLIL, and placing it in the context of Hispanic studies, the article investigates its practical, political, and educational applications. It is argued that integrating skills and content fully at the university level is a task that depends on specific administrative infrastructures, as well as on methodological resources that can make this integration an object of study and reflection. In this context, this work aims to promote the creation of new teaching proposals for university programs of foreign languages ​​that respond to the challenges and demands that are currently facing the humanities. RESUMEN Este artículo se concibe como una reflexión sobre las posibilidades que el concepto de Aprendizaje integrado de contenido y lengua (AICLE), puede aportar para la enseñanza los programas de lenguas extranjeras en las universidades, utilizando como ejemplo los programas de estudios hispánicos en Noruega. Tras revisar el concepto de CLIL, y situarlo en el contexto de los estudios hispánicos, el artículo indaga sobre su aplicación práctica y político-educativa.  Se arguye que integrar destrezas y contenidos plenamente a nivel universitario es una tarea que depende de infraestructuras administrativas específicas, así como de recursos metodológicos que hagan de dicha integración un objeto de estudio y reflexión. En este sentido, este trabajo quiere impulsar la creación de nuevas propuestas docentes para los programas universitarios de lenguas extranjeras que respondan a los retos y exigencias a los que actualmente se están enfrentando las humanidades.

scholarly journals The Revival of Translation as a Fifth Skill in the Foreign Language Classroom: A Review of Literature

2018 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Houda AYACHIA
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Direct Method ◽  
Foreign Languages ◽  
Late Nineteenth Century ◽  
Review Of Literature ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Long Time ◽  
Listening And Speaking

With the advent of the monolingual principle entrenched by the Reform Movement of the late nineteenth century and exponents of the Direct Method, translation has been treated, for a long time, as a skeleton in the closet. Recently, however, many researchers (Witte, Harden & Ramos de Oliveira Harden, 2009; Cook, 2010; Leonardi, 2010; Malmkjaer, 2010) have questioned the outright dismissal of translation from the foreign language classroom and called for reassessing its role. Moreover, they welcomed it as a fifth skill alongside reading, writing, listening, and speaking that learners need in their learning and future careers. This paper argues for the rehabilitation of translation in the teaching and learning of foreign languages. It attempts to give a panorama of the revival of translation. So, it first reconsiders its dismissal in the method era and then it summarises the literature on its revival in the 21st century. The review of literature has revealed that the onslaught against translation was illegitimate and that the literature in favour of it is a reputable, a recent, and an abundant one.

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