COLLABORATIVE RESEARCH IN SECOND LANGUAGE EDUCATION. Mike Beaumont and Teresa O'Brien (Eds.). Stoke on Trent, UK: Trentham, 2000. Pp. xiv + 209. £45.00 cloth, £13.95 paper.

2002 ◽  
Vol 24 (3) ◽  
pp. 497-498
Author(s):  
Manel Lacorte
Keyword(s):  
Collaborative Research ◽  
Teacher Educators ◽  
Language Education ◽  
Educational Process ◽  
Classroom Research ◽  
Direct Benefit ◽  
Modern Language ◽  
Common Features ◽  
Diverse Classroom ◽  
Second Language Education

The main purpose of this volume is to offer evidence of the contributions made by teachers, students, researchers, and administrators to classroom research and to the overall educational process. To this end, the editors explore four major themes: (a) research carried out by teachers and teacher educators of direct benefit to teachers; (b) professional development based on the analysis of diverse classroom phenomena; (c) collaboration of learners with teachers, teachers with teachers, and teachers with teacher educators; and (d) different language education contexts (research sites in seven countries on three continents), from which the editors seek common features in the traditional distinction between so-called foreign, second, and modern language education.

Invited colloquium: Inclusivity in French second language education

2015 ◽  
Vol 48 (2) ◽  
pp. 281-283
Author(s):  
Sara Kennedy
Keyword(s):  
Second Language ◽  
School Districts ◽  
Teacher Educators ◽  
Opportunity To Learn ◽  
Language Education ◽  
School Students ◽  
Second Language Education ◽  
Canadian Context ◽  
English Dominant ◽  
Almost All

The aim of this bilingual (French/English) symposium was to inform researchers and teacher educators about the specific challenges faced by second language (L2) students and teachers in creating an inclusive L2 classroom in order to encourage plurilingual, non-English-dominant students and students with learning difficulties to succeed. In the Canadian context, French is an official language and in six of the ten provinces, school districts must provide French as a second language (L2 French) instruction in elementary and secondary schools. The remaining provinces and territories typically offer L2 French instruction in many school districts. Therefore, almost all Canadian elementary and secondary school students are faced with either the obligation or the opportunity to learn L2 French.

scholarly journals Formation of speech culture of primary schoolchildren by means of speech metaphoricity

2020 ◽  
pp. 94-103
Author(s):  
F.K. Urakova ◽  
I.V. Shcherbashina ◽  
S.N. Pkhanaeva
Keyword(s):  
Language Education ◽  
Educational Process ◽  
Primary School Children ◽  
Educational Standards ◽  
Modern Language ◽  
Modern Education ◽  
Similar Sign ◽  
Primary Schoolchildren ◽  
Personal Qualities ◽  
Imaginative Thinking

Modern education and upbringing is characterized by qualitatively new requirements imposed by educational standards, not only for the content of the educational process, but also for the development of students’ personal qualities. The implementation of these requirements occurs in the process of improving the speech culture of primary schoolchildren. Thus, the development of speech culture of students in general and its expressiveness, in particular, is becoming one of the urgent problems of modern language education. One of the means of forming the expressiveness of speech is its metaphor. The mastery of the metaphor by primary schoolchildren as a way of transferring the name of one object to another with any similar sign develops their imaginative thinking, expands their vocabulary, develops the ability to select words, makes speech more spatial and fulfilling. The relevance of the article is determined by the need to form the speech culture of primary school children on the basis of the metaphorical nature of speech and the lack of undeveloped relevant scientifically grounded learning systems that make it possible to put this provision into practice. The purpose of the article is to determine some theoretical provisions of the problem and to present a methodological system for the formation of the speech culture of primary schoolchildren on the basis of the metaphorical nature of speech. The research methods used are theoretical analysis, analysis of the products of students’ activity, fixation of the educational process, pedagogical experiment. The authors presented the following provisions: the concepts of «speech culture», «expressiveness of speech», «metaphor» have been clarified; the indicators of the formation of skills in the field of metaphorical speech in junior schoolchildren have been determined, a methodological system for the formation of speech culture based on the metaphoricity of speech has been developed, the effectiveness of the proposed methodological system has been experimentally proved. The conclusions: the problem of improving the speech culture of students and, in particular, its expressiveness on the basis of metaphor is quite wide and diverse. Knowledge in the field of metaphorical speech helps younger students to achieve a higher level of development of speech culture.

scholarly journals STRATEGIES OF CONTINUOUS FOREIGN LANGUAGE TRAINING AT HIGHER SCHOOL IN PROFESSIONAL INTERACTION OF NON-LINGUISTIC SPECIALISTS

2019 ◽  
Vol 7 (4) ◽  
pp. 103-110
Author(s):  
Irina Lapteva ◽  
Alexander Projoga ◽  
Elena Pahmutova
Keyword(s):  
Foreign Language ◽  
Cognitive Activity ◽  
Language Education ◽  
Educational Process ◽  
Language Training ◽  
Educational Strategies ◽  
Modern Language ◽  
Professional Interaction ◽  
Educational Product ◽  
Review Study

Purpose: The optimization of the educational process by teaching strategies for autonomous foreign language training at higher school during the professional interaction of non-linguistic specialists. Methodology: Among theoretical methods of this experimental and review study there is the analysis of psychological and pedagogical approaches to the solution of the problems of modern language education at Russia Universities, questionnaire of linguistic preference for statistical analysis among students of nonlinguistic departments. Main findings: 1) the questionnaires of nonlinguistic students were analyzed to identify possible fields of multicultural professional interaction and use of a foreign language for other purposes by future specialists; 2) the possibilities of autonomous learning for professional purposes were found out and the strategies for self-educational and cognitive activity were indicated; 3) the proposed strategies are believed to improve the continuous foreign language training. Novelty: Foreign language training for future professionals is considered as a multifaceted educational product with a clear and didactic-based orientation to a profession.Based on the research results, the main reasons for complex educational strategies of autonomous training are identified.

scholarly journals Expert views on how language education may develop in the next 20 years and what CALL could contribute

2014 ◽  
Vol 22 (1) ◽  
pp. 59
Author(s):  
Ton Koenraad Koenraad
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Language Teaching ◽  
Panel Discussion ◽  
Language Education ◽  
Language Teachers ◽  
Modern Language ◽  
University Teachers ◽  
The Future ◽  
Twentieth Anniversary

<span>The celebration of EUROCALL’s twentieth anniversary provides a proper occasion to reflect on the future of language teaching and the role of CALL in these developments. In this paper we present the views of six authorities on language teaching and learning from different EU countries. All of them have a special interest in CALL and/or are CALL experts and well respected EUROCALL members, such as the late Graham Davies. We present a selection of their observations based on a summary of the Skype interviews in which they contributed to a symposium entitled ‘And now for another century of modern language teaching…’ organised by the Dutch national Association of Language Teachers on the occasion of its first centennial in 2011. To provide a more global (or at least European) perspective, the interviewees were asked to cover the same topics that were central to the live panel discussion delivered by six Dutch participants representing a variety of perspectives: secondary and university teachers, students, curriculum experts and teacher educators. By way of preparation, all involved had been given a number of challenging statements related to some aspects of the discussion theme: the characteristics of the future learning environment, teacher, learner, pedagogy and technology. In this audio-supported document we will focus on interesting points of view particularly related to pedagogy and technology expressed in the interviews. A video report summary of the live discussion (in Dutch) is available on the limited CD edition with recordings of the centennial festivities. For an impression of the panel discussion and other symposium activities see this </span><a href="https://www.youtube.com/watch?v=S476HdHWaYw&amp;hd=1" target="_blank">video report</a><span> on YouTube.</span>

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

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