scholarly journals Internationalization of the foreign language curriculum during the COVID-19 pandemic

2021 ◽  
Vol 127 ◽  
pp. 01005
Author(s):  
Tatiana Leonidovna Kopus ◽  
Nina Aleksandrovna Kozlovtseva ◽  
Elena Viktorovna Ganina ◽  
Nadezhda Mikhailovna Malugina ◽  
Rauza Ildarovna Polyakova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Programs ◽  
Language Curriculum ◽  
Physical Mobility ◽  
Key Characteristics ◽  
Mobility Programs ◽  
Teaching Learning ◽  
Internationalization In Higher Education ◽  
Digital Delivery

The current reality has challenged higher education globally. With border closure and distancing, provoked by the COVID-19 pandemic, the paradigm of internationalization in higher education has considerably altered the way and scale of incorporating intercultural and international components into the academic agenda. The curriculum of the foreign language field at non-linguistic higher education institutions has always been positioned distinctively apart within the context of internationalization. This study is focused on the key changes that the internationalization of educational programs for foreign languages has undergone in the COVID-19 and post-pandemic periods. The paper analyzes and systematizes scientific works on internationalization, and also uses a comparative-analytical method to describe approaches to implement the internationalization of language programs. As a result of the study, the key characteristics of the internationalization of higher education in the pre-COVID, COVID, and post-COVID situations are summarized. The pre-COVID opposition of physical mobility vs internalization at home has been smoothed out by virtual format in the COVID period. In the post-COVID era, the changes have resulted in greater flexibility and diversity in teaching, learning, professional collaboration, and development through and/or physical, virtual, online, and/or digital delivery, hybrid forms of introducing an international and intercultural component into programs; reduction of the duration of mobility programs in favor of their effectiveness.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

scholarly journals The Implementation of Collaborative Learning via Virtual Communities in Moroccan Higher Education

2019 ◽  
Vol 1 (2) ◽  
pp. 60-73
Author(s):  
ABDELOUAHED LAACHIR
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Virtual Communities ◽  
Data Gathering ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Problem Solving Skills ◽  
Positive Attitudes ◽  
Teaching Learning

This paper focuses on the implementation of using collaborative learning via virtual communities in EFL (English as a Foreign Language) with a vision to identify three things: students’ perception, their active participation in virtual learning groups, students’ satisfaction with this new strategy of learning, and the relationship between gender and the latter. To answer these questions, the present research adopts a quantitative method using a questionnaire for data gathering and the use of IBM SPSS for data analysis. The findings of the present study demonstrate that students hold positive attitudes towards online collaborative learning, students are active participants in the online learning process; students are satisfied and able to develop many skills like, problem solving skills, communication skills, and critical thinking skills. Last but not least, the findings also show that gender does not affect the effectiveness of using collaborative learning in virtual communities. Thus, the implementation of this up-dated strategy of learning is useful and needed to fulfill the missing gaps in the traditional ways of teaching/learning English as a foreign language in the Moroccan higher education.

scholarly journals Recontextualisation of genre-based pedagogy: The case of Indonesian EFL classrooms

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Harni Kartika-Ningsih ◽  
Wawan Gunawan
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Mother Tongue ◽  
National Curriculum ◽  
Action Research Project ◽  
Equal Distribution ◽  
Language Curriculum ◽  
Efl Classrooms ◽  
English Literacy ◽  
Teaching Learning

Genre-based pedagogy has been adapted to the Indonesian national curriculum for subject English since 2004. There has been reports of its success and it now remains as an important part of the language curriculum at schools. However, there is a couple of considerations need to be taken seriously in relation with genre-based adaptation. First, genre-based pedagogy, based on systemic functional linguistics (SFL) theory, was developed in Australia in English as a mother tongue and ESL classrooms. Indonesian classrooms are different from those in Australia, not least because they teach English as a foreign language. Secondly, the Indonesian curriculum is prescribed from the centre, and though teachers are required to follow the genre-based approach that has been adopted, it is not clear how well teachers have understood it or implemented it. This article aims to discuss critically the recontextualisation of genre-based pedagogy in the EFL classrooms in Indonesia by investigating the ways teachers interpret and implement the teaching of English under the genre-based pedagogy. The study reported here was drawn from an action research project and involved observing one teaching learning unit of the teachers trained to implement the genre-based pedagogy. The findings indicate that the genre-based pedagogy in Indonesian EFL classrooms has been recontextualised only in part, because the influence of other teaching methods tends to prevail. This is problematic to the interest of the national curriculum to improve students’ English literacy. The main goal of genre pedagogy which aims to uphold social justice through equal distribution of knowledge will not prevail if the principles of the pedagogy itself is not recontextualised properly.

scholarly journals The Characteristics of a Successful EFL Teacher in the Learners’ eyes

2017 ◽  
Vol 8 (1) ◽  
pp. 100
Author(s):  
Dr. Youssef MEZRIGUI
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Secondary School Students ◽  
Frame Of Reference ◽  
School Students ◽  
Efl Teacher ◽  
Key Characteristics ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Traditional Roles

There are two major interrelated reasons behind examining the topic of this paper. In fact, even after many years of their learning English as a foreign language, a large number of secondary school students’ level of proficiency in the language is so low that they cannot use it communicatively, and cannot major in it at university, either. Accounting for their underachievement, a large percentage of such students claim that many teachers still play traditional roles in the teaching-learning process, which has contributed to the problem. The main purpose of this paper, therefore, is to explore the extent to which such a claim is justifiable. In this frame of reference, a questionnaire was administered to a certain number of students on the extent to which the teacher is responsible for the issue, as well as what they personally think the key characteristics of a successful EFL teacher are. Along with this, the paper will equally look at other qualities that ought to be available in EFL teachers with the overall aim of helping them to do their job successfully, and hence attain the expected learning results.

scholarly journals TAREAS INTEGRADORAS INTERDISCIPLINARIAS EN LA ENSEÑANZA-APRENDIZAJE DE LENGUAS EXTRANJERAS EN LA UNIVERSIDAD CUBANA DEL SIGLO XXI

2019 ◽  
Vol 4 (3) ◽  
pp. 109
Author(s):  
Liset González Agulló ◽  
Maylín Rodríguez Sánchez ◽  
Olga Lidia Fontes Guerrero
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Educación Superior ◽  
Empirical Methods ◽  
Educacion Superior ◽  
Palabras Clave ◽  
Teaching Learning ◽  
E Mail

En el presente artículo las autoras revelaron puntos de vista teórico-prácticos que sustentan la enseñanza-aprendizaje de  lenguas extranjeras en la educación superior. Se tuvo como objetivo analizar desde la teoría y la praxis concreta la necesidad de una clase de lenguas extranjeras que considere la implementación de la interdisciplinariedad como premisa fundamental en la educación superior del siglo XXI, a través de tareas integradoras interdisciplinarias. Se emplearon métodos teóricos, como análisis-síntesis e inducción-deducción. De los métodos empíricos se emplearon el análisis documental, el cual complementó las generalizaciones teóricas de las autoras sobre la relación integración-interdisciplinariedad, y sus criterios valorativos sobre la enseñanza- aprendizaje de lenguas extranjeras en la educación superior, así como la modelación de tareas integradoras interdisciplinarias para elevar la calidad del aprendizaje en los estudiantes. Los análisis realizados sobre el tema permitieron elevar los niveles de concienciación por parte de los profesores de los aspectos tratados. En segundo lugar, se presentó un cuerpo teórico-metodológico de trabajo para su modelación en clases.  PALABRAS CLAVE: enseñanza-aprendizaje; lenguas extranjeras; tareas integradoras interdisciplinarias; Educación Superior. INTEGRATING-INTERDISCIPLINARY TASKS IN THE TEACHING-LEARNING PROCESS OF FOREIGN LANGUAGES AT THE CUBAN UNIVERSITY OF THE XXI CENTURY ABSTRACT The authoresses revealed their theoretical and practical views on the teaching-learning of foreign language in high education. The main objective focused on analyzing from theory and practice, the need of planning a lesson of foreign language in higher education that considers the implementation of interdisciplinarity as the main premise in the XXI century Higher Education by means of integrated tasks. Analysis- synthesis and induction-deduction were methods used theoretically. Documentary perusal and theoretical-methodological modeling were part of the empirical methods, which contributed to the generalizations on the nexus between integration and interdisciplinarity. The material presented allowed the activation of an awareness of the problems discussed and the rendering of a theoretical and methodological corpus to crystallize in the actual lesson of foreign language. KEYWORDS: teaching-learning; foreign languages; integrative interdisciplinary tasks; Higher education.   [1] [2] Profesor de Lengua Inglesa. Profesor Principal de la disciplina Didáctica de las Lenguas Extranjeras. Máster en Ciencias de la Educación. Universidad de Camagüey. Cuba. E-mail: [email protected] [3] Profesor de Lengua Inglesa. Máster en Ciencias de la Educación Superior. Universidad de Camagüey. Cuba.  E-mail: [email protected]

scholarly journals TEFL PROFESSORS' E-LEARNING EXPERIENCES DURING THE COVID 19 PANDEMIC

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Sumer Salman Abou Shaaban
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Higher Education Institutions ◽  
Action Plan ◽  
Gaza Strip ◽  
Real Life ◽  
Technical Problems ◽  
E Learning ◽  
The Gaza Strip ◽  
Teaching Learning

<p>This study aimed at revealing teaching English as a foreign language (TEFL) professors' eLearning experiences during the Covid 19 pandemic in the Gaza Strip higher education institutions. For this end, the researcher designed a (20) open-ended questions questionnaires to be completed by (32) TEFL professors in (8) Palestinian higher education institutions. Results showed that TEFL professors need training to develop their skills in designing, developing and drawing action plan for TEFL e-courses that achieve the objectives of foreign language teaching\ learning. Palestinian TEFL professors spent (4- 7) hours daily preparing, meeting, guiding, helping and facilitating learning by using different eLearning programs and network social media such as Moodle, Google classroom, Zoom, WhatsApp and Facebook. They adopted different teaching methods as well as different types of evaluation and following up in order to measure the objectives achievement; however, they neglected developing thinking and real life skills. The most challenges for both TEFL professors and learners were insufficient knowledge about eLearning and technical problems. TEFL professors action plan was focused on reducing the number of activities and drawing clear procedures with all the needed tools and activities for each objective in the course. Based on the findings, the researcher recommends that higher education institutions should provide training courses in the field of eLearning for both learners and professors, prepare a guide for designing and developing e-courses and provide professional technicians for maintenance of equipment and should regularly fix various technical malfunctions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0656/a.php" alt="Hit counter" /></p>

Sign in / Sign up

Export Citation Format

Share Document