Language minority native Spanish speakers at the secondary level and the role of the foreign language teacher

The unprecedented growth in the quantity, as well as quality of publications on language teacher education supported by the domain’s increasing experiential background opens up new avenues for enhancing the effectiveness of foreign language teacher education in Ukraine. Hence, the present paper aims at analyzing and singling out recurrent research themes, defining the mainstream approaches of the field of language teacher education, which constitute the emerging theoretical foundations of the field’s knowledge base. The review of the state-of-the-art publications has enabled the specification of the following research areas, pertinent to foreign language teacher education: language teacher cognition, the knowledge base of language teachers, language teacher identity, reflection, language teacher research and action research, language teacher professionalism, the role of teacher education, effectiveness of teaching, expertise, competence, teacher development and some others. The analysis of research suggests overall proliferation of the number of studies on the problem of language teacher education during the past 30˗40 years. Nevertheless, the comparison of the volume of studies highlighting general aspects of teacher education to those specifically related to foreign/second language teacher education reveals the quantitative advantage of the former. More efforts are needed at elaborating language teacher focused issues which stem from the nature of foreign language as a discipline, the socio-cultural role of language teachers and the role of foreign language in particular. Further limitations of the field-related research base, include: 1) a rather small proportion of empirical studies, necessary to provide informed answers for important questions of language teacher education; 2) the majority of available empirical studies are small-scale and contextually limited, which excludes the possibility of generalizations; 3) the field’s overall reliance on traditions, intuition and practical experience, with little regard for theoretical foundations; 4) paucity of research that present systematic complex generalizations of the field’s knowledge base;

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PEDAGOGICAL REFLECTION AS A METHOD OF PROFESSIONALLY-ORIENTED FORMATION OF SOCIO-CULTURAL COMPETENCE AT FUTURE FOREIGN LANGUAGE TEACHER TRAINING

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2020vol2.4939 ◽

2020 ◽

Vol 2 ◽

pp. 326

Author(s):

Elena Smirnova

Keyword(s):

Cultural Competence ◽

Foreign Language ◽

Multicultural Education ◽

Teaching Practice ◽

Social Role ◽

Educational Process ◽

Professional Activity ◽

Language Teacher ◽

The Social

The language policy focus on multilingualism and multicultural education necessitated to train a foreign language teacher who is able to teach students efficient cooperation in multilingual and multicultural environment. Young teachers face into difficulties when passing from the social role of a student to the social role of a teacher, so far as language training at university is to a greater extent subject-related rather than professionally-oriented. The main goal of the paper is to view vocational training peculiarities of future foreign language teachers from the perspective of socio-cultural approach. The article presents professionally-oriented ways of socio-cultural competence formation of a future teacher at a practical foreign language lesson. The author proves that the decisive condition to ensure the professional direction of socio-cultural competence formation is pedagogical reflection, which makes it possible to get students involved in the reflective development of the inner space of their future professional activity. The proposed system of tasks is aimed to involve students in the reflective analysis of their own strategies how to learn a foreign culture, their functional role in the process of education and, on the other hand, to make sense of the teacher’s performance and the professional relevance of the educational process. As the way of evidence of the proposed tasks efficiency, the observation results on students at teaching practice and school teachers’ survey data are given.

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THE ROLE OF CIVIL SOCIETY IN THE FORMATION OF CIVIL CULTURE OF THE FUTURE FOREIGN LANGUAGE TEACHER

International Journal of Innovative Technologies in Social Science ◽

10.31435/rsglobal_ijitss/30092021/7669 ◽

2021 ◽

Author(s):

Yuliia Liakhovska

Keyword(s):

Civil Society ◽

Foreign Language ◽

Civic Culture ◽

Main Principle ◽

Mechanism Of Formation ◽

Language Teacher ◽

Democratic State ◽

The Future ◽

The Individual

The article attempts to reveal the role of civil society in the formation of civic culture of the future specialist, in particular a foreign language teacher. Legislative documents in the field of education are characterized, the views of scientists on civil society are revealed, the problems of globalization of society development are covered. It is established that the construction of civil society is impossible without the participation of applicants for higher education, who must become real citizens of their country - amateur, independent people who are realized in a civil position. It is revealed that the main principle of the mechanism of formation of civic culture of the future foreign language teacher is the principle of activity. It is proved that the problem of forming the civic culture of student youth is relevant, socially significant and is a reflection of changes in the paradigm of education aimed at the development of the individual as a citizen; the formation of civic culture of youth is the foundation of the development of civil society and a democratic state.

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The problem of motivation while learning russian as a foreign

SCIENTIFIC WORK ◽

10.36719/2663-4619/71/23-28 ◽

2021 ◽

Vol 71 (10) ◽

pp. 23-28

Author(s):

Наиля Габиб гызы Гаджиева ◽

Keyword(s):

Foreign Language ◽

Family Members ◽

Foreign Languages ◽

Language Teacher ◽

Motivation For Learning ◽

New Space ◽

Value Communication

There are two types of motivation for learning foreign languages: instrumental and integrative . While learning a foreign language outside the linguistic environment, professional interests, the content of training and the student's relationship with family members, friends, etc., play a motivating role. At the same time, the role of a foreign language teacher is growing. Motivation plays an important role in increasing the effectiveness of teaching Russian in a foreign audience. But for its appearance, it is necessary to select suitable methods that will revive the lesson at any stage, as well as create a new space for organizing problem-value communication. Keywords: Russian as a foreign language, RFL teacher, motives, motivation, methods

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The Expanding Role of Technology in Foreign Language Teacher Education Programs

CALICO Journal ◽

10.1558/cj.v24i2.253-268 ◽

2013 ◽

Vol 24 (2) ◽

pp. 253-268 ◽

Cited By ~ 25

Author(s):

Christopher L. Luke ◽

Jody S. Britten

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Teacher Education Programs ◽

Education Programs ◽

Language Teacher Education ◽

Language Teacher

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Three visits to Montevidisco: Spanish enrichment with interactive videodisc

ReCALL ◽

10.1017/s0958344000003189 ◽

1994 ◽

Vol 6 (2) ◽

pp. 14-17

Author(s):

Charles D Bush

Keyword(s):

Role Playing ◽

Spanish Speakers ◽

Interactive Videodisc ◽

Status Report ◽

Original Material ◽

Native Spanish Speakers ◽

Brigham Young University ◽

Role Playing Games ◽

Videodisc Player

Montevidisco is an interactive videodisc application intended for intermediate Spanish students. It combines language enrichment with elements of role-playing games as the student plays the role of someone visiting a hypothetical city in Mexico, interacting with native Spanish speakers in native situations via videodisc. The concept originated at Brigham Young University in the early eighties, with the video filming done at that time. More recently, the BYU Humanities Research Center has adapted the original material to run on standard microcomputer platforms.There are three implementations of Montevidisco in various stages of development. The first is a side-by-side version that uses a HyperCard stack on a Macintosh to control a separate videodisc player and monitor. The second version uses a video overlay configuration with ToolBook and Windows on an IBM platform. Both of these versions are 'finished' to the extent that they are being used in intermediate Spanish classes at BYU and elsewhere. General marketing arrangements are expected to be finalized this summer. The most recent implementation uses QuickTime on a Macintosh to display digitized video directly from the computer's hard disk.This paper begins with an explanation of the general features of Montevidisco that are common to all three implementations. It outlines some of the design considerations faced and explains how the choice of metaphor influenced those decisions. Some questions that have been raised during the testing and review process are also addressed. The paper then categorizes the significant differences between the three implementations and discusses the technological and pedagogical reasons for them. It concludes with a status report on the QuickTime version and gives an assessment of this new digital video technology in an instructional environment.

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