Task-Based Language Teaching Approach for Improving Speaking Fluency: Case Study of Trainee Teachers in West Bengal

World Futures ◽  
2021 ◽  
pp. 1-29
Author(s):  
Shazia Hasnain ◽  
Santoshi Halder
Keyword(s):  
West Bengal ◽  
Language Teaching ◽  
Teaching Approach ◽  
Trainee Teachers

scholarly journals Kulttuurienvälisen tietoisuuden ja kieliasenteiden kehittyminen CLIL-opetuksessa

2018 ◽  
pp. 77-96
Author(s):  
Anssi Roiha ◽  
Mélodine Sommier
Keyword(s):  
Language Learning ◽  
Effective Teaching ◽  
Positive Attitude ◽  
Language Teaching ◽  
Comprehensive School ◽  
Teaching Approach ◽  
Target Language ◽  
Intercultural Awareness ◽  
Positive Effect

CLIL (Content and Language Integrated Learning) has been claimed to create a positive attitude towards languages and language learning in general and to raise intercultural awareness. The studies on the topics have however remained scarce. This study examines the issue from former pupils’ perspective. The 24 participants, who received English-medium CLIL during their comprehensive school in the 1990s, were interviewed in-depth and the data were analysed qualitatively. Most participants felt that CLIL had had a very positive effect on their attitudes towards English. However, many considered that CLIL had partly been detrimental to their attitudes towards and learning of other languages. The views on intercultural attitudes differed more. Some participants however considered that CLIL had raised their intercultural awareness. This case study demonstrates that CLIL can be an effective teaching approach regarding pupils’ target language and intercultural attitudes which provides implications for future CLIL education and language teaching in general.  

Deprivation of Women Migrants: A Case Study of Titagarh,Municipality, North 24 Pargana,West Bengal

2011 ◽  
Vol 3 (10) ◽  
pp. 1-6
Author(s):  
Shatarupa Dey Neogi Shatarupa Dey Neogi ◽  
◽  
Rumela Dutta
Keyword(s):  
West Bengal ◽  
Women Migrants

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Gender Bias in Education Expenditure among Religious and Social Groups: A Case Study for Below Class 10 Level in West Bengal

2021 ◽  
pp. 097674792110464
Author(s):  
Chayanika Mitra
Keyword(s):  
Gender Bias ◽  
West Bengal ◽  
Social Groups ◽  
National Sample ◽  
Sample Survey ◽  
Education Expenditure ◽  
Individual Level ◽  
Expenditure Data ◽  
The Social

This article attempts to capture gender bias in education expenditure among the religious (Hindu, Muslim and others) and the social groups (SC, ST and General) in West Bengal. Oaxaca–Blinder decomposition technique is used to obtain gender bias for a specific demographic group. Further, an attempt has been made to identify the religious or social groups with the acute problem of gender bias. In this work, 71st round (January–June 2014) education expenditure data (individual level) provided by NSSO (National Sample Survey Office) is used. JEL: I24, R1, C55

scholarly journals Teacher's digital fluency: a new competence for foreigh language teaching

2013 ◽  
Vol 13 (3) ◽  
pp. 711-739
Author(s):  
Isis da Costa Pinho ◽  
Marilia dos Santos Lima
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Digital Technologies ◽  
Foreign Languages ◽  
Digital Tool ◽  
Teachers Perceptions ◽  
Trainee Teachers ◽  
Digital Fluency

This paper reports on a case study research focusing on digital fluency as a new competence for teaching foreign languages through technology. The data were generated on a training course having as its main purpose the investigation of pre-service and in-service teachers' perceptions about the relevance of digital fluency and the pedagogical use of digital technologies for foreign language (FL) teaching and learning. The trainee teachers were asked to work in groups with the purpose of exploring Windows Movie Maker software in order to create a movie addressing the importance of digital fluency and the potential of this digital tool in FL teaching and learning. The results suggest that digital fluency was considered a necessary competence for the creation of more attractive and dynamic lessons that motivate meaningful FL production.

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