scholarly journals THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING

2013 ◽  
Vol 7 (1) ◽  
Author(s):  
Angela Strelchonok ◽  
Iveta Ludviga
Keyword(s):  
Case Studies ◽  
Subject Matter ◽  
English Language ◽  
Language Teaching ◽  
Collaborative Work ◽  
Integrated Approach ◽  
English Language Teaching ◽  
Business English ◽  
The Creation

The paper is concerned with methodological aspects of using Case studies in Business English language teaching at University level. It emphasizes the benefits and opportunities of the Case study method as well as the role Case studies play in practicing and developing language, business communication and managerial skills. The paper analyses Case study as an example of Task-Based Learning (TBL) method which focuses on communicative approach towards problem solving tasks presented in authentic Case studies. The paper deals with language and subject matter integration in the creation and implementation of Case studies in the Business English classroom which involves collaborative work of English language and subject matter lecturers. The integrated approach strengthens both students’ subject matter knowledge and language competence. The result of lecturer collaboration is the creation of Case study “Rukisu teja” which is based on a real Latvian family-run business and can be incorporated into both Business English and Entrepreneurship courses.

scholarly journals THE USE OF CASE STUDIES IN THE BUSINESS ENGLISH LANGUAGE TEACHING

2013 ◽  
Vol 1 ◽  
pp. 144-151
Author(s):  
Angela Strelchonok ◽  
Iveta Ludviga
Keyword(s):  
Case Studies ◽  
Subject Matter ◽  
English Language ◽  
Language Teaching ◽  
Collaborative Work ◽  
Integrated Approach ◽  
English Language Teaching ◽  
Business English ◽  
The Creation

The paper is concerned with methodological aspects of using Case studies in Business English language teaching at University level. It emphasizes the benefits and opportunities of the Case study method as well as the role Case studies play in practicing and developing language, business communication and managerial skills. The paper analyses Case study as an example of Task-Based Learning (TBL) method which focuses on communicative approach towards problem solving tasks presented in authentic Case studies. The paper deals with language and subject matter integration in the creation and implementation of Case studies in the Business English classroom which involves collaborative work of English language and subject matter lecturers. The integrated approach strengthens both students’ subject matter knowledge and language competence. The result of lecturer collaboration is the creation of Case study “Rukisu teja” which is based on a real Latvian family-run business and can be incorporated into both Business English and Entrepreneurship courses.

scholarly journals English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach

2016 ◽  
Vol 2 (1) ◽  
pp. 54 ◽  
Author(s):  
Kyria Finardi ◽  
Roberta Leao ◽  
Livia Melina Pinheiro
Keyword(s):  
English Language ◽  
Integrated Approach ◽  
English Teachers ◽  
English Language Teaching ◽  
Language Policies ◽  
Teachers Beliefs ◽  
Teaching Learning ◽  
Globalized World

<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>

scholarly journals التعليم العالي تجديد في التعليم العالي: نشر الديمقراطية اللغوية في تدريس اللغة

لارك ◽  
2019 ◽  
Vol 1 (36) ◽  
pp. 257-249
Author(s):  
د. إيمان علي الراشد
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Language Teaching ◽  
Study Data ◽  
English Language Teaching ◽  
University Lecturers ◽  
The Impact ◽  
Case Study Data

ABSTRACT The present study is a focus on the importance of linguistic democracy in English Language Teaching (ELT). The paper discusses the need for utilizing democracy in the educational practices in language teaching. The study is a qualitative case study. Data were collected using interviews, classrooms observations and fieldnotes. The present study examines the conceptions of three participants, university lecturers who were chosen from three faculties, on the role of democracy in language teaching. Additionally, the paper presents the impact of the lecturers' conceptions on their practices in classrooms. In accordance with the obtained data, it was observed that there is a limited knowledge on understanding the role of democracy in language teaching. This was clearly manifested in the classroom practices.

scholarly journals A Showcase Study on ELF-oriented Classroom Practices in a General English Course

2021 ◽  
Vol 9 (5) ◽  
pp. p61
Author(s):  
Shahinaz Abdullah Bukhari
Keyword(s):  
Complexity Theory ◽  
Subject Matter ◽  
English Language ◽  
Classroom Practices ◽  
Language Teaching ◽  
Global Dimension ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Raising Awareness ◽  
The Relationship

The lingua franca status of English in transcultural settings questions the orthodox pedagogical principles and mainstream approaches of English language teaching. To mirror the relationship between English as a subject matter and English as a globalised sociolinguistic phenomenon, some scholars call for revisiting the conventional approaches of pedagogy. Still, the response to the call for a transition from the monocentric methods of English language teaching is slow. Teachers have multiple concerns about how to incorporate a global dimension into a general English language course for undergraduates. The present study aims to address this gap by offering a practical example of how to address English as a lingua franca phenomenon in a general English language course. The study showcases classroom practices for raising awareness of today’s complexity of English use as a worldwide lingua franca. Ten Saudi undergraduates at a Saudi university participated in the study. The study shares the participants’ critical reflections on what they have learned from the course. Analysis of the participants’ reflections reveal that approaches based on complexity theory increased their familiarity with English linguistic diversities, developed their transcultural awareness and improved their ability to cope with English functional and contextual diversities. It is hoped that this showcase study can provide some guidance for the further implementation of a global dimension in other contexts.

scholarly journals CONTENT EDULCORATION AS IDEOLOGY VISUALIZATION IN AN ENGLISH LANGUAGE COURSEBOOK

2020 ◽  
pp. 172-193
Author(s):  
Рафаэль Филиберто Фортеса Фернандес ◽  
Елена Валерьевна Рубцова ◽  
Саймелин Айлээн Фортеса Рохас
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Awareness ◽  
Teacher Language ◽  
Post Colonial ◽  
Discourse Practices ◽  
Western Discourse ◽  
The Mind

Основываясь на постструктуралистских определениях дискурса, данное исследование посвящено критике редукционистской сущности канонических определений понятия языковой осведомленности учителя (Teacher Language Awareness – TLA), осознаваемых как формула для регургитации западных дискурсивных практик в преподавании английского языка. Опираясь на принципы мультимодальности и понятие идеологического концептуального квадрата, в статье проводится тематическое исследование, демонстрирующее способы визуализации евро-американской имперской истории в энтекстуализации в неязыковом материале учебников английского языка, где авторы в процессе реэнтекстуализации избегают акцентировать внимание на негативном образе, отрицая не только прошлые колониальные злодеяния, но и их постколониальное повторение, такое как, например, фашизм в Испании. Эта маскировка, или санация, является частью незапятнанного образа Западного проекта, который проецируется в том числе через обучение английскому языку как важный элемент процесса глобализации и его связи с неолиберальными имперскими установками. И этот факт открыто бросает вызов обоснованности концепта языковой осведомленности учителя (TLA) как конструкта. В работе также вводится концепт «edulcoration» (education (образование) + dulce (in Spanish - сладость) + decoration (декорация)), понимаемый как средство синтаксического и лексического манипулирования языком, реализованное также в образах и аудиозаписях, которые делают пригодным для образовательных целей неязыковой материал. С практической точки зрения каждый из примеров, приведенных в исследовании, выражает контрдискурс, необходимый для практик противодействия неоколонизации ума. В работе предлагается переосмысление способов формирования и развития компетенций учителя в эпоху глобализации, а также возможность исследования аналогичных вопросов в других европейских языковых учебниках. Based on post-structural definitions of discourse(s), the article is aimed at criticizing the reductionist essence of canonical definitions of Teacher Language Awareness (TLA)], perceived as a formula for the regurgitation of western discourse practices in the English Language Teaching classroom. Based on a multimodal perspective and an ideological conceptual square, the research reports a case study illustrating how Euro-American imperial history is visualized in its entextualization in the non-language material of an English language textbook. The results of the case study reveal that in the process of re-entextualization the authors have de-emphasized the negative image of the Self by negating not only the Euro-American colonial atrocities but also their post-colonial repetition such as fascism in Spain. This concealment or content sanitation is part of the untarnished image the West projects through ELT as part of its role in the process of globalization and its connection to the neo-liberal empire, a fact that openly challenges the validity of TLA as a construct. The work also introduces the concept ‘content edulcoration’ (education + dulce (in Spanish) + decoration) understood as the means of syntactic and lexical language manipulation as well as its realization in the voice of transcript readers and images, all of which make non-language material suitable for educational purposes. From a practical viewpoint, each of the instances in the case study offers the counter-discourse necessary for resistance to the neo-colonization of the mind. The article suggests a reconceptualization of teacher formation and development in the era of globalization as well as the feasibility of researching similar issues in other major European language teaching textbooks.

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