Case-Method in the Formation of Communicative Ethnopedagogical Competence of a Foreign Language Teacher: based on the Material of Russia, Greece, and Kazakhstan

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

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FOREIGN LANGUAGE TEACHER EDUCATION

Foreign Language Annals ◽

10.1111/j.1944-9720.1973.tb02631.x ◽

1973 ◽

Vol 6 (4) ◽

pp. 519-526

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Language Teacher Education ◽

Language Teacher

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Bilingual, Esol and Foreign Language Teacher Preparation: Models Practices, Issues

TESOL Quarterly ◽

10.2307/3585981 ◽

1979 ◽

Vol 13 (1) ◽

pp. 105

Author(s):

Marilyn McDivitt ◽

John F. Fanselow ◽

Richard L. Light

Keyword(s):

Teacher Preparation ◽

Foreign Language ◽

Language Teacher

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Case method in the students’ university foreign language education

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2021-26-195-95-106 ◽

2021 ◽

pp. 95-106

Author(s):

Roman A. Danilin

Keyword(s):

Foreign Language ◽

Creative Thinking ◽

Scientific Literature ◽

Language Education ◽

Foreign Language Education ◽

Case Method ◽

Dominant Type ◽

Speech Activity ◽

Analytical Skills ◽

History Of

The case method is one of the methods of problem learning, which allows, based on the description of the problem, to organize the learning process in order to develop a number of universal skills and foreign language speech skills of students. The history of the case method, the typology of cases, the didactic and linguodidactic potential of the case method are described. Based on the analysis of scientific literature, we distinguish the following typological features: a) the complexity of the case; b) the purpose and objectives of the case; c) the degree of structuredness; d) the volume of the case; e) the presence of the plot; f) temporary space; g) subjectivity; h) dominant type of activity; i) subject-content area; j) the number of participants; k) language of the project. The work describes in detail the types of cases for each type. The case method has a didactic potential, allowing to develop analytical skills, critical thinking, professional creative thinking, practical skills, communication skills, social and reflexive skills. When teaching a foreign language on the basis of foreign language cases of a general cultural or professionally oriented direction, students will be able to develop productive (speaking and writing) and receptive (listening and reading) types of speech activity. A nomenclature of speech skills developed in the process of using the case method for each type of speech activity is presented.

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