scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

Falling on deaf ears

2016 ◽  
Vol 3 (2) ◽  
pp. 196-212 ◽  
Author(s):  
Brian Rubrecht
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Pronunciation Instruction ◽  
Language Teaching And Learning

Second or foreign language learners study or are taught various language skill areas, one of which is speaking. In order to speak in the target language, learners must gain some proficiency in the target language’s vocabulary, grammar, and pronunciation so that their verbal utterances are meaningful to listeners. However, although pronunciation may be said to be the most fundamental of these three components, it is by far the one that receives the least amount of attention in second or foreign language learning situations. Insufficient attention placed on the pronunciation component can lead to detrimental effects on learners, potentially negatively impacting them in their attempts at bridging the interculturality gap between their first language and the language being learned. The present article will make a call for increased inclusion of pronunciation instruction and training in second and foreign language teaching and learning by relating pronunciation’s importance in verbal communicative acts and by addressing the issue of pronunciation localization. In addition, the article will present a discussion explaining why those involved in such language teaching and learning tend to overlook the pronunciation component in second and foreign language teaching and learning situations.

scholarly journals Sense of agency among frequently anxious learners of English in Swedish primary school: Mismatching beliefs and experiences

2021 ◽  
Vol 15 (2) ◽  
Author(s):  
Maria Nilsson
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Language Instruction ◽  
Target Language ◽  
Sense Of Agency ◽  
Foreign Language Instruction ◽  
Emotional Experiences ◽  
Young Learners ◽  
Oral Interaction

Instilling a sense of agency (SoA) in young learners is an important aspect of foreign language instruction, as is the counteracting of emergent foreign language anxiety (FLA). Focusing on learners who frequently experience FLA, this study explores young learners’ beliefs and classroom experiences in relation to teaching and learning of English, in order to highlight the way in which they perceive their own agency, that is, their situated SoA. After initial classroom observations, learners from seven Swedish classrooms, across years 2–5, were seated in small groups to discuss open questions about target language (TL) use, oral interaction, instructional work mode and the role of the teacher and the learners. The present study is based on discussions among 31 of those learners. Qualitative content analysis of the recorded discussions reveals conflicting beliefs and experiences. These frequently anxious learners stressed the importance of extensive input in English and of learners engaging and speaking the TL. However, they also expressed that oral instructions and prompts, which were sometimes incomprehensible, made them feel frustrated and insecure. Considering the risk of embarrassment, they refrained from asking questions or volunteering to speak. Thus, their accounts of their emotional experiences and actions did not align with their beliefs, which hampered their SoA. The findings illustrate the interrelated nature of beliefs, emotional experiences and agency. Implications for primary language teaching relate to target language use and offering plenty of time for learners to practice their oral skills under conditions that they perceive as safe.

The Application of CALL Mode Based on Information Technology

2014 ◽  
Vol 644-650 ◽  
pp. 6181-6184
Author(s):  
Hua Liu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Rapid Development ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Advanced Technology ◽  
Computer Assisted ◽  
Network Computer

With the rapid development of computer technology and network, computer, as an assistant means of teaching, finds a broad use of foreign language instruction. In particular, it is worth mentioning that computer assisted language learning (CALL), as a newly booming science, plays an increasingly important role in language teaching and learning and has become an important solution to the current education problems encountered in the process. However, CALL can only play a supporting role in foreign language teaching. In the foreign language teaching with CALL,it is proper to develop the advantages of advanced technology,and meanwhile to deny the traditional teaching mode and inappropriate teaching methods. Therefore, combined with the reality, this paper makes an argument that in the process of teaching, we must keep in the reasonable application of CALL to avoid the negative effects of abusing it while actively and prudently promote the reform of college English to cultivate interdisciplinary talents in the new century.

scholarly journals LANGUAGE LABORATORY MANAGEMENT TO SUPPORT TECHNOLOGY-BASED FOREIGN LANGUAGE INSTRUCTION

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Vivi Aulia
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Language Instruction ◽  
Laboratory Management ◽  
Language Laboratory ◽  
Instructional Process ◽  
Teaching Aids ◽  
Management Technology

Language laboratory is one of media and teaching aids that cannot be separated from the foreign language teaching. The existence of language laboratory in such schools are considered as vital and essential things. It also becomes trend, culture, and alternative requirement to support the instructional process. Good and representative language laboratory that provides a number of educational objectives can bring in interesting instructional activities. Moreover, it can be the fascinating devices equipping students in learning foreign language. This article will review and provide a framework for some informations and overviews of language laboratory, the main principles and guidelines for managing language laboratory, and explain how these principles can be applied for foreign language teaching. At the end of this article, it is suggested that either foreign language teacher or language laboratory manager along with school principals cooperate in maximizing the language laboratory as a means of supporting technology-based foreign language instructions.Keywords: language laboratory, management, technology-based, foreign language teaching.

scholarly journals “Rational, Emotional, Affective Learning” and the Use of Innovative Methods in Foreign Language Teaching

2016 ◽  
Author(s):  
Paolo Frascà
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Affective Learning ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Language Instruction ◽  
Innovative Methods ◽  
Real Method ◽  
The Many

Foreign language didactics is a field which, notwithstanding the many centuries of application and development, is still very methodologically problematic. Statistics clearly show that, in certain countries, the educational system provides foreign language instruction that is not apt and does not deliver effective linguistic competence; a few methods, however, have been developed to contravene this problem. In the specific case of Italy, a country which is renowned for its general monolingualism, Associazione Culturale Linguistica Educational (ACLE) has developed an innovative language teaching method (Rational, Emotional, Affective Learning) to attempt to fill the lacunae of the Italian school system, especially in regards to the teaching of English as a foreign language. This paper seeks to briefly outline the REAL method and its applications, describe its affinity to didactic and cognitive theories, and speculate on its potential effectiveness.

Over de Ontwikkeling, Vernieuwing en Verduidelijking van Doelstellingen Voor het Vreemde-Taalonderwijs

1982 ◽  
Vol 14 ◽  
pp. 22-44
Author(s):  
A.J. van Essen ◽  
J.P. Menting
Keyword(s):  
The Netherlands ◽  
Foreign Language ◽  
Language Use ◽  
Language Teaching ◽  
Educational Planning ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Language Instruction ◽  
Different Levels

This article aims at presenting a synopsis of what has been going on in the field of developing and updating the aims of foreign-language instruction in the Netherlands since the early 1960s. In six paragraphs it describes the framework of educational planning at different levels and the problems the planners find themselves up against. It also deals with the question as to what are the preferable terms in which language-teaching aims are to be described (e.g. in terms of skills or in terms of language use) and with the various ways in which different organizations, curriculum planners and in-dividual schools have attempted to implement their (often implicit) views about how foreign-language teaching is to be updated. The article concludes with a number of recommendations for curriculum planners.

First language and target language in the foreign language classroom

2009 ◽  
Vol 44 (1) ◽  
pp. 64-77 ◽  
Author(s):  
William Littlewood ◽  
Baohua Yu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Language Teaching ◽  
First Language ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Language Classroom ◽  
Foreign Language Classroom

For many decades, foreign language teaching has been dominated by the principle that teachers should use only the target language (TL) and avoid using the mother tongue (L1) except as a last resort. However, reports show that teachers make extensive use of the L1. This paper illustrates this discrepancy and considers some main reasons for it. It suggests a framework of principles for balancing L1 and TL use in the classroom. Finally, it reviews some strategies available to teachers who wish to make maximal use of the TL without denying the potential of the L1 to support foreign language learning.

scholarly journals A cognitive view on bilingualism and "bilingual" teaching and learning

1999 ◽  
Vol 1 ◽  
pp. 165 ◽  
Author(s):  
Susanne Niemeier
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Home Culture ◽  
Bilingual Teaching ◽  
Language Teaching And Learning

Foreign language teaching and learning may profit substantially when discussed from a cognitive point of view. The paper deals with the situation of a new direction of foreign language teaching and learning in Germany, where in the last years so-called "bilingual" approaches have been implemented. This means that subjects such as history or biology are taught in English instead of in the mother tongue, thus exposing the learners to the foreign language to a degree that can not be offered by traditional English lessons. Furthermore, in those content subjects, the foreign language is used in a much more authentic and holistic way. So far, the results have been very promising. Combining some reflections on this new kind of teaching with insights from cognitive linguistics seems to be a way of introducing the learners not only to more exposure to the language, but also offers a way to provide the learners with insights into the way language works as well as with insights into the conceptual world behind the foreign language, and it tries to prevent the students from generating an indiscriminate mixture between their home culture and the foreign culture

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