Stumble or fall? Responses to moving language learning online at Durham University during the 2020 pandemic

This chapter offers a chronological narrative of the steps taken by the Centre for Foreign Language Study (CFLS) at Durham University to move language teaching, learning, and assessment online following the announcement of the global COVID-19 pandemic in March 2020. This includes immediate steps to suspend classroom teaching, a move to online assessments, preparations for teaching of summer language courses, and steps to convert existing curricula and teaching materials for online delivery in 2020-2021. The chapter concludes with some lessons learned, and plans for the future.

nvestigating the Information Needs of University Students in Foundational Foreign Language Courses

Studies in Self-Access Learning Journal ◽

10.37237/030203 ◽

2012 ◽

pp. 149-162

Author(s):

Glenna Westwood

Keyword(s):

Foreign Language ◽

University Students ◽

Language Learning ◽

Information Needs ◽

Information Resources ◽

Specific Information ◽

Personal Learning ◽

Foreign Language Study ◽

Starting Point ◽

Language Courses

This investigation seeks to address two issues: first, to discover if there is evidence that university students in foundational language courses need information resources to support their language learning and second, if such evidence exists, what the specific information resource needs might be and how important those resources are to students’ language learning. After engaging in a year of foreign language study, the author used the evidence gathered to develop and conduct a survey of the user needs of language students at the Self Access Centre (CAADI) of the University of Guanajuato, Mexico. Results of the survey supported the personal learning experiences of the author. Over 80% of students surveyed reported using the information resources in the CAADI at least once a week with general grammar books, course text books and films being reported as the most important resources. This investigation provides a starting point for research in to the collection development practices of academic libraries supporting the learning of foreign languages. By examining the information needs of one population, evidence has been provided that these students do indeed need information resources to support their language learning. The study suggests specific resource types that could be important for these users.

Principles of designing bespoke corporate foreign language courses

Tambov University Review Series Humanities ◽

10.20310/1810-0201-2021-26-192-44-57 ◽

2021 ◽

pp. 44-57

Author(s):

Elena N. Potapova

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

Interdisciplinary Approach ◽

Learning Context ◽

Teaching Standards ◽

Learning Content ◽

Language Courses ◽

Selection Of ◽

Corporate Language

We define methodic principles of designing corporate language learning programmes thoroughly considering needs and possibilities of corporate language learners. These principles are based on the analysis of psychological and pedagogical fundamentals of teaching corporate students and foreign language teaching and aimed at increasing efficiency of corporate language courses. They are defined as follows: 1) basing teaching aims on learners’ needs and language teaching standards; 2) applying interdisciplinary approach to selection of language, content and methods; 3) adapting discourse to learners’ professional needs; 4) selecting and arranging language in a logical sequence; 5) applying skills-based approach to selection of learning content and technologies; 6) arranging learning content and materials into modules; 7) integrating various knowledge, skills and learning methods; 8) considering psychological and pedagogical fundamen-tals of teaching corporate students; 9) considering possible difficulties of corporate language learning context. These principles reflect needs and features of corporate students and can be used by developers of corporate language courses.

The use of pictorial narratives in multimedia systems for foreign language learning: Jean de l'Ours

ReCALL ◽

10.1017/s0958344000002962 ◽

1994 ◽

Vol 6 (1) ◽

pp. 9-14

Author(s):

Søren Kolstrup

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

Multimedia Systems ◽

The Jean de I'Ours project explores the use of pictures and authentic (non pedagogical) language in foreign language learning/teaching. This project is based on the assumption that pictures can be used in a cognitive way, that they are more than mere entertainment, and that pictures used for communication in language teaching/learning should be more than mere pictograms.

Enseigner le Français langue étrangère niveau B1 : difficultés et stratégies

Digital Press Social Sciences and Humanities ◽

10.29037/digitalpress.43291 ◽

2019 ◽

Vol 3 ◽

pp. 00018

Author(s):

Dian Savitri

Keyword(s):

Foreign Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Learning Activities ◽

Font Size ◽

First Semester ◽

Language Class ◽

Language Courses ◽

The Common ◽

The aim of foreign language teaching is to enable learners to use the language they have learned to communicate and interact in their lives. This is why teaching/learning no longer gives priority to structure but rather to communication and interaction. It is by communicating that they learn the structure. The foreign language class is a place where learners use the language learned. Therefore, it is necessary for the teacher to create interesting activities that can encourage learners to use the language to communicate. Teaching French as a foreign language from the first semester to the seventh semester in the French Department, Universitas Negeri Jakarta, we use the Alterego+ manual. It replaced Alterego that we had used for over 5 years. After having studied it for 7 semesters, we hope that students can present themselves at DELF B2. As it provides language course level B1, it only want to talk about thepractice class with Alterego+ 3 that has been done for 2 semesters. Alterego+ 3 is published by Hachette, Français Langue Etrangère and targets learners who have acquired the level A2. It aims to acquire skills described in level B1 of the Common European Framework of Reference for Languages (CECRL), within a 150-hour course of teaching/learning activities. This allows learners to present themselves at DELF level B1. However in our department the B1 language courses are only lasted about 106 hours. How can one teach the limited duration B1 level?

Applying the Communicative Methodic in Learning Lithuanian as a Second Language

Santalka Filologija Edulokogija ◽

10.3846/coactivity.2007.31 ◽

2011 ◽

Vol 15 (4) ◽

pp. 23-31

Author(s):

Vaida Buivydienė ◽

Regina Žukienė

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

Opportunity To Learn ◽

Foreign Language Teaching ◽

Modern World ◽

Language Courses ◽

International Projects ◽

Exchange Programme ◽

Different Cultures

One of the strengths of European countries is their multilingual nature. That was stressed by the European Council during different international projects. Every citizen of Europe should be given the opportunity to learn languages life long, as languages open new perspectives in the modern world. Besides, learning languages brings tolerance and understanding to people from different cultures. The article presents the idea, based on the experience of foreign language teaching, that communicative method in learning languages should be applied also to Lithuanian as a foreign language teaching. According to international SOCRATES exchange programme, every year a lot of students and teachers from abroad come to Lithuanian Higher Schools (VGTU included). They should also be provided with opportunities to gain the best language learning, cultural and educational experience. Most of the students that came to VGTU pointed out Lithuanian language learning being one of the subjects to be chosen. That leads to organizing interesting and useful short-lasting Lithuanian language courses. The survey carried in VGTU and the analysis of the materials gathered leads to the conclusion that the communicative approach in language teaching is the best to cater the needs and interests of the learners to master the survival Lithuanian.

Evaluation of a Foreign Language Textbook Used in the Greater Boston Region: An Evaluation of a Japanese as a Foreign Language Textbook

International Research in Education ◽

10.5296/ire.v5i1.10191 ◽

2017 ◽

Vol 5 (1) ◽

pp. 152 ◽

Cited By ~ 1

Author(s):

Luis Miguel Dos Santos

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Postsecondary Institutions ◽

Japanese Language ◽

Teaching Goals ◽

Negative Comments ◽

Language Courses ◽

Textbook materials continue to play an important role in foreign language teaching and learning classroom. Textbooks are significant because these materials are considered elements in the field of foreign language learning. Teachers are often engaged in the application of textbooks for common teaching goals. Although the significance of the application of textbooks is accepted, ideas on whether textbooks could assist or hinder the teaching–learning process seem polarizing. This study employed a Likert scale survey to collect data on the evaluation of Japanese for busy people I: Romanized version (3rd Edition), a Japanese language textbook for new learners. The survey checklist yielded a highly unusual result, that is, all the participants advocated the use of the textbook. This study was conducted in the Greater Boston region in Massachusetts, MA, USA. Upon investigation, over 30 language learning centers, nearly 20 postsecondary institutions, and above 20 secondary schools were determined to be offering Japanese language courses. A total of 49 participants responded to the survey. None of the participants provided negative comments about the textbook. In addition, over 90% of the participants believed that the textbook materials and exercises were organized, contemporary, and applicable.

Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum

Healthcare ◽

10.3390/healthcare9030326 ◽

2021 ◽

Vol 9 (3) ◽

pp. 326

Author(s):

Luis M. Dos Santos

Keyword(s):

Nursing Students ◽

Foreign Language ◽

Language Learning ◽

Social Cognitive ◽

Research Question ◽

Nursing Curriculum ◽

College Leaders ◽

Language Courses ◽

Foreign Language Courses

Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.

Inverse translation and the language student: A case study

Language Learning in Higher Education ◽

10.1515/cercles-2020-2013 ◽

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.

Christopher Brumfit Award 2014

Language Teaching ◽

10.1017/s0261444815000300 ◽

2015 ◽

Vol 48 (4) ◽

pp. 433-433

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Acquisition ◽

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

Learning And Teaching ◽

Quality Of Presentation

The Editor and Board of Language Teaching are pleased to announce that the winner of the 2014 Christopher Brumfit thesis award is Dr Hilde van Zeeland. The thesis was selected by an external panel of judges based on its significance to the field of second language acquisition, second or foreign language learning and teaching, originality and creativity and quality of presentation.

Impacts of Disruptive Technology: Implementation of MOOCs in Language Teaching

International Journal of Recent Technology and Engineering - 2 ◽

10.35940/ijrte.a5955.0510121 ◽

2021 ◽

Vol 10 (1) ◽

pp. 242-245

Author(s):

Wipanee Pengnate* ◽

Bundit Anuyahong ◽

Chalong Rattanapong,

Keyword(s):

Higher Education ◽

Language Learning ◽

Technology Implementation ◽

Language Teaching ◽

Disruptive Innovation ◽

Learning Activity ◽

Disruptive Technology ◽

Rapid Transition ◽

Educational Paradigm ◽

This article presents trends and directions for language teaching instructors, especially in higher education. The objectives of this paper were to investigate the satisfaction of implementation of MOOCs in language teaching and to illustrate the change caused by disruptive technologies effected on behaviors and methods of language teaching-learning process. Due to Covid-19, the pandemic has shown a remarkably dramatic impact on Higher education. The term disruptive technology for e-Learning, therefore, become a common trend in educational system around the world with the rapid transition from traditional classes to online learning systems. Therefore, a robust and implemented approach aimed on improving and empowering the university staff should be created and developed to achieve the highest effectiveness of students’ learning process.In this study, the theory of teaching-learning activity pedagogy and trends in language learning are being proposed. These theories explain and provide conceptual frameworks for Higher Education (HE) to clearly see the interactions and consequences of the new educational paradigm according to disruptive innovation.