Using the Picture Word Inductive Model, Art and ACTFL 5 C’s to learn a second or foreign language

2020 ◽  
Vol 7 (8) ◽  
pp. 35-48
Author(s):  
Ana Cristina Sanchez ◽  
Maria Elena Arias-Zelidon
Keyword(s):  
Foreign Language ◽  
Language Arts ◽  
Writing Skills ◽  
Literacy Skills ◽  
Foreign Languages ◽  
Primary Input ◽  
Language And Culture ◽  
New Information ◽  
Visual Aid ◽  
Unit Plan

This paper will examine how art can be used as a visual aid and a primary input to teach and learn the Spanish language and culture. Art will be limited to the use of photographs and paintings that will be combined with the Picture Word Inductive Model [PWIM] and the 5C goal areas on the teaching of a foreign language as recommended by the American Council on the Teaching of Foreign Languages [ACTFL]. The five C goals stand for Communications, Culture, Connections, Comparisons, and Communities. The Picture Word Inductive Model [PWIM] was developed by the Language Arts Specialist, Emily Calhoun in 1998 to help children expand their vocabulary repertoire and develop reading and writing skills using pictures.   Art is a meaningful input that promotes vocabulary acquisition, listening, speaking, and literacy skills. It can be incorporated into any curriculum regardless of the language methodology to build background knowledge, scaffolding as a bridge from existing knowledge and new information. Art also promotes motivation on the students ‘part, which is a key aspect to successful learning. The researchers will provide a unit plan that can be incorporated in a fourth or fifth-semester Spanish course.

THE USE OF DIGITAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol XIII (XIII) ◽  
pp. 72-77
Author(s):  
L.D. KRIVYKH ◽  
◽  
O.B. BAGRINTSEVA ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
Language Teachers ◽  
Foreign Languages ◽  
Listening Skills ◽  
Foreign Language Teachers ◽  
New Information ◽  
Information And Communication

The article deals with the application of new technologies in teaching foreign languages. Substantiates the importance of the development of other forms and methods of teaching English to students of information technology disciplines. As well as drawing attention to the use of new information and communication technologies of the Internet. The article includes examples of the use of podcasts in the development of listening skills. The article is written for foreign language teachers, all interested in the methodology of teaching foreign languages, based on new technologies.

scholarly journals Towards LSP (II) – Language Teaching for Future Interpreters: Graduate Profiles

10.29007/wzmn ◽  
2018 ◽  
Author(s):  
Heather Adams ◽  
Laura Cruz-García
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Oral Performance ◽  
Specific Language ◽  
Language And Culture ◽  
Development Of Language

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required in the different modalities of interpreting. We are, of course, immensely grateful to all those teachers who took the time and trouble to answer our questions.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

The Role Of Authentic English Texts In The Development Of Writing Skills

2021 ◽  
Vol 03 (02) ◽  
pp. 122-137
Author(s):  
Tursunbayev Bakhtiyor ◽  
Keyword(s):  
Foreign Language ◽  
Communication Skills ◽  
Writing Skills ◽  
Great Difficulty ◽  
Foreign Languages ◽  
Global Information ◽  
Teaching Text ◽  
Development Of Students ◽  
Written Speech

Today, there is a rapid increase in education, therefore, knowledge of foreign languages has become one of the main problems in monitoring the development of the global information and digital economy in our country. Therefore, to improve the foreign language, various pedagogical technologies and methods of teaching the language are used. We know that oral and written speech skills are skills that can be achieved with great difficulty. This project analyses the development of oral and written speech using pedagogical technologies and teaching text types. Particular attention is paid to the development of students' communication skills using pedagogical technologies. These technologies help students gain confidence in self-expression. Therefore, the use of these technologies in lessons effectively develops oral and written speech, provides communication and an exciting learning process.

SOME FEATURES OF TEACHING SPANISH AS A SECOND AND SUBSEQUENT FOREIGN LANGUAGE TO THE LEARNERS OF ENGLISH

2021 ◽  
Vol 55 (3) ◽  
pp. 91-98
Author(s):  
Y.V. Maslova ◽  
Keyword(s):  
Foreign Language ◽  
Mutual Influence ◽  
Native English Speakers ◽  
Positive Influence ◽  
Foreign Languages ◽  
English Speakers ◽  
Further Training ◽  
New Techniques ◽  
Language And Culture ◽  
Initial Perception

The article considers teaching the Spanish language as a second foreign language to those students who already speak English as their first foreign language. The relevance of the work lies in the fact that at present new techniques of teaching students who speak two or more foreign languages should be reconsidered. It is also necessary to actively use the skills, knowledge and abilities that have already been developed while learning the first foreign language. The aim of the work is to identify the necessary techniques that can make teaching Spanish as a second foreign language to students studying English as their first foreign language more effective. The article compares English and Spanish in order to determine the factors contributing to a positive transference when learning Spanish as a second language, as well as those that complicate this process. Based on the analysis, a number of exercises are presented, which include those for initial perception, formation of speech skills and habits, development of the same and further training, which takes into account the factor of positive influence of the first foreign language and addresses the negative ones. The exercises presented include comparing and contrasting the two languages. The observation carried out while teaching two groups of students showed that taking into consideration the mutual influence of the two foreign languages, as well as including teaching materials for native English speakers in the learning process, increases students’ interest in the language and culture, and allows one to facilitate the process of learning Spanish.

scholarly journals The usage of foreign language integrative potential for prospective agronomists’ professional competence development in the realities of globalization

2019 ◽  
Vol 8 (3) ◽  
pp. 300-303
Author(s):  
Elena Leonidovna Perkova ◽  
Svetlana Vyacheslavovna Nikitina
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Professional Competence ◽  
Competence Development ◽  
Agricultural Products ◽  
Foreign Languages ◽  
Local Theory ◽  
Professional Literature ◽  
Advanced Experience ◽  
New Information

The paper is devoted to the problem of professional competence development of students majoring in Agronomy during the process of learning a foreign language. The authors indicate that the use of the integrative potential of a foreign language in modern realities is a source of professional knowledge, advanced experience and emphasize that the knowledge of a foreign language enables prospective agronomists to navigate in professional literature, on the market of agricultural products, as well as in the latest technologies, which results in their competitiveness in the agricultural sphere. Thus, learning a foreign language gives an agronomist an opportunity to improve professional competence and skills, to gain experience abroad, learn a lot of new information. In this regard, there is a necessity to update the content and structure, develop new approaches to organize the process of foreign language teaching to prospective agronomists. The paper notes the importance of Foreign Language course potential as an integrative factor influencing prospective agronomists professional competence development, and provides specific examples of its use. The paper analyzes the notions competence and prospective agronomists professional competence based on the views of domestic and foreign scientists. The authors underline the expediency of the competence approach use for professional competence development, which has recently transformed from a local theory into a social phenomenon that claims to be the conceptual basis of educational development. The provisions of the paper are based on the advanced research in the field of professional training and teaching foreign languages.

Mengenal Bahasa dan Budaya Asing dengan Bernyanyi dan Bermain Bersama Siswa SDN Desa Pantai Bahagia 02 Muara Gembong

Metahumaniora ◽  
2017 ◽  
Vol 7 (2) ◽  
pp. 145
Author(s):  
Erlina .
Keyword(s):  
Foreign Language ◽  
Community Service ◽  
Foreign Languages ◽  
Language And Culture ◽  
To Come

ABSTRAKAda banyak cara bagi anak-anak untuk belajar, salah satu diantaranya melalui bermaindan bernyanyi. Apapun yang mereka pelajari, metode ini dapat dianggap sebagai metode yangpaling efektif sekaligus menyenangkan. Karena bermain dan bernyanyi adalah bagian darikehidupan anak-anak, masa kanak-kanak, dinamika belajar ini sesuai untuk mengembangkandaya pikir anak-anak melalui tawa ria. Tak ada yang harus mereka khawatirkan, tak perlumenghapalkan aturan-aturan dalam tatabahasa, tak harus menghapalkan kosa kata yangrumit; mereka dapat melupakan semua kesulitan yang dapat membayangi keceriaanmereka tersebut, yang perlu mereka lakukan hanyalah untuk bergabung bersama dengananak-anak lain untuk mengulangi syair-syair yang dinyanyikan, mengikuti gerakan-gerakanyang dicontohkan sambil bernyanyi riang. Ada lebih dari lima puluh siswa sekolah dasar,dari SDN 02, Desa Pantai Bahagia, Muara Gembong, turut berpartisipasi di lokasi tempatpelaksanaan Pengabdian Kepada Masyarakat se Universitas Padjadjaran SuperCamp 2017untuk mengikuti pengenalan bahasa dan budaya asing. Pengenalan bahasa dan budaya asingmelalui bermain dan bernyanyi ini sebagai bagian dari wujud nyata pengabdian masyarakatFakultas Ilmu Budaya Universitas Padjadjaran memperlihatkan efek-efek yang positif;anak-anak berpartisipasi penuh karena mereka menganggap mereka tidak sedang belajartapi sedang bermain, mereka paham apa yang harus mereka lakukan meskipun instruksidiberikan dalam bahasa asing, mereka memberikan perhatian penuh pada penjelasanyang diberikan karena mereka tidak ingin ketinggalan gerakan-gerakan yang mereka inginlakukan, dan segala sesuatunya menjadi mudah manakala mereka melakukannya sambilbersenang-senang dan bergembira berkumpul bermain bersama yang lain.Kata kunci: bernyanyi, bermain, Super Camp 2017, SDN Desa Pantai Bahagia 02ABSTRACTThere are many ways for children to learn, one of them is through playing andsinging. No matter what subject they learn, this method can be identified as the most effectiveway as well as fun. Since playing and singing is a part of their life, a childhood life, the dynamicof learning is appropriate to develop their mind through laughter and cheers. They shouldnot worry about memorizing any rules of grammar, any complicated vocabularies; they canforget the hardship surrounding them, all they need to do is just to come along by repeating,imitating, and making some moves while singing. There are more than fifty students of primaryschool, SDN 02, Desa Pantai Bahagia, Muara Gembong, the location of Unpad’s SuperCamp2017 join the activity, the introduction of foreign language and culture. The introduction tosome foreign languages and cultures through playing and singing which is given as a partof Universitas Padjadjaran’s community service, ‘Pengabdian Kepada Masyarakat’, showspositive effects; the children participate fully as they feel like they are not studying but264 | METAHUMANIORA, Vol. 7, Nomor 2 September 2017: 263—272Erlina, 2Yuyu Yohana Risagarniwa, 3Taufik Amperaplaying, they understand what to do though the instruction is in foreign languages, they payattention to the explanation as they do not want to miss the move they want to do. Andanything becomes easy when they are having fun and happy gathering together with others.Keywords: singing, playing, SuperCamp 2017, SDN Desa Pantai Bahagia 02

Mengenal Bahasa dan Budaya Asing dengan Bernyanyi dan Bermain Bersama Siswa SDN Desa Pantai Bahagia 02 Muara Gembong

Metahumaniora ◽  
2017 ◽  
Vol 7 (2) ◽  
pp. 145
Author(s):  
Erlina Erlina
Keyword(s):  
Foreign Language ◽  
Community Service ◽  
Foreign Languages ◽  
Language And Culture ◽  
To Come

ABSTRAKAda banyak cara bagi anak-anak untuk belajar, salah satu diantaranya melalui bermaindan bernyanyi. Apapun yang mereka pelajari, metode ini dapat dianggap sebagai metode yangpaling efektif sekaligus menyenangkan. Karena bermain dan bernyanyi adalah bagian darikehidupan anak-anak, masa kanak-kanak, dinamika belajar ini sesuai untuk mengembangkandaya pikir anak-anak melalui tawa ria. Tak ada yang harus mereka khawatirkan, tak perlumenghapalkan aturan-aturan dalam tatabahasa, tak harus menghapalkan kosa kata yangrumit; mereka dapat melupakan semua kesulitan yang dapat membayangi keceriaanmereka tersebut, yang perlu mereka lakukan hanyalah untuk bergabung bersama dengananak-anak lain untuk mengulangi syair-syair yang dinyanyikan, mengikuti gerakan-gerakanyang dicontohkan sambil bernyanyi riang. Ada lebih dari lima puluh siswa sekolah dasar,dari SDN 02, Desa Pantai Bahagia, Muara Gembong, turut berpartisipasi di lokasi tempatpelaksanaan Pengabdian Kepada Masyarakat se Universitas Padjadjaran SuperCamp 2017untuk mengikuti pengenalan bahasa dan budaya asing. Pengenalan bahasa dan budaya asingmelalui bermain dan bernyanyi ini sebagai bagian dari wujud nyata pengabdian masyarakatFakultas Ilmu Budaya Universitas Padjadjaran memperlihatkan efek-efek yang positif;anak-anak berpartisipasi penuh karena mereka menganggap mereka tidak sedang belajartapi sedang bermain, mereka paham apa yang harus mereka lakukan meskipun instruksidiberikan dalam bahasa asing, mereka memberikan perhatian penuh pada penjelasanyang diberikan karena mereka tidak ingin ketinggalan gerakan-gerakan yang mereka inginlakukan, dan segala sesuatunya menjadi mudah manakala mereka melakukannya sambilbersenang-senang dan bergembira berkumpul bermain bersama yang lain.Kata kunci: bernyanyi, bermain, Super Camp 2017, SDN Desa Pantai Bahagia 02ABSTRACTThere are many ways for children to learn, one of them is through playing andsinging. No matter what subject they learn, this method can be identified as the most effectiveway as well as fun. Since playing and singing is a part of their life, a childhood life, the dynamicof learning is appropriate to develop their mind through laughter and cheers. They shouldnot worry about memorizing any rules of grammar, any complicated vocabularies; they canforget the hardship surrounding them, all they need to do is just to come along by repeating,imitating, and making some moves while singing. There are more than fifty students of primaryschool, SDN 02, Desa Pantai Bahagia, Muara Gembong, the location of Unpad’s SuperCamp2017 join the activity, the introduction of foreign language and culture. The introduction tosome foreign languages and cultures through playing and singing which is given as a partof Universitas Padjadjaran’s community service, ‘Pengabdian Kepada Masyarakat’, showspositive effects; the children participate fully as they feel like they are not studying but264 | METAHUMANIORA, Vol. 7, Nomor 2 September 2017: 263—272Erlina, 2Yuyu Yohana Risagarniwa, 3Taufik Amperaplaying, they understand what to do though the instruction is in foreign languages, they payattention to the explanation as they do not want to miss the move they want to do. Andanything becomes easy when they are having fun and happy gathering together with others.Keywords: singing, playing, SuperCamp 2017, SDN Desa Pantai Bahagia 02

scholarly journals Tactical Language and Culture Training Systems: Using AI to Teach Foreign Languages and Cultures

AI Magazine ◽  
2009 ◽  
Vol 30 (2) ◽  
pp. 72 ◽  
Author(s):  
W. Lewis Johnson ◽  
Andre Valente
Keyword(s):  
Artificial Intelligence ◽  
Foreign Language ◽  
Evaluation Studies ◽  
Training System ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Language And Culture ◽  
Learner Performance ◽  
Training Systems ◽  
Run Time

The Tactical Language and Culture Training System (TLCTS) helps people quickly acquire communicative skills in foreign languages and cultures.  More than 40,000 learners worldwide have used TLCTS courses.  TLCTS utilizes artificial intelligence technologies during the authoring process, and at run time to process learner speech, engage in dialog, and evaluate and assess learner performance. This paper describes the architecture of TLCTS and the artificial intelligence technologies that it employs, and presents results from multiple evaluation studies that demonstrate the benefits of learning foreign language and culture using this approach.

scholarly journals Assessing English Writing Skills of Students from Bilingual and Non-bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study

2019 ◽  
Vol 5 (2) ◽  
pp. 95-113
Author(s):  
María Begoña Ruiz Cordero
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Writing Skills ◽  
Foreign Languages ◽  
Academic Training ◽  
European Regions ◽  
Bilingual Programs ◽  
English Writing ◽  
La Mancha ◽  
Bilingual Schools

The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.

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