scholarly journals The role of in-service training for language teachers in the domain of language competence

2011 ◽  
Vol 38 ◽  
pp. 21-30 ◽  
Author(s):  
Mirosław Pawlak
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Target Language ◽  
Teacher Education Programs ◽  
Key Factors ◽  
Foreign Language Teachers ◽  
Language Competence ◽  
Service Training

Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.

scholarly journals CLIL teachers in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Identity ◽  
Primary Schools ◽  
Language Teachers ◽  
Emotional Experiences ◽  
Foreign Language Teachers ◽  
Theoretical Perspectives ◽  
The One ◽  
Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

Features of teaching a foreign language in the digital educational environment of the University

2020 ◽  
Vol 5 (1) ◽  
pp. 47-57
Author(s):  
Tat'yana Tancura
Keyword(s):  
Foreign Language ◽  
Social Life ◽  
Educational Process ◽  
Language Teachers ◽  
Learning Tools ◽  
Language Competence ◽  
Electronic Learning ◽  
High Level ◽  
The Impact

The article examines the impact of the digitalization process on the creation and use of modern electronic tools and technologies for teaching a foreign language in higher education. The article presents the main electronic tools and technologies that are used in the Financial University during the educational process of teaching a foreign language. The author notes the effectiveness of the implementation of the personality-oriented approach, which is provided by individualization and differentiation of training using the Bank of test tasks created by university teachers, and the electronic educational platform Rosetta Stone Advanced. The use of electronic learning tools and digital technologies allows to develop self-organization of the student. Changing the role of the teacher to the role of the manager of educational activities contributes to the formation of the ability to constant self-studying the student throughout his professional and social life. The effectiveness of the electronic learning tools use is proved by the high level of students’ foreign language competence and their assessment of the foreign language teachers’ pedagogical activity with the results of the survey "Students’ view on teachers".

scholarly journals Teacher education

2005 ◽  
Vol 38 (1) ◽  
pp. 40-41
Keyword(s):  
New York ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
Methods Course ◽  
Foreign Language Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.

“Das bin ich...”: Corporeality and early German language education in (Slovak) kindergarten

Human Affairs ◽  
2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Ondrej Kaščák ◽  
Branislav Pupala ◽  
Iveta Kovalčíková
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Cultural Anthropology ◽  
Language Education ◽  
The Body ◽  
Language Teachers ◽  
German Language ◽  
Foreign Language Teachers ◽  
Foreign Language Acquisition

AbstractThis paper, based on ethnographically obtained data, discusses German language acquisition at an early age: the discovery of the interconnection between language and corporeality is the key component of the analysis based on videostudies. The body—conceived as an intermediary and content element of education, becomes an essential base for foreign language acquisition. This will be documented by tangible data and subsequent theoretical analysis with respect to relevant terminology of cultural anthropology (Körper and Leib). The principle of corporeality is further used as a means of perceiving German language education in the sense of the so called language propaedeutic concept and as a means of the legitimisation of particular qualification and the role of foreign language teachers in preschool institutions.

scholarly journals A Study of Self-development of EFL Teachers in the Universities of Sichuan Province in China

2018 ◽  
Vol 8 (7) ◽  
pp. 766
Author(s):  
Lina Guan
Keyword(s):  
Foreign Language ◽  
English Teachers ◽  
Sichuan Province ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
College English ◽  
Self Development ◽  
Efl Teachers ◽  
Service Training

The quality of foreign language college English teachers will affect the quality of college English teaching. This article investigated 80 college foreign language teachers of SiChuan Province and writer found college English teachers had great pressures. They were eager to get the in-service training and they should be taught how to have self-development. Teachers should co-operate each other and break the isolation among them.

scholarly journals Foreign language teacher education in psycho-pedagogical research

2019 ◽  
Vol 65 (2) ◽  
pp. 170-176
Author(s):  
Marianna Levrints
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Knowledge Base ◽  
Empirical Studies ◽  
Language Teachers ◽  
Small Scale ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Theoretical Foundations

The unprecedented growth in the quantity, as well as quality of publications on language teacher education supported by the domain’s increasing experiential background opens up new avenues for enhancing the effectiveness of foreign language teacher education in Ukraine. Hence, the present paper aims at analyzing and singling out recurrent research themes, defining the mainstream approaches of the field of language teacher education, which constitute the emerging theoretical foundations of the field’s knowledge base. The review of the state-of-the-art publications has enabled the specification of the following research areas, pertinent to foreign language teacher education: language teacher cognition, the knowledge base of language teachers, language teacher identity, reflection, language teacher research and action research, language teacher professionalism, the role of teacher education, effectiveness of teaching, expertise, competence, teacher development and some others. The analysis of research suggests overall proliferation of the number of studies on the problem of language teacher education during the past 30˗40 years. Nevertheless, the comparison of the volume of studies highlighting general aspects of teacher education to those specifically related to foreign/second language teacher education reveals the quantitative advantage of the former. More efforts are needed at elaborating language teacher focused issues which stem from the nature of foreign language as a discipline, the socio-cultural role of language teachers and the role of foreign language in particular. Further limitations of the field-related research base, include: 1) a rather small proportion of empirical studies, necessary to provide informed answers for important questions of language teacher education; 2) the majority of available empirical studies are small-scale and contextually limited, which excludes the possibility of generalizations; 3) the field’s overall reliance on traditions, intuition and practical experience, with little regard for theoretical foundations; 4) paucity of research that present systematic complex generalizations of the field’s knowledge base;

scholarly journals THE ROLE OF MEDIA EDUCATION IN THE TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS

2021 ◽  
Author(s):  
Victoria Barkasi ◽  
◽  
Tetiana Filippyeva ◽  
Keyword(s):  
Foreign Language ◽  
Educational Process ◽  
Language Teachers ◽  
Media Education ◽  
Educational Technologies ◽  
Foreign Language Teachers ◽  
Rational Use ◽  
Professional Activities ◽  
The Future

The aim of the article is to study the advantages of media education technologies in the training of future foreign language teachers due to the fact that the current stage of society highlights the education of the individual who must effectively select and concentrate information, process it and create new, separate useful from unnecessary ways and programs for their solution. Therefore, today it is not enough to use video, audio, press and information and communication technologies when teaching future foreign language teachers only for the development of oral and written speech. It is necessary to pay attention to the development of visual and critical media literacy of students, based on the main objectives of media education. The article considers the problems of formation of professional competence of the future teacher of a foreign language by means of media education. The author analyzes the principles and functions of media education as the main components of professional media education of the future foreign language teacher. The peculiarities of the introduction and rational use of the latest media educational technologies in the professional training of future foreign language teachers are revealed. Their influence on the educational process and the need to update the role of the teacher in modern conditions of pedagogical activity are analyzed. The relevance of the article is determined by the dynamic trends in the introduction of media in the educational process. The integrated use of media education technologies motivates future foreign language teachers to master their profession, gives them the opportunity to acquire and develop new skills and abilities. The inclusion of the study of media education technologies in the initial program of the Faculty of Foreign Languages will promote the rational use of media education in future professional activities, critical evaluation of information, the ability to analyze and recognize media texts, and learn about new trends in teaching their subject. Improving knowledge in the field of media educational technologies, acquiring knowledge of pedagogical development of personality and awareness of the role and place of teachers in the educational process provides an opportunity to intensify and motivate student learning activities and gain initial pedagogical experience.

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