scholarly journals Défis méthodologiques de la programmation des cours en langues sur objectifs spécifiques

2019 ◽  
Vol 46 (1) ◽  
pp. 146-156
Author(s):  
Magdalena Sowa
Keyword(s):  
Course Design ◽  
Language Teachers ◽  
Practical Implementation ◽  
Course Planning ◽  
Sensitive Areas ◽  
Training Programmes ◽  
Effective Planning

The aim of the text is to discuss issues related to planning LSP courses. The keystages of course design are understandable and clear to most LSP teachers. However, their practical implementation can raise certain doubts or questions. The paper attempts to analyse such problematic aspects of LSP course planning in detail. We will situate these problems at particular stages during course design and show to what extent they can affect the success of LSP education. In our opinion, the diagnosis and analysis of these sensitive areas can be helpful not only in the effective planning of LSP training programmes but also in language teachers’ education for professional purposes.

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

scholarly journals Foreign language teacher education in Germany, Iran and Poland – a comparative study

2019 ◽  
Vol 26 ◽  
pp. 121-137
Author(s):  
Przemysław E. Gębal ◽  
Monika J. Nawracka
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Educational Systems ◽  
Academic Education ◽  
University Preparation ◽  
European Standards ◽  
Training Programmes ◽  
The Way

This article discusses the issues of academic education of foreign language teachers in three different educational systems. It presents them in the context of education culture and school culture, showing their influence on the way of organization and realization of education processes. School and education in general, including university preparation for the teaching profession is a place of developing so-called social capital. Reflection on the way these processes operate plays a key role in the planning and implementation of effective educational activities, using the so-called good practices of each of the systems. In the comparative research, the teacher training programmes in Iran, Germany and Poland are subject to comparative analysis against the framework of European standards for teacher education.

Language teachers’ accounts of challenges in two European settings of integration training

2021 ◽  
pp. 147490412110549
Author(s):  
Miira Häkkinen ◽  
Mirjamaija Mikkilä-Erdmann
Keyword(s):  
Second Language ◽  
Adult Education ◽  
Course Design ◽  
Language Education ◽  
Daily Practice ◽  
Language Teachers ◽  
Working Environment ◽  
Structured Interviews ◽  
Second Language Education ◽  
Second Language Teachers

This study investigates the work of second language teachers in two institutional settings responsible for integration training. By exploring teachers’ accounts in Finland and Germany, we seek to deepen the understanding of the daily practice of second language education. Bridging conceptual and practical approaches, the aim is to contribute to the current discourse on the development of adult second language education in Europe. A phenomenographic analysis of semi-structured interviews reveals challenges that influence instruction from inside and outside institutional practice. Accounts in the Finnish setting depict issues in how language education, teachers’ work, and adult education are perceived. Administration and language teachers disagree on what needs to be improved in a changing societal environment. Professional pride and appreciation are strongly demanded in a profession that is still being established, and challenges specific to adult education translate into priorities in delivering instruction. In the German setting, expressions culminate in prerequisites, and challenges lie in the way external factors influence course design and instruction. They also touch upon learning: methods, materials, and abilities. Feelings of inadequacy describe teachers’ psychological working environment. A comparison concludes a need to defend contact teaching in Finland and to improve tracking of slower learners’ progress in Germany.

scholarly journals Development of students' communicative abilities in the process of teaching foreign languages at Kazan University (1804-1917)

2021 ◽  
Author(s):  
Ф.Л. Ратнер ◽  
О.И. Донецкая
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Practical Implementation ◽  
Present Stage ◽  
Foreign Language Teachers ◽  
Methodological Approaches ◽  
Reasonable Choice ◽  
Communicative Abilities ◽  
Development Of Students

Актуальность исследования обусловлена тем, что позволяет проследить развитие коммуникативного подхода в обучении иностранным языкам студентов классических университетов, его трансформации и особенности практической реализации на современном этапе, а также пути решения проблемы индивидуализации обучения в рассматриваемом периоде. Основная цель статьи – выявление научных методических подходов к обучению иностранным языкам в вузах, содержащих элементы, не потерявшие своей актуальности и сегодня. На основании архивных материалов доказано, что преподаватели Казанского университета обладали обширным репертуаром методов, технологий, форм и средств обучения, знакомство с которыми поможет современному преподавателю в осуществлении их обоснованного выбора, целесообразного и креативного сочетания и эффективного применения. Статья предназначена для преподавателей иностранных языков. The relevance of the research is due to the fact that it allows to observe the development of the communicative approach in the process of teaching foreign languages to students of classical universities, its transformation and peculiarities of practical implementation at the present stage, as well as the ways of solving the problem of individualization of learning in the concerned period. The main purpose of the article is to identify scientific methodological approaches to the teaching of foreign languages at universities that contain elements that have been still relevant. On the basis of the archive materials, it is proved that the teachers of the Kazan University had an extensive “repertoire” of methods, technologies, forms and means of teaching, the knowledge of which will help a teacher to make the reasonable choice, appropriate and creative combination and effective application. The article is intended for foreign language teachers.

scholarly journals Language education for non-native speaker language teachers

2018 ◽  
Vol 24 ◽  
pp. 44-55 ◽  
Author(s):  
Emma Riordan
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Native Speaker ◽  
Language Skills ◽  
Language Education ◽  
Language Teachers ◽  
Target Language ◽  
Group I ◽  
Language Courses ◽  
Training Programmes

For non-native speaker language teachers (NNSLT), that is, teachers who teach a language which is not their own first language, one very important skill is competence in the target language. However, the development and maintenance of language skills are often neglected in language teacher training for language teachers. It is assumed that the trainees have already reached the requisite level of competence prior to entry into teacher training programmes, or that the general language courses available to them are sufficient in addressing these language needs. In this paper I argue for the introduction of a new area of Language for Specific Purposes (LSP) to deal with the language skills needed by this learner group. I examine the literature relating to language for non-native speaker language teachers and review research in the teaching of language to NNSLTs. I describe a language course designed specifically for the education of non-native speaker teachers of English at a German university. Questionnaires, surveys and pre- and post-testing methods were used to evaluate the course. The study’s results suggest that the LSP approach is both feasible and successful in improving student teachers’ language skills for the purposes of teaching.

scholarly journals Designing Executive Management Training Programmes to Mitigate COVID-19 Challenges

2021 ◽  
Vol 8 (4) ◽  
pp. 200-214
Author(s):  
Huay Ling Tay
Keyword(s):  
Course Design ◽  
Bloom's Taxonomy ◽  
Management Training ◽  
Training Programme ◽  
Business Leaders ◽  
Supply Chain Disruptions ◽  
Lean Principles ◽  
Business Transformation ◽  
Bloom’S Taxonomy ◽  
Training Programmes

The COVID-19 pandemic has prompted companies to operate in innovative ways to tackle supply chain disruptions, swings in customer demand, and health risks to the workforce. The capability of companies to respond to contingencies and meet different needs is crucial for business leaders in continuing business. This paper proposes that Lean principles can be the basis for successful business transformation. We feature an executive-level training programme based on lean principles for enabling business transformation to support business leaders in recalibrating their business operations to tackle the challenges caused by the COVID-19 pandemic. The study uses Bloom’s taxonomy in lesson planning and course design to meet the desired learning outcomes. This paper provides practical advice for course designers and programme leaders on integrating Bloom’s taxonomy as the basis for designing Lean training and educational content to suit the adult learners’ needs.

scholarly journals Evaluating an Integrated Course Design Tool for Engineering Graduate Attributes Assessment

2017 ◽  
Author(s):  
R.W. Brennan ◽  
R. Hugo ◽  
S. Li ◽  
M. Taboun
Keyword(s):  
Learning Outcomes ◽  
Course Design ◽  
Software Tool ◽  
Design Tool ◽  
Learning Activities ◽  
Continual Improvement ◽  
Graduate Attributes ◽  
Course Planning ◽  
Integrated Course Design ◽  
Wide Usage

The research reported in this paper isconcerned with developing a software tool (the IntegratedCourse Design Tool) based on the principle ofconstructive alignment. This tool is intended to assistinstructors with course planning by linking togethercourse learning outcomes, teaching & learning activities,and assessments. The rationale is to report on studentachievement in the context of the Engineers CanadaAccreditation Board’s graduate attributes and use thisinformation for continual improvement. Our experiencewith the ICDT has shown it to be a simple, intuitive toolfor course-based graduate attributes assessment andcontinual improvement; however, further work is requiredto extend the tool for program-wide usage.

Facilitating English L2 learners’ intercultural competence and learning of English in a Taiwanese university

2020 ◽  
pp. 136216882096935
Author(s):  
Hung-chun Wang
Keyword(s):  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
Structured Interview ◽  
Course Evaluation ◽  
Language Teachers ◽  
Food Culture ◽  
Cultural Issues ◽  
English Curriculum

This article reports on a practitioner research study that adopted the intercultural approach to integrating Vietnamese and Indonesian cultural issues into Taiwanese university classes for English as a foreign language (EFL). A content-based course design was developed to infuse cultural topics including food culture, lifestyle and interpersonal interaction into an 18-week English curriculum with a dual focus on facilitating students’ intercultural competence and learning of English. This study recounts the teacher researcher’s process of developing and implementing this course; it also evaluates the effects of the course by analysing students’ perceptions based on data collected from an intercultural competence scale, a course evaluation survey and a semi-structured interview in two consecutive semesters. Based on the results, the students showed obvious growth in their intercultural competence; many of them also perceived that the course facilitated their learning of English. Overall, this study offers English language teachers novel insights with regard to developing and administering an EFL course featuring the teaching and learning of intercultural issues.

scholarly journals The Perceptions of Future Language Teachers towards the Areas of Change at the Level of Initial Training Programmes

2018 ◽  
Vol 6 (1) ◽  
pp. 1-16
Author(s):  
Liliana Mâţă ◽  
Roxana,Maria Ghiaţău
Keyword(s):  
Preservice Teachers ◽  
Qualitative Methodology ◽  
Language Teachers ◽  
Initial Training ◽  
Long Term Effects ◽  
Structured Interviews ◽  
Research Questions ◽  
Training Programmes

Abstract The quality of training teachers is an issue of great interest in many countries throughout the world. In this study there is highlighted the growing importance of initial teacher training for future language teachers, which implies the need for identifying the areas of change. The aim of the research consists in exploring the perceptions of preservice teachers regarding the areas of changes at the level of the initial training programmes. A total of ninety-five stratified selected pre-service language teachers participated in this study. We have explored the following research questions: A. What are the areas of change in the field of pedagogical competences development at the level of initial training programmes in the perception of future language teachers?; B. Are there any significant differences between the perceptions of pre-service language teachers regarding the areas of change in the field of pedagogical competences development at the level of initial training programmes according to their year of study, specialization, and age? A qualitative methodology employing semi-structured interviews was used to allow flexibility in the exploration of the conceptions of pre-service teachers on the areas of change at the level of initial training programmes. The study is relevant and valuable by offering first-hand signalling of the “areas of changes” proposed as a result of their own representations, with the purpose of developing innovative initial training programmes, with positive long-term effects.

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