scholarly journals Translanguaging: Implications for the language classroom derived from the revised version of the CEFR

2021 ◽  
Vol 47 (2) ◽  
pp. 137-152
Author(s):  
Hadrian Aleksander Lankiewicz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Use ◽  
The Other ◽  
Social Changes ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Enhanced Mobility ◽  
The Moment ◽  
The Eu

One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).

scholarly journals Dunkin’ the Donut: A Study on Students’ Patterns of Language Use through Technology Applications in Independent Language Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 125-132
Author(s):  
Norizul Azida Darus ◽  
Norhajawati Abdul Halim
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
The Other ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Foreign Language Learners ◽  
Language Classroom ◽  
Technology Applications

Any language can be acquired at any time, but to acquire the language, one needs to learn the language. Learning a second or foreign language is not a favourite among second or foreign language learners. This is because learning a language is a very intense time-consuming activity. Learning is often unsuccessful because learners receive impoverished or insufficient input and lack of motivation. To this, second language or foreign language teachers play the most significant role to help and motivate the students to acquire the said language. The preferred method is to be immersed into the actual ecosystem of the target language and become part of the language ecosystem. The other way is to dunk the learners into the artificial ecosystem of the language classroom. In dunking, the learners are immersed temporarily and repeatedly into the simulated ecosystem language. As can be seen now, technology remains the only viable option to get enough interactive contact with the target language. Using interesting software is one of the methods in making learning more interesting. Furthermore, the students are able to practice the language not only during class time, but on their own free time outside of class hours, that is during students’ independent time of learning. The findings revealed that most students found using the applications has improved their language learning. The role of teachers on the other hand is to provide instructions and assist whenever necessary and needed by the students.

scholarly journals Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning

SEEU Review ◽  
2015 ◽  
Vol 11 (2) ◽  
pp. 95-106 ◽  
Author(s):  
Elena Spirovska Tevdovska
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Soft Skills ◽  
Foreign Language Learning ◽  
Soft Skill ◽  
East European ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Views And Perceptions

Abstract The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants’ views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.

Communicative Processes in the Foreign Language Classroom: Preconditions and Strategies

1980 ◽  
Vol 3 (1) ◽  
pp. 71-80
Author(s):  
Hans-Jürgen Krumm
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
School System ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Classroom ◽  
The Moment ◽  
Structural Methods ◽  
Communicative Processes

Most current foreign language teachers and those about to enter this profession have themselves learned the foreign language by structural methods. The curricula under which they studied are not likely to be exchanged for communicative curricula, as such decisions are not made at the classroom level. Because of these conditions, my paper will concentrate on pragmatic problems of a communicative methodology – problems that arise in attempting to answer the question: does the functional-notional approach, without being either a curriculum or a method, and while operating under the constraints of the present school system, help develop a framework and a set of principles that will help teachers make foreign language learning more communicative than it is at the moment?

Literature in language learning: new approaches

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Best Practice ◽  
Pedagogical Approach ◽  
Writing Workshops ◽  
Learning And Teaching ◽  
New Approaches ◽  
Language Classroom ◽  
New Directions ◽  
Creative Writing Workshops

Which are the new directions in learning and teaching Modern Languages and English through literature? How can we use songs to talk about poetry in the language classroom, and how can creative writing workshops help with language teaching beyond the classroom? These are just a few questions addressed in this volume. Researchers and practitioners in Modern Languages and English as a Foreign Language share theory and their best practice on this pedagogical approach.

scholarly journals Student perceptions of self-efficacy in the foreign language classroom: A design-based research study

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Rhia Moreno ◽  
Jeffrey Kilpatrick
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Grammar Instruction ◽  
Design Based Research ◽  
Learning And Teaching ◽  
Language Classroom ◽  
Foreign Language Classroom

The foreign language (FL) classroom can be an anxious environment where students feel uncomfortable having to communicate in a language in which they feel inadequate and have little practice. Low self-efficacy in skill-specific tasks is oftentimes the culprit. While there are a number of factors involved in successful language learning, this study examines how practice affects students’ sense of self-efficacy in the foreign language classroom. Using self-efficacy theory and design-based research, this qualitative study ‘flipped’ the classroom to focus on student input and output practice in class with grammar instruction video-recorded for homework. Data were recursively collected and analyzed from ten courses over three semesters. Classroom observations and reflection were triangulated with interviews and focus groups. Findings suggest that practice and self-efficacy in the FL classroom are indeed linked and that other factors such as peer familiarity and grading also play a role. The paper concludes with implications for language learning and teaching.

Review of recent applied linguistics research in Finland and Sweden, with specific reference to foreign language learning and teaching

2012 ◽  
Vol 45 (4) ◽  
pp. 490-514 ◽  
Author(s):  
Håkan Ringbom
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Corpus Linguistics ◽  
Language Use ◽  
Foreign Language Learning ◽  
Research Community ◽  
Language Immersion ◽  
Specific Reference ◽  
Learning And Teaching ◽  
Linguistic Research

This review covers recent applied linguistic research in Finland and Sweden during the years 2006–2011, with particular emphasis on foreign language learning and teaching. Its primary aim is to inform the international research community on the type of research that is going on in these countries. Special attention is given to topics which have attracted a lot of interest in the area: language immersion schools and CLIL, cross-linguistic influence, corpus linguistics (English as a lingua franca) and language use in multilingual urban settings.

scholarly journals Inverse translation and the language student: A case study

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.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

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