scholarly journals OCENIANIE UCZNIÓW ZE SPECJALNYMI POTRZEBAMI EDUKACYJNYMI WE WŁĄCZAJĄCEJ EDUKACJI OBCOJĘZYCZNEJ W POLSCE

Neofilolog ◽  
2020 ◽  
pp. 9-25
Author(s):  
Mariola Jaworska
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Educational Needs ◽  
Foreign Language Education ◽  
Individual Characteristics ◽  
Special Educational Needs ◽  
Learning And Teaching ◽  
Special Support ◽  
The Individual ◽  
Selection Of

For the last decade or so we have observed a visible increase in the interest of educational and scientific circles in Poland in actions to include children and teenagers with special educational needs in education in mainstream schools. Such children and teenagers require special support in the learning and teaching of foreign languages, well-considered selection of teaching methods and forms, and organisation of lessons, which takes account of the individual characteristics of the learners. Appropriate evaluation of their achievements is very important in working with such persons. The article presents assumptions relating to and possibilities of individualised evaluation of students with special educational needs from the perspective of inclusive foreign language education.

scholarly journals C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Monika Schumacher
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Learning And Teaching ◽  
The Individual ◽  
Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

Principles and Criteria of Content Selection of Emotional-Value Component of the Content of Foreign Language Education

2017 ◽  
Vol 5 (2) ◽  
pp. 47-50
Author(s):  
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M. Tatarinova
Keyword(s):  
Foreign Language ◽  
Personality Development ◽  
Language Education ◽  
Foreign Language Education ◽  
Value Orientations ◽  
Science Culture ◽  
Content Selection ◽  
Emotional Value ◽  
Development Of Students ◽  
Selection Of

The article considers the system of general didactic, specifi c principles and criteria for the selection of the content of the emotional-value component (EVC) of the content of foreign language education. It is intended to facilitate the formation and development of students� motivational and value orientations, emotional-volitional relationship and personal universal educational actions (UEA). In the description of the principles of selection of the content of foreign language education we have identifi ed information that is associated with the accentuation of individual (emotional-value and volitional) aspects of students� perceiving diff erent linguistic culture and their experience in it. The system of principles and criteria for the selection of the content of EVC is the basis of the achievement of the objectives of modern foreign language education, ensuring the priority of its moral component. The backbone principle, performing the integrating and coordinating functions of the system, is the principle of conformity of the content of education (CE) to the requirements of the society, science, culture and personality development.

Ecological perspectives on foreign language education

2008 ◽  
Vol 41 (3) ◽  
pp. 389-408 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Complexity Theory ◽  
Native Speakers ◽  
Language Education ◽  
Foreign Language Education ◽  
Ecological Perspective ◽  
Ecological Approach ◽  
Learning And Teaching ◽  
Institutional Contexts

Ecological approaches to language learning and teaching have captured the interest of language educators as both native and non-native speakers find themselves operating in increasingly multilingual and multicultural environments. This paper builds on Kramsch & Whiteside (in press) to conceptualize what an ecological perspective on foreign language education, based on complexity theory, would look like. It first explains some of the major tenets of complexity theory, and analyzes transcriptions of exchanges taking place among multilingual individuals in multicultural settings using the ecological approach offered by complexity theory. Based on what these analyses reveal about the ability of these individuals to shape the very context in which language is learned and used, it discusses the notion of ‘symbolic competence’ recently proposed by Kramsch (2006) and explores how symbolic competence might be developed through foreign language education in institutional contexts.

scholarly journals Shaping the quality of second language learning: Students’ perspective

2018 ◽  
Vol 48 ◽  
pp. 01071
Author(s):  
Irina M. Solodkova ◽  
Elena V. Grigorieva ◽  
Liliya R. Ismagilova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Oral Communication ◽  
Well Being ◽  
Foreign Language Education ◽  
Two Phase ◽  
Learning And Teaching

The paper dwells on the problem of identifying the most crucial factors affecting the quality of foreign language learning from the students’ perspective. Quality foreign language education is a disputable issue in 21 century due to the increased global workforce competition. Human capital has a great impact on education as an important factor in shaping a new quality of country’s economy and well-being of society. Foreign language skill is an integral component of highly qualified professionals as the global economic processes make them participate in cross-border business communication. In these conditions the aim of higher education establishments is to provide quality of language learning and teaching that allows future specialists not to distort the meaning in written and oral communication within their professional framework. The two-phase survey conducted among 67 students of the Institute of Management, Economics and Finance of the Kazan Federal University provided with quantitative data. The respondents ranked differently the factors determining the quality of language learning and teaching responses after two years of completing their foreign language education and were generally satisfied with the quality of service rendered. The obtained results give optimistic forecasts regarding the improvement of foreign language education and help reconsider the way of teaching a foreign language basing on the chosen factors.

Recent foreign language education policies in Palestine

2003 ◽  
Vol 27 (3) ◽  
pp. 217-232 ◽  
Author(s):  
Muhammad Hasan Amara
Keyword(s):  
Foreign Language ◽  
Identity Formation ◽  
Real Option ◽  
Language Education ◽  
Foreign Language Education ◽  
Primary Concern ◽  
Education Policies ◽  
Learning And Teaching ◽  
The World ◽  
Foreign Language Education Policies

The paper investigates the development of foreign language education policies in Palestine, at a time when the establishment of a Palestinian state has become a real option, and when, following the Oslo agreements, the Palestinians have become responsible for Palestinian education. As the New Palestinian Curriculum shows, an international orientation is clearly part of the policy, and accordingly the learning and teaching of languages are a primary concern in identity formation. Through Arabic the relations with the Arabic countries in the region can be maintained, while Hebrew and also English will serve as the medium of communication with Israel, which will remain part of the Palestinian reality. Knowledge of other foreign languages will be needed to maintain contacts with other parts of the world. For historical reasons, Palestine has been in contact with many different countries all over the world, probably more than most other Arabic-speaking countries. It remains to be seen how the current battle between Arabization and Muslim fundamentalism on the one hand, and westernization and desecularization on the other will be resolved, but, whatever the outcome, Palestine cannot allow itself to turn away from the rest of the world.

scholarly journals ЗАСТОСУВАННЯ ТЕХНОЛОГІЙ ІНКЛЮЗИВНОЇ ОСВІТИ ЯК ЗАСІБ СТВОРЕННЯ БЕЗБАР’ЄРНОГО НАВЧАННЯ ДІТЕЙ З ОСОБЛИВИМИ ОСВІТНІМИ ПОТРЕБАМИ

2020 ◽  
pp. 3-6
Author(s):  
Нагорна О. В.
Keyword(s):  
Inclusive Education ◽  
Educational Needs ◽  
Individual Characteristics ◽  
Educational Process ◽  
Structural Components ◽  
Special Educational Needs ◽  
Full Inclusion ◽  
The Individual ◽  
Free Environment ◽  
Barrier Free

Today, one of the priorities of the Ukrainian state policy in the field of education is the creation of a universal barrier-free environment, barrier- free education, which makes it impossible to ensure the full inclusion of children with special educational needs in the educational process. The current situation in the modern education system is characterized by processes of modernization in all its structural components in particular it concerns educational standards, educational programs, principles of interaction of participants of the educational process, principles of organization of the educational environment, etc. The basis of inclusive education is to take into account the individual characteristics of children, the diversity of their educational needs, opportunities, and interests. Therefore, there is a need to change working methods, forms and technologies.

scholarly journals ЧЕТ ТИЛИНИ ЎРГАТИШДА КЎРГАЗМАЛИЛИК ПРИНЦИПИ

2019 ◽  
pp. 142-151
Author(s):  
Gulchekhra SHAKHALDAROVA
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Organization And Management ◽  
The Social ◽  
The Subject ◽  
The Individual ◽  
Effective Use ◽  
Effective Result

Маълумки, ўқув жараёнининг муваффақиятли ва самарали натижаси таълимга қўйилган дидактик талаблар ва принципларга қай даражада амал қилинишига ҳам боғлиқ. Ушбу мақола чет тилини ўқитишда дидактик принциплар татбиғи хусусиятларини ўрганишга қаратилган. Чунки таълим принциплари ўқув жараёнига қўйиладиган ижтимоий талаблар, таълимни ташкил этиш ва бошқаришда риоя этиладиган қонун-қоидалар сифатида амалда қўлланилади. Ўқувчиларга чет тили фанидан бериладиган билим, малака, кўникмалар улар томонидан онгли, пухта ва мустаҳкам ўзлаштирилган бўлиши лозим. Бунинг учун ўқитувчи томонидан тақдим этиладиган ўқув материалларининг ўқув режаси, дастури ўқувчиларнинг индивидуал ёш хусусиятларига мос тарзда тушунтирилиши, улардаги сезги аъзоларининг кўпроқ иштирок этишига эришиш, кўргазмали қуроллар, техника воситаларидан самарали фойдаланиш, дарс давомида ўқувчиларнинг амалий фаолиятини ташкил этиш, мустақил ишлаш, тафаккур қилиш, мантиқий хулосалар чиқара олиш кўникмаларини шакллантиришга катта аҳамият берилиши лозим. Шу сабабли мақолада дидактик принципларнинг назарий асослари, талқини ўрганилиб, чет тили таълимида татбиқ этилишининг айрим хусусиятлари кўргазмалилик принципи мисолида кўриб чиқилган. The main purpose of this article is aimed at teaching a foreign language, studying the features of the application of didactic prints. It is known that the successful and effective result of the educational process depends on the extent to which the laws of the educational process, that is, the didactic requirements for education and the observance of prints. Because educational printouts are valid as the social requirements imposed on the educational process, the laws that are observed in the organization and management of Education. The knowledge, qualifications, skills given to the students on the subject of a foreign language must be consciously, meticulously and firmly mastered by them. To do this, the teacher should draw great attention to the fact that the educational material that he gives is the curriculum, the curriculum should be explained in accordance with the individual age characteristics of the students, the achievement of greater participation of the members of the students ' intuition, the effective use of sighted weapons, technical means, the organization of practical activities of the For this reason, the theoretical basis of didactic printsips, their application in foreign language education by studying interpretation, some features were considered in the example of visual printsip.

DIFFERENTIATED APPROACH TO FOREIGN LANGUAGE TRAINING IN NON-LINGUISTIC HIGHER EDUCATIONAL INSTITUTION

2018 ◽  
Vol 1 ◽  
Author(s):  
Tatyana Klets ◽  
Oksana Malysheva ◽  
Nadezhda Presnyakova
Keyword(s):  
Foreign Language ◽  
Educational Institution ◽  
Language Education ◽  
Study Groups ◽  
Individual Characteristics ◽  
Methodological Principle ◽  
Language Training ◽  
Advantages And Disadvantages ◽  
The Difference ◽  
The Individual

In the Russian system of foreign language education, learner-centred approach is seen as a leading strategic direction designed to ensure self-realization of the learner as a linguistic personality able to interact effectively in the intercultural context. The problem of differentiation is one of the central issues in learner-centred education. In authors’ opinion, the differentiated approach is the most optimal in the conditions of the heterogeneity of the study groups. The article reveals the main characteristics of a differentiated approach as a general methodological principle of teaching, allowing to take into account the individual, intellectual and psychophysiological characteristics of students. The problems, advantages and disadvantages of differentiated education in non-linguistic higher schools are analyzed. The authors of the article examine the essence of multilevel training, define its principles, describe both the external differentiation of students depending on the difference in linguistic competence and the internal differentiation as the organization of the learning process, in which the individual characteristics of students are contemplated in the conditions of a homogeneous group. Generalization of the experience on the afore-mentioned differentiation forms in the system of language training is given as well as some techniques and methods of teaching in multilevel groups are offered. 

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