An initial assessment of the academic and professional profile of modern foreign languages’ teachers in UK higher education

2021 ◽  
Vol 11 (2) ◽  
pp. 527-535
Author(s):  
Marion Coderch
Keyword(s):  
Higher Education ◽  
Native Speaker ◽  
Language Teachers ◽  
Foreign Languages ◽  
Initial Assessment ◽  
Teaching Staff ◽  
Research Activities ◽  
Professional Profile ◽  
Academic Profiles ◽  
Uk Higher Education

Abstract The aim of this activity report is to provide an initial appraisal of the current makeup of the professional group of modern foreign language teachers in UK Higher Education. The report is in two parts: a literature review that identifies the main defining qualities of modern foreign languages teachers, and an evaluation of the professional and academic profiles of language teachers in UK higher education, as displayed in the institutional websites of the universities where they work. The analysis of the data collected corroborates the characteristics identified in the literature: the low status of teaching staff, the often unconventional entry paths into the profession, the prevalence of the “native speaker” construct as a desirable feature in candidates who aspire to teach the language, the disparity in qualifications of language teachers, and their low engagement in research activities. Future prospects involve the verification (or amendment, where necessary) of the data collected with accounts from individuals who work as language teachers.

scholarly journals THE IMPLEMENTATION OF CDIO STANDARDS IN THE CONTEXT OF "TUNING" APPROACH WHEN TRAINING TEACHERS OF FOREIGN LANGUAGES

2019 ◽  
pp. 545
Author(s):  
Nadezhda Emelianova
Keyword(s):  
Higher Education ◽  
Professional Competence ◽  
Language Teachers ◽  
Foreign Languages ◽  
Professional Activity ◽  
Federal State ◽  
Teaching Staff ◽  
Educational Standards ◽  
Self Assessment ◽  
State Educational

This article presents the experience of the CDIO (Conceive — Design — Implement — Operate) educational standards implementation in the context of TUNING approach: on-going reform of the higher education; introduction of the new generation of Federal State Educational standards (FSES); development of new professional standards. It analyses the results of CDIO implementation monitoring in the system of higher education of foreign language teachers based on the experience gained during the TUNING Russia Project (2010-2019). This article provides an overview of the profiling of TUNING development methodology successfully adapted and applied for the training course for the teaching staff of the foreign languages faculties. Professional competence of a teacher can be shown in a teacher’s portfolio, that is a kind of reflection of his/her professional activity and competitiveness which leads to self-assessment and self-development.

scholarly journals Scientific research and training of foreign languages in universities in Vietnam today

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Nguyen Quang Thuan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Questionnaire Survey ◽  
Scientific Research ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Face To Face ◽  
Comprehensive Picture ◽  
And Training

This research aims to describe the situation of scientific research and the teaching of foreign languages ​​in universities. A questionnaire survey and a series of face-to-face interviews were conducted with a sample of 488 foreign language teachers from 201 universities. The research results describe a comprehensive picture of the training and scientific research related to the teaching of foreign languages ​​in higher education institutions in Vietnam.

scholarly journals Coda – opportunities and challenges in language learning and professionalization in higher education: the road ahead

2020 ◽  
pp. 263-268
Author(s):  
Béatrice Dupuy ◽  
Muriel Grosbois
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Language Learners ◽  
Language Teachers ◽  
Foreign Languages ◽  
Work Requirements ◽  
Global Citizens ◽  
The Road ◽  
Curriculum Instruction ◽  
Research Findings

In considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, the preceding chapters have sought to highlight how research findings could/should inform curriculum, instruction, and professional development in higher education so as to promote language learning and sustain its link to professionalization in today’s and tomorrow’s society. Language learning and professionalization have been explored here through researches focusing on: university students who need to learn to communicate in one or more foreign languages to both interact as global citizens and increase their chances of employability; professionals who, on their lifelong learning journey, study foreign languages to enrich or develop (new) skills for a variety of reasons, including the need to meet evolving work requirements and adapt to an ever changing society; and (pre-service) language teachers who need to learn how best to meet the needs of learners. In this brief coda, we synthesize the major points from the chapters included in this book and highlight the opportunities that exist and the challenges that must be addressed if we want the opportunities not to remain just that.

scholarly journals Multimedia Technologies as a Means of Increasing the Effectiveness of Professional Training of Future Foreign Language Teachers

2021 ◽  
Vol 2 (6 (344)) ◽  
pp. 30-39
Author(s):  
Tetiana Boyko ◽  
◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Professional Activity ◽  
Foreign Language Teachers ◽  
Multimedia Technologies

The article highlights the specifics of professional activity of future foreign language teachers, which proves that increasing their competitiveness and reforming the system of general secondary and higher education in Ukraine increase the requirements for professional training of future foreign language teachers. It is stated that in the process of introduction of the latest information technologies in all spheres of activity of educational institutions the problem of formation of their information communicative competence in the process of studying in higher education institutions acquires special significance in the training of future foreign language teachers. The article describes the phenomenon of «multimedia technology» as a computer technology that allows you to flexibly manage the flow of various information. It is emphasized that there is no single approach to this phenomenon. The purpose of this article is to characterize the problem of multimedia technologies as a means of improving the effectiveness of professional training of future foreign language teachers. The author’s research proves that at the present stage the work on the introduction of multimedia in the educational process of higher education is carried out in two directions: the first is that multimedia is included in the educational process as an «aid» using traditional methods of education; the second direction involves changing the content of education, reviewing the methods and forms of organization of the educational process, building holistic courses based on the use of content in certain disciplines of higher education institutions that train future foreign language teachers. The article states that the use of multimedia by applicants for higher education, future teachers of foreign languages and ensuring the systematic use of multimedia technologies should be consistent with the didactic goals of professional training of applicants for higher education in foreign languages.

scholarly journals DEACTUALIZATION OF HIGHER EDUCATION ON THE EXAMPLE OF STUDYING FOREIGN LANGUAGES

2021 ◽  
Vol 33 (2) ◽  
pp. 130-142
Author(s):  
Oleksii Nalyvaiko ◽  
Olena Kalistova ◽  
Danylo Poliakov
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Foreign Languages ◽  
Teaching Staff ◽  
Study Programs ◽  
National University ◽  
Kharkiv Polytechnic Institute ◽  
The Times ◽  
The Cost

The article analyzes the main reasons for de-actualization of higher education in Ukraine on the example of teaching foreign languages. The authors identified four main reasons for the deactualization of higher education: a difficult socio-economic situation caused by an incompetent organization of the production forces of the Ukrainian economy, low quality of educational services, depopulation of the Ukrainian population and a decrease in the quality of the teaching staff, a permanent increase in the cost of higher education. To confirm our assumptions, we carried out an introduction of students from different parts of Ukraine who study a foreign language. We interviewed six respondents from different universities across Ukraine about the topic: V.N. Karazin Kharkiv National University, Horlivka Institute for Foreign Languages, Ivan Franko National University of Lviv, Kyiv National Linguistic University, National Technical University “Kharkiv Polytechnic Institute” and Ternopil Volodymyr Hnatiuk National Pedagogical University. Every respondent was given a name (A-F) in order to keep their anonymity. We have presented the results of the interview. Students say that problems do not always depend on universities, but personal traits of students and teachers and modern tendencies in labor market. We gave some recommendations: the curriculum must be corrected in favor of main subjects or even subjects that will make graduates more appropriate for some posts than people without degree; teaching staff must have special pedagogical degree in order to improve their pedagogical skills; universities need to employ native speakers of taught languages; universities need to elaborate such study programs that will make their graduates more attractive candidates in labor market. The main conclusion must be so: the system of higher education has to keep up with the times and change itself according to labor market, students’ beliefs and modern tendencies in science and technology.

scholarly journals FROM THE EXPERIENCE OF IMPLEMENTATION OF THE EDUCATIONAL AND SCIENTIFIC PROGRAM “PROFESSIONAL EDUCATION” FOR RECIPIENTS OF THE THIRD (EDUCATIONAL AND SCIENTIFIC) LEVEL OF HIGHER EDUCATION IN SPECIALTY 015 “VOCATIONAL EDUCATION” (BY SPECIALIZATIONS)

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Nataliia P. Volkova ◽  
◽  
Olha V. Lebid ◽  
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Professional Education ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Scientific Program ◽  
Scientific Level ◽  
Research Results ◽  
The Third ◽  
Research Activities

The article reveals the experience of implementing the educational and scientific program “Professional Education” for applicants of the third (educational and scientific) level of higher education specialty 015 Professional Education (by specializations) at Alfred Nobel University. Features and purpose of the educational and scientific program “Professional Education”, as well as its structure (educational and scientific components) are described. The volume of the educational component of the educational and scientific program is given – 45 ECTS credits, of which the cycle of general (18 ECTS credits) and professional (27 ECTS credits) training, including the discipline of free choice of applicants (12.5 ECTS credits). Particular attention in the educational and scientific program is paid to the content of competencies sufficient to solve complex problems in the field of professional and / or research and innovation in the field of education. A brief description of the content of the scientific component of the program, which provides for the implementation of their own basic and / or applied research with the appropriate design of the obtained scientific results in the form of a dissertation, testing of research results. Methodological approaches (systemic, competence, activity, andragogic, student-centered, personality-oriented, participatory, environmental, integrative) and principles (systematization, scientificity, systematicity and consistency, clarity, integration of theory and practice, consciousness and activity) are substantiated and defined. Independence and activity of subjects in training, interdisciplinary connections, a positive emotional background of training, maintenance of unity of educational, developmental and educational functions are put into practice in the educational and scientific program. The main types of classes, methods and means of teaching future doctors of philosophy are identified. Emphasis is placed on the peculiarities of graduate research activities of graduate students. Ways of realization of individual educational trajectory for each postgraduate student are demonstrated (drawing up of the individual curriculum; a choice of the block of disciplines from a selective component at one’s own will, choosing the subjects of scientific and practical research works according to the interests of applicants of higher education; the organization of independent work of applicants by means of educational computer programs and electronic textbooks; certification courses for the formation of additional professional competencies; distance education; drawing up an individual schedule of graduate students; types of communication between research and teaching staff with applicants; participation in various extracurricular activities). Emphasis is placed on the scientific achievements of higher education seekers (publications in professional journals, collections of scientific papers, reporting the results at annual scientific and practical conferences, publication of research results in a foreign language in periodicals, participation in the research work of the Department of Innovation Technologies in Pedagogy, Psychology and Social Work, scientific and pedagogical internship, etc.).

scholarly journals To the question of the methodic of universities’ scientific potential appreciation

Upravlenie ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 12-20
Author(s):  
D. Znamenskiy
Keyword(s):  
Higher Education ◽  
Test Methods ◽  
Original Method ◽  
Technological System ◽  
Initial Assessment ◽  
Scientific Cooperation ◽  
Research Activities ◽  
Scientific Potential ◽  
University Leaders ◽  
High Level

The development issues of the scientific potential of higher education as an important component of the national scientific and technological system of any country has been considered. The main purpose of the study is to develop, substantiate and test methods for assessing the scientific potential of universities. The main method of research is a system-dynamic approach to the study of scientific potential.The concept of “scientific potential of higher education” has been clarified. It seems reasonable, that the modern mission of higher education, both in Russia and in the world, is to create and further develop a unified high-level educational system, capable not only of training personnel for certain sectors of the real sector of the economy, but also to produce new knowledge, i.e. to ensure high-quality scientific and technological progress in these sectors.An original method of assessing the scientific potential of higher education has been developed, and its approbation is the main empirical result of the study. The essence of this method lies in the consistent estimation of factors of formation of the scientific potential (initial assessment) and the forms of its realization (secondary assessment), and also in the comparison of the indices of the secondary and primary evaluations (summative evaluation). The obtained results allow us to develop a strategy for the development of scientific potential, depending on the level of effectiveness of its implementation.The applied value of the research results is determined by the prospects of their application in the process of development of state policy for the development of research activities in higher education. In addition, the proposed methodology can be used by University leaders, who have set themselves the goal of building scientific capacity and integration into the national scientific and technological system and international scientific cooperation.

scholarly journals Innovative Trends in the System of Language Education in the XXIst Century

2021 ◽  
Vol 3 (4) ◽  
pp. 73-83
Author(s):  
T. A. Dmitrenko
Keyword(s):  
Higher Education ◽  
Quality Improvement ◽  
Foreign Language ◽  
Language Education ◽  
Individual Characteristics ◽  
Language Teachers ◽  
International Standards ◽  
Teaching Staff ◽  
Language Training ◽  
Foreign Language Teachers

The article analyzes the problem associated with the quality improvement of professional training of foreign language teachers in the conditions of digitalization of Language Education. To achieve this goal, it is necessary to train competitive specialists in the field of intercultural contacts who are fluent in their profession at the level of international standards. The quality and level of foreign language training in higher education are determined by the teaching staff, who are the carriers of the ideology of updating language education. Today, the digitalization of language education has brought the foreign language training of students to a qualitatively new level, which allows not only to raise the culture of teaching foreign languages, but also to ensure the development and social adaptation of the student, and contributes to the formation of an appropriate environment for social and personal development. The quality improvement of foreign language training in higher education presupposes both the widespread use of digital teaching technologies and the mandatory consideration of the general patterns of the personality formation and individual characteristics of students, as well as the development of each student’s abilities and interests. The formation of creative thinking, flexibility, initiative and versatility, the ability to quickly respond to changes, as well as creative search in solving professional problems are especially relevant in the education and training of foreign language teachers. The article examines significant innovative trends in the system of higher education, which make it possible to train a competitive specialist who becomes the main indicator of the quality of university education.

scholarly journals Contemporary practices of foreign language preparation of future international relations specialists at universities

2021 ◽  
Vol 9 (4) ◽  
pp. 25-34
Author(s):  
Nataliia Vasylyshyna ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
International Relations ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Language Training ◽  
Methods Of Learning

The article analyzes the changes taking place in Ukrainian education during the last five years, are compared with the processes taking place in Europe, and an attempt is made to identify the main trends in the development of domestic foreign language education in the near future, allowing us to: predict probable challenges and prepare for overcoming them; focus on the main areas; to formulate new tasks, review the content, and possibly approaches to methodological training foreign language teachers taking into account these trends. Special attention is paid to the training of specialists in the field international relations is due to the fact that the process intercultural communication is significantly complicated problems due to certain differences and differences in perception of the world around us native speakers of different languages and cultures, which often leads to misunderstanding of each other, and in some cases becomes the cause of undesirable situations. The purpose of the article is to analyze the peculiarities of the development of foreign language education in Ukraine, to investigate the tendencies of the influence of the European educational system on the development of foreign language education in our country. The article highlights the results of the study of trends in the development of foreign language education in Ukraine, them influence on the formation of methods of learning foreign languages in higher education, their effective used during foreign language training of future specialists in non-language specialties in modern times stage. Some aspects of the formation and development of foreign language education at different stages of it are analyzed formation in the context of the subject of research and their relevance in modern conditions of preparation for the future specialists in the humanities in higher educational institutions of Ukraine. The main directions are clarified development of trends in foreign language education through analysis of works and research of leading experts in the field. In the frame of the study, it was revealed that the concepts of "bilingualism", "plurilingualism", and "multilingualism" in the system of higher education in Ukraine have become the significant components of foreign language training of future specialists in a particular field. The research concluded that, at the present stage of Ukraine's entry into the European educational space foreign language education is an element of cultural interaction, that promotes the formation of interests in another mentality, increases motivation, and expands the scope of international cooperation. We see the conclusions and prospects for further research in this area in a more in-depth approach to creative development and finding new ways to improve efficiency of the educational process of students of the faculties of international relations in the light of the latest requirements of the Ministry of Education and Science of Ukraine for teaching foreign languages at a qualitatively new level.

scholarly journals Supporting non-native speaker student writers making the transition from school to an English-medium university

2018 ◽  
Vol 8 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Bruce Morrison ◽  
Stephen Evans
Keyword(s):  
Higher Education ◽  
Academic Writing ◽  
English Language ◽  
Native Speaker ◽  
Tertiary Education ◽  
Education Institution ◽  
Language Teachers ◽  
Student Writers ◽  
World English ◽  
Local Students

Abstract In an increasingly globalised world, English-medium tertiary education has become increasingly prominent and sought after. However, non-native speaker (NNS) school-leavers entering an English-medium university, whether as NNS local students or as international students, not only encounter those challenges faced by all freshmen students, but often also soon realise that there is a gap between the English language skills with which their school education had equipped them and those needed for effective English-medium tertiary study. Their lack of competence in academic writing presents perhaps the greatest challenge. This paper will examine data relating to NNS students’ experience as freshmen writers. These data are derived from a longitudinal study aiming to understand the language-related challenges faced by first and second year NNS students in an English-medium higher education institution in Hong Kong. The paper concludes by proposing two collaborative initiatives whereby English language teachers work with content subject teachers with the aim of providing language enhancement support that is relevant to the student’s programme of study and integrated into their content studies. With a global increase in the number of NNS students studying in English-medium universities (Murray 2016, Standards of English in higher education. Cambridge: Cambridge University Press), the challenges and possible ways of addressing these that are discussed in this paper are potentially directly relevant to universities in whichever country they operate.

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