Foreign language education in Spain: A historical view

2021 ◽  
Vol 9 (1) ◽  
pp. 115-135
Author(s):  
María Luisa García Bermejo
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
European Commission ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Visual Methods ◽  
The European Union ◽  
Language Policies ◽  
Historical View

Abstract Foreign language education (FLE) has always been a pending issue in Spain. However, after the accession to the European Union, globalisation and the European Commission language policies (European Commission 1995), new and more effective approaches to language teaching have been progressively established. Bilingual education has proved to be a successful pedagogical model to increase the knowledge of languages and content (Lasagabaster and Ruiz de Zarobe 2010). This article overviews the development of FLE in Spain from the mid-20th century to date. The main methodological changes from traditional models such as grammar-translation, direct and audio-visual methods to communicative approaches like task-based language teaching and, more recently, CLIL (Content and Language Integrated Learning), will be examined in the light of the Spanish official language policies.

scholarly journals CASE STUDY: THE DIDACTIC MODEL OF SOCIO-COGNITIVE THEORY OF LEARNING IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE. TEACHING STATE AND ACTIVITY VERBS

2020 ◽  
pp. 10-19
Author(s):  
Georgios Pappas
Keyword(s):  
Foreign Language ◽  
Cognitive Theory ◽  
Mother Tongue ◽  
Language Teaching ◽  
Common Knowledge ◽  
Cognitive Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
The European Union

Language has generally been characterized as a tool of communication between people, the mean by which man expresses his feelings and thoughts. It has been the subject of research from various angles and methodological standards that largely reflect the variety of dimensions from which it can be studied but also the prevailing analysis trends. Language is also seen as a social process, as a way of creating interpersonal relationships and expressing emotions. Therefore, integrated language teaching takes into account the social character of the language and relies on it. The linguistic and cultural diversity within the European Union has created new demands for multilingual European citizens. To meet the new requirements, it is necessary, educational strategies to be designed by those who actively involved in foreign language education in various countries in a new context, which will ensure the “productivity” of learning foreign languages in the implementation of foreign language education. There is an urgent need to promote the process of communicative teaching, so that the student who learns the specific foreign language transmits his own concepts, in the cases, interacting and trying to adapt to the common knowledge and even the linguistic ability of a person that this language is his/her mother tongue. The approach to the service of the communicative type of teaching emphasizes the communicative function of the language and tries to create in the students the opportunities for functional use of the language code, similar to those they will encounter outside the classroom. Students need to connect with each other to build friendly relationships within the classroom that becomes a student community. This effort also includes this paper, which introduces the model of socio-cognitive learning theory in the context of the communicative approach to the teaching and learning of foreign languages.

scholarly journals The Importance of Foreign Language Education

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Sarka Hubackova
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Academic Community ◽  
German Language ◽  
The European Union ◽  
Language Knowledge ◽  
Ways Of Life

Foreign language knowledge is a basis of understanding other cultures, different ways of life and of intercultural communication. What is more, foreign languages offer an advantage when it comes to getting job, they facilitate travelling; they open the possibilities to study abroad. The European Union encourages and supports foreign language teaching and learning.  European Union documents are made available multilingully, so that they becme pervious to all citizens of member countries. Foreign language education has a long- tradition in the Czech school system. At its disposal, it has l sophisticated methods. They are continuously modernized and harmonized in accordance with recommendations, documents and projects concerning the language policy of European Council and Commission. The academic community gets the familiarization with them by means of national and international activities.       Keywords: Blended learning; Foreign language; Language education; German language 

scholarly journals Díaz Alarcón, Soledad y Bolaños García-Escribano, Alejandro (eds). (2019). ‘Taking Stock of Recent Advances in Pedagogical Translation and Foreign Language Education’. e-Expert Seminar Series: Translation and Language Teaching 2. UCO Press. Cordoba Univer

Hikma ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 271-277
Author(s):  
Lydia Hayes
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Recent Advances ◽  
Seminar Series ◽  
University College ◽  
University College London

La presente reseña da a conocer los contenidos del videolibro creado tras la segunda edición de los e-Expert Seminar Series: Translation and Language Teaching (una serie de jornadas en las que hablan expertos sobre la temática de la traducción y la enseñanza de idiomas), la que se celebró el 2 de mayo de 2019 en la Universidad de Córdoba. Las jornadas, que están ahora en la fase de planificación de su cuarta edición, son una empresa conjunta de la universidad anfitriona y University College London (UCL). Esta segunda edición tiene como enfoque la traducción pedagógica y las tecnologías de información y comunicación (TIC) en el aula. El libro comprende ocho capítulos dinámicos, compuestos por siete ponencias y una mesa redonda. 

scholarly journals Implementation of plurilingual approach into the foreign language teaching

2020 ◽  
Vol 8 (2) ◽  
pp. 1-18
Author(s):  
Zuzana Straková
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
School Context ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Target Language ◽  
The European Union

Abstract Teaching foreign languages has adopted various approaches over the history. The last decades of dominance of the Communicative language teaching brought the tendency to insist on the target language use in the classroom in order to allow the immersion into the language. The European Union, however, started to support linguistic diversity more than two decades ago and it has left an imprint on the way foreign language teaching is approached today. Inclusion of plurilingualism in traditional school context requires the readiness of language teachers to use other languages as well as encourage learners to use their prior language experience. The present study presents the results of a questionnaire survey among student teachers measuring their attitudes and readiness to implement more than one additional language in their practice. The participants of the study (n = 118) are all future teachers of English language at both undergraduate and graduate level. The results of the survey indicate a generally positive attitude towards plurilingualism and at the same time ability of the students to rely on more than one language while teaching. The results, however, raise quite a few questions and imperatives for the content of teacher training programmes as well as for the organisation of language education in general.

Dynamic adaptive audio training tests as a means of monitoring bilingual education

2019 ◽  
pp. 46-54
Author(s):  
M. V. Noskov ◽  
I. P. Peregudova ◽  
P. P. Dyachuk ◽  
O. I. Denisenko
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Educational Activities ◽  
Adaptive Tests ◽  
Evaluative Feedback ◽  
Adaptive Test

The article discusses the conditions for the use of computerized dynamic adaptive tests to provide developing training and monitoring in the field of foreign language education. Dynamic adaptive test simulators used as a tool for personalizing and monitoring foreign language education are still insufficiently represented in the educational practice of the Russian Federation. The authors of the article offer recommendations on the use of dynamic adaptive audio test simulators for monitoring foreign language education. As indicators of monitoring, the parameters characterizing the learning ability of students are considered: feedback coefficient; the complexity and time pace of learning activities of students of a foreign language.The purpose of the article is to present authors’ recommendations on the implementation of dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education, providing for monitoring the quality of bilingual education based on the integration of individualized learning and dynamic adaptive testing of educational activities.The research methodology is an analysis of the use of existing dynamic adaptive test simulators in the field of foreign language education; studying the results of interdisciplinary studies of domestic and foreign scientists on the creation and use of dynamic adaptive tests for the learning process as a whole and the creation of dynamic adaptive tests for foreign education in particular; analysis and generalization of the author’s experience of using dynamic adaptive audio tests simulators as a tool for monitoring educational activities in the field of foreign language education.Results of the reseach are: authors developed computerized dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education; indicators of monitoring the learning process in the field of foreign language education are identified, including the total feedback coefficient, actiograms, time pace and laboriousness; testing was carried out and recommendations were given for the use of dynamic adaptive audio test simulators for monitoring educational activities in the field of foreign language education.Analyzing the results of testing dynamic adaptive audio test simulators in a foreign language, the authors conclude that their use in practice implements personalized dynamic monitoring of the process of teaching foreign languages, thereby improving the quality of teaching foreign languages. Dynamic adaptive audio test simulators can provide monitoring of the dynamics of the process of teaching native and foreign languages.

Inclusion and foreign language education

2016 ◽  
Vol 167 (2) ◽  
pp. 159-189 ◽  
Author(s):  
Heiko Motschenbacher
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Present Article ◽  
Inclusive Education ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Special Environment ◽  
Educational Inclusion

Prompted by the increased visibility of inclusive pedagogies, the present article discusses the concept of “inclusion” in relation to foreign language teaching from a linguistic perspective. The foreign language classroom constitutes a special environment that poses specific language-related challenges to inclusive education. In an effort to face these challenges, the present article elaborates how linguistic research and insights can contribute to an implementation of inclusive foreign language education. In terms of theorisation, the narrower and broader senses of educational inclusion are outlined, the notion of “linguistic barrier” is introduced, and various ways in which linguistic exclusion may manifest itself are identified. It is argued that purely cognitivist approaches to second language acquisition are insufficient for achieving higher levels of inclusivity, as they do not cater for the social and contextual aspects that shape practices of exclusion and inclusion. Alternative approaches such as sociocultural theory are shown to be better equipped for this purpose. Various prominent exclusion-related dimensions are discussed with respect to their repercussions in language and linguistic practices, among them exclusion related to learners with special needs, ethnicity, gender, sexuality and non-native language users. Suggestions are made of how to proceed methodologically in linguistic investigations of exclusionary practices, with the aim of creating effective, linguistically based inclusion strategies. It is suggested that typological, discourse analytic and ethnographic linguistic approaches are most promising in this respect. The concluding section recapitulates central aspects that have surfaced in the theoretical and methodological discussion, calls for inclusion-oriented changes in foreign language teaching and highlights conspicuous parallels between the inclusive EFL classroom and English as a lingua franca communication.

scholarly journals JALT2014 Plenary Speaker article: Foreign language teaching and the multilingual subject

2014 ◽  
Vol 38 (4) ◽  
pp. 8
Author(s):  
Peter Hourdequin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
International Association ◽  
Applied Linguistics ◽  
Language Education ◽  
Foreign Language Education ◽  
Modern Language Association ◽  
Modern Language ◽  
Doctoral Dissertations ◽  
The University

Claire Kramsch is Professor of German and Affiliate Professor of Education at the University of California, Berkeley, where she teaches undergraduate and graduate courses in Applied Linguistics and directs doctoral dissertations in the German Department and in the Graduate School of Education. She has written extensively on language, discourse, and culture in foreign language education. Two of her books, Context and Culture in Language Teaching (OUP, 1993) and The Multilingual Subject (OUP, 2009) won the Mildenberger Award from the American Modern Language Association. She is the past president of the American Association for Applied Linguistics and the current president of the International Association of Applied Linguistics.

scholarly journals To the issue of vocational english syllabus design for sustainable foreign language education

2019 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Labour Force ◽  
Language Education ◽  
Foreign Language Education ◽  
English Language Teaching ◽  
Syllabus Design

The article considers English language syllabus design for non-linguistic faculties on the basis of positive experience of some European countries. Current vocational foreign language education is determined by the global context of education and employment on the whole: labour force mobility, life-long learning and sustainable social and economic development. Communicative competence in a foreign language has become a prerequisite of sustainable education nowadays. In order to establish effective foreign language education, Ukraine must bring the quality of its education to the European standards, taking into account positive foreign experience. Analyzing English language teaching at non-linguistic universities of our country, we see the problems related to the curriculum and syllabus design. The absence of integration of foreign language teaching at secondary school and the requirements to the communicative competence in English of non-linguistic students fail to provide the sufficient level of foreign language education in the country and as a result, the quality of higher education. The discrepancy between the low initial level of proficiency in English of first-year students alongside with the syllabus designed for mastering this foreign language for specific purposes is a problem, hard to cope with both for teachers and students. Windows User decision alongside with gradation of coursesWindows User according to their level, so that the students can attain the necessary communicative skills to be able to learn English for professional purposes, read specialized literature sources, participate in discussions and make presentations or communicate business ideas in a written form. The analysis of the syllabi of some European universities shows differential approach in teaching FL, taking into account the students’ needs so that they actively and effectively participate in the study process and show sufficient performance.

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