Thirty years of French language planning in Malaysia: From individual attempt to national strength

2017 ◽  
Vol 2017 (244) ◽  
Author(s):  
Regis Machart ◽  
Sep Neo Lim
Keyword(s):  
Higher Education ◽  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Planning ◽  
Boarding Schools ◽  
French Language ◽  
Day Schools ◽  
Ministry Of Education ◽  
Internationalisation Of Higher Education

AbstractFrench language teaching (FLT) started in Malaysian boarding schools in the 1970s due to the initiative of a few Malaysian teachers who had acquired some knowledge during colonial times. It was formally implemented by the Malaysian Ministry of Education (MOE) in 1984 and in the 2000s, FLT developed greatly in parallel with the internationalisation of higher education. The country had no former expertise in teaching French on a larger scale and future teachers had to be sent abroad to be trained in French. Thirty years later, this language has not only become part of the linguistic scenery in Malaysian boarding schools, as the MOE has also extended the teaching of French to normal day schools. This article will review the language planning regarding French language teaching in Malaysia as an example of foreign language planning in the country, and will focus on its implementation in the Malaysian secondary schools from the 1970s to 2014. Issues of teaching hours and textbooks will not be dealt with, as these matters are left to the circumspection of the respective schools.

scholarly journals Attitudes of EFL Teachers toward the Competency Based Language Teaching: The Case of South Algerian Secondary Schools in Adrar

2020 ◽  
Author(s):  
Bachir Bouhania
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Language Teaching ◽  
Field Investigation ◽  
Ministry Of Education ◽  
Negative Attitudes ◽  
Efl Teachers ◽  
Competency Based ◽  
Micro Level ◽  
Teachers Attitudes

After more than seventeen years of implementation (2003) in the Algerian educational system, English as a Foreign Language (EFL) teachers react unexpectedly to the Competency-Based Language Teaching (CBLT). They show resistance and resilience to change via variable attitudes towards CBLT. The paper reports the results of a field investigation carried out in eight secondary schools in Adrar, cultural and administrative capital of the southwest of Algeria. It assesses south Algerian EFL teachers’ attitudes towards CBLT through a questionnaire administered to twenty educators. The most striking answers are the teachers’ negative attitudes and diverging opinions toward its “top-down” implementation. The findings highlight a major issue to the Ministry of Education, the syllabus designers and the teachers at the micro-level, for they impact negatively on the spread and success of CBLT. The paper invites for debates about curricula and pedagogy in Algeria.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

PROBLEM-BASED SITUATIONS USE IN THE PROCESS OF FOREIGN LANGUAGE TEACHING AT LAW HIGHER EDUCATION ESTABLISHMENTS

2018 ◽  
pp. 18-22
Author(s):  
Galina Grigor’evna Korsakova ◽  
◽  
Natal’ya Vyacheslavovna Zinevich ◽  
Zhanna Petrovna Popadina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching

scholarly journals CLT at the Higher Secondary Level in Bangladesh: Theory and Practice

IIUC Studies ◽  
2016 ◽  
Vol 12 ◽  
pp. 71-86
Author(s):  
Md Mohib Ullah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Secondary Level ◽  
Communicative Language Teaching ◽  
Theory And Practice ◽  
Ministry Of Education ◽  
Efl Context ◽  
New Methods ◽  
Real Picture

With the progress of time, the aim of teaching and learning English as a Second Language (ESL) or English as a Foreign Language (EFL) changed, and so did the approaches and methods in language teaching. Different methods and approaches emerged and were replaced, influenced or contributed to the emergence of new methods. It is widely acknowledged that one umbrella approach to language teaching that has become the accepted "norm" in this field is the Communicative Language Teaching Approach. This study deals with the theories and practices of CLT at the Higher Secondary level in Bangladesh. Realizing the significance of CLT, The Ministry of Education in Bangladesh made groundbreaking attempts to implement CLT in the new context and also brought some changes in the curriculum in 1990s. Along with attempting to provide a real picture of how CLT is practiced and utilized in an ESL/EFL context, this study focuses on the Practice of CLT approach in Bangladesh. Moreover, this study intends to propose some propositions to be implemented for better practice of CLT in ESL/EFL contexts.IIUC Studies Vol.12 December 2015: 71-86

scholarly journals Research on Innovation of Foreign Language Teaching under the Thought of Socialism with Chinese Characteristics

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ling Wang
Keyword(s):  
Foreign Language ◽  
Moral Education ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Ministry Of Education ◽  
College English ◽  
New Era ◽  
Chinese Characteristics ◽  
National Congress ◽  
New Situation

On the subject of integrating and implementing the spirit of the 19th national congress, Liu Guiqin, director of the department of social science and technology of the ministry of education, made a thematic report entitled “earnestly studying, propagating and implementing the spirit of the 19th national congress of the party and accelerating the introduction of the thought on socialism with Chinese characteristics for a new era into textbooks, classrooms and minds”. According to the report, as well as the ideological and political theory courses, the curriculum integration in-depth course education “the thought of socialism with Chinese characteristics to blend in new era. This paper analyzes from the foreign language teaching with Chinese characteristics under the background of new era .The current college English teaching under the new situation of permeation of moral education present situation analysis, this is a natural fit with the research of this project.

scholarly journals Foreign Language Planning: The Case of a Teacher/Translator Training Programme at a Mexican University

2018 ◽  
Vol 20 (2) ◽  
pp. 79-94 ◽  
Author(s):  
Virna Velázquez ◽  
Edgar Emmanuell García-Ponce
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Present Article ◽  
Language Planning ◽  
Training Programme ◽  
Proficiency Tests ◽  
Language Achievement ◽  
Translator Training

The present article reports on a study that set out to investigate the effectiveness of strategies and decisions formulated in foreign language planning to ensure learners’ language achievement in a higher education context which trains learners to become English or French teachers or translators. By drawing on data collected from simulated proficiency tests and interviews with students, teachers, and administrators, the findings show that the foreign language goals have not been met as stipulated in the curriculum, and that there are several shortcomings in the foreign language planning that need the educational community’s consideration. This article also discusses some factors that should be considered in foreign language planning in order to meet language goals in educational contexts.

scholarly journals Digital educational environment as a factor of foreign language competences development

2021 ◽  
Vol 49 (1) ◽  
pp. 232-248
Author(s):  
Marina V. Rybakova ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Learning ◽  
Teaching Practice ◽  
Language Teaching ◽  
Digital Technologies ◽  
Teaching Experiment ◽  
Foreign Language Teaching ◽  
Educational Resources ◽  
Foreign Languages

The modern era of digital economy lays new claims to the system of education and professional learning. Digitation of higher education reveals new prospects for using digital resources to ensure accessibility, continuity and quality of education. The purpose of our investigation is to assess the effectiveness of the use of digital educational resources by students studying foreign languages. Principal methods of our research are as follows: bibliographic method of studying regulatory documents and scientific and methodological literature; the analysis of foreign language competences, mastering of which is the aim of foreign language teaching in a University; the study and generalization of working experience using digital technologies in foreign language teaching; experiment involving 24 students from MIREA – Russian Technological University. As a result of the study frequency of thematic terms and notions use in scientific-teaching literature and Internet search requests was defined; the analysis of modern digital educational technologies forming students’ foreign language competences was made; foreign language competences analyzed in the experiment were described; an experiment involving the comparison of application efficiency in using traditional and digital techniques for forming foreign language competences was carried out. The experiment showed the following: absence of statistically important differences in the level of formed foreign language competences in control and experimental groups at the beginning of the experiment as t = -0.99, p = 0.43. At the end of the experiment p < 0,05: t = -5.19, p = 0,000014. It testifies that the compared groups significantly differ that proves the effect of web-quest technique in teaching foreign languages. Digital educational resources contribute to mastering a foreign language as a means of professional communication and increase the motivation of students to study this subject. Prospects for further research can be related to the development of new forms and methods of applying innovative digital technologies with the aim to put them into foreign language teaching practice at the higher education level.

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