scholarly journals Perspectives of the Language Policy of the EU

2015 ◽  
Vol 66 (2) ◽  
pp. 145-161
Author(s):  
Alena Lejsková
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Foreign Language Teaching ◽  
Practical Implementation ◽  
Real Problem ◽  
Mutual Understanding ◽  
European Language ◽  
Financial Flows ◽  
Political Economic ◽  
The Eu

Abstract In the territory of Europe, a unique political, economic and linguistic formation that does not have any analogy in the world has come into being. The principal problem which the member states of European Union will face in future is the problem of communication, i.e. the language policy of EU. Its basic principle is the multilingualism embedded in the initial documents of the EU. The practical implementation of multilingualism within the EU institutions and its bodies is a real problem that must be resolved with each subsequent expansion of the EU, though this actually depends on the position of languages within the EU itself. The opinions of the EU citizens show their approving the standpoint of European language policy focused on multilingualism. The possible differences of opinions concern with the financial flows in the language market, as well as the dynamics of the position of individual languages within the Union. Foreign language teaching as a part of EU language policy is by its citizens considered crucial for two aspects – the mutual understanding between the citizens and states of the Union and the better assertion in the labour market.

scholarly journals KSZTAŁTOWANIE KOMPETENCJI KOMUNIKACYJNEJ W KLASIE JĘZYKA OBCEGO. PERSPEKTYWA UCZNIA

Neofilolog ◽  
2019 ◽  
pp. 165-181
Author(s):  
Magdalena Sowa
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Situation ◽  
European Language ◽  
School Learning

This article attempts to evaluate the quality and effectiveness of foreign language teaching in Polish schools by giving learners’ views on the process of the teaching of languages. The opinions presented come from a questionnaire carried out among pupils who learn various languages. The results of the survey are intended to show the learning situation as seen by students themselves. Their description and assessment of school learning enable us, to judge whether being taught a language in school satisfies their needs and expectations, and also to assess whether and to what extent this learning is consistent with European language policy.

scholarly journals Situation as a methodological problem and its role in teaching a foreign language

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 73-79
Author(s):  
Oleksiy Kozachenko
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Scientific Development ◽  
Practical Implementation ◽  
Level Of Functioning ◽  
Speech Activity ◽  
Oral Speech ◽  
Teaching Learning

The article provides a theoretical analysis of a situation as the basis for the emergence of semantic relationships of statements in a dialogue. Consideration of the situation and the specifics of its reflection in the semantic content of statements will allow establishing how a dialogue is governed by the situation. The relevance of the study is related to the need for scientific development and practical implementation of the system of teaching dialogic speech, which will effectively develop students’ quality skills to use living spoken language in practice. Speech activity is marked by important linguistic parameters. A person’s ability to perform speech activity is seen primarily as an opportunity to form statements that correspond to certain situations. The situation affects the structure of certain forms of oral speech, in particular its dialogic variety. Linguists consider the situation to be an extralinguistic factor of speech activity and an important element that significantly affects the speech structure. Psychologists treat the situation as one of the important criteria for studying the regularities of the forming and functioning of mental processes. The situation is traditionally considered at the level of functioning as well as a methodological category. There prevails an opinion that it is necessary to make a detailed analysis of the features of the speech situation components on the basis of which scholars-practitioners single out the most typical and controlled ones in order to successfully apply them in foreign language teaching. The important methodological parameters obtained as a result will be the situational basis for building an effective model of foreign language teaching / learning.

scholarly journals NATIONALLY ORIENTED FOREIGN LANGUAGE LEARNING IN THE CONTEXT OF THE LINGUO-DIDACTIC PARADIGM OF THE 21ST CENTURY

2020 ◽  
pp. 37-48
Author(s):  
N. Zaichenko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Matter Content ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Practical Implementation ◽  
The Subject ◽  
Subject Matter Content

The article deals with modern views on the concept of “nationally oriented foreign language teaching”, presented in the linguo-didactic discourse of domestic and foreign scholars of the last decades. The author reveals and characterizes its evolution as one of the basic concepts of Russian and Ukrainian language education as foreign languages. It is found that they relate to the subject matter, content, and operational components of this phenomenon. There are significant changes in the views of scholars on taking into account students’ native language in teaching these languages by speakers of languages with different systems. There is a growing interest in didactic and linguistic data processing of the analysis of Chinese and Russian (Ukrainian) languages and their practical implementation. In terms of content, priority is given to culturally oriented and ethno-psychological aspects of mastering foreign language in a monocultural and multicultural educational environment. The innovative approach to this issue is also manifested in the increasing attention of researchers to the peculiarities of cognitive, mental and educational activities of Chinese-speaking students, formed by the national linguistic and methodological tradition, which is radically different from the national communicative and active lingvodidactic paradigm and needs appropriate methodological correction. Prospects for further study of the issues raised in our investigation are related to the research of a number of “new” terms in the terminological field of the basic concept of “nationally oriented foreign language learning”, as well as from the normative and codification side.

Modern approaches in teaching writing skill within the process of foreign language teaching

2020 ◽  
pp. 110-117
Author(s):  
Umida Kulmagambetovna Khodjaniyazova 
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Teaching ◽  
Process Approach ◽  
Foreign Language Teaching ◽  
Teaching Writing ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Product Approach ◽  
Writing Competence

This article is devoted to the problem of the development of writing competence in the process of foreign language teaching. The article refects the main directions of the language policy in the Republic Uzbekistan with reference to the fundamental normative documents in this area, describes the conditions for the successful language policy in the feld of foreign language education. The characteristic features of foreign language writing competence is presented. The concept of the term «approach» is analyzed by foreign scholars and the author focuses on the advantage of two modern approaches in teaching foreign language writing competence as Product approach and Process approach. A review of two modern approaches is presented by involving the points and claims of well-known foreign scholars. The article deals with the assessment criteria, the learning process and effective techniques that are used on the basis of product approach. It presents a typical model for process approach created by the English specialist C. Tribble. Carried out comparative analysis of two given approaches, leads to the conclusion that both product approach and process approach, despite of their advantages, are not perfect enough in teaching writing since both approaches were criticized by methodologists. As a result of the study, it is concluded that it is preferable to use a mixed approach, along with traditional ones to develop writing competence of students.

The Chinglish syndrome: Do recent developments endanger the language policy of China?

English Today ◽  
2003 ◽  
Vol 19 (4) ◽  
pp. 30-35 ◽  
Author(s):  
NIU QIANG ◽  
MARTIN WOLFF
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Teaching Method ◽  
Chinese Student ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Bottom Line ◽  
Professional Journals ◽  
Recent Developments ◽  
The Subject

A GREAT DEAL has been said and written about various approaches to the successful methodology for teaching English as a second language in China. Entire professional journals are devoted to the subject, such as Teaching English In China and Foreign Language Teaching and Research Press. But no matter how much is written, and no matter what teaching method is employed, the bottom line is that the average Chinese student learns to communicate orally in ‘Chinglish’: that is, in Mandarin sprinkled with English words and phrases or in English with a Mandarin-induced syntax.

scholarly journals Very Young Learners in a Gallery of Modern Art – Opportunities Arising from the Implementation of Modern Art in Foreign Language Teaching

2020 ◽  
Vol 4 ◽  
pp. 63-73
Author(s):  
Krystian Kamiński
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Language Teaching ◽  
Modern Art ◽  
Foreign Language Teaching ◽  
Practical Implementation ◽  
Art Galleries ◽  
Young Learners ◽  
Language Classrooms ◽  
Visual Materials

Inviting very young learners to a gallery of modern art does not seem as an obvious didactic solution. Some may argue that children are not able to interpret modern art, and, therefore, it is not possible to use such a medium as a teaching tool. However, it all depends on the pedagogical approach and the way art is implemented during classes. This article starts with an overview of definitions of very young learners, defining this group not only in terms of their age, but also characteristic traits. It is also to justify the use of modern art-cued visual materials as a component of language teaching and to ponder upon using elements of artistic creation to foreign language classrooms. The practical implementation of a presented solution is also discussed in the article. The ideas were used as workshops aimed at introducing very young learners to modern art as well as at acquiring new English vocabulary. Classes were carried out in one of the modern art galleries in Lublin. An example of chosen artwork and pieces created by a very young learner are shown in this article. Finally, the opportunities arising from implementing the new methodology are analysed. They are connected with linguistic development, improvement of young learners’ skills, as well as developing intercultural competence.

scholarly journals Notas para uma política de ensino de línguas

2015 ◽  
Vol 8 (1) ◽  
pp. 124-136
Author(s):  
José Carlos Paes de Almeida Filho
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Teaching ◽  
Language Planning ◽  
Foreign Language Teaching ◽  
Language Policies ◽  
Policy Language ◽  
Teaching Development ◽  
Development Index

RESUMO:O espectro de fatores coadjuvantes da formação de agentes para um ensino profissional e desenvolvido de línguas inclui uma política linguística que, por sua vez, abriga o campo das Políticas de Ensino de Línguas (Estrangeiras e Segundas) que nos interessam particularmente neste trabalho. Quando examinamos o índice obtido para o desenvolvimento do Ensino de PLE no Brasil, por exemplo, o quesito Políticas (oficiais) merece uma das mais baixas pontuações entre os catorze tomados em conta no trabalho de Almeida Filho (2007). Por que isso acontece? A situação é a mesma ou próxima a essa com referência às outras línguas de oferta no currículo escolar? O que é uma política de Ensino de Línguas e de PLE no arco de uma projetada política linguística no país? Quais os contornos de uma política de que precisamos para uso oficial e das instituições? Neste trabalho serão propostas respostas fundamentadas para essas questões atinentes a um nó que lentifica o desenvolvimento do Ensino de Línguas no país.PALAVRAS-CHAVE: Índice de desenvolvimento do ensino de uma língua estrangeira. Política linguística. Política de ensino de línguas. Políticas para o Ensino de PLE. Contornos de uma política de ensino de línguas.ABSTRACT: The range of supporting factors in the education of agents for a professional and developed teaching of languages includes language planning whose scope is wider and shelters important second and foreign language policies. For example, when the index for the development of Portuguese as a Foreign Language in Brazil is considered, the topic of official policies deserves one of the lowest scores among the fourteen criteria taken into consideration in the paper by Almeida Filho (2007). Why does this happen? Is the prospect similar for the languages most commonly taught at schools? What is a language teaching policy in the realm of a supposed language policy enforced in the country? Which are the contours of a policy needed for official purposes and by the institutions? In this article some answers are attempted for these questions associated to a cause that slows the development of Foreign Language Teaching in the nation.KEYWORDS: Foreign Language teaching development index. Language policy. Language teaching policy. Policies for the teaching of Portuguese as a foreign language. Requirements for a language teaching policy.

scholarly journals The Study of Language Policy in Education in the Context of Belt and Road—The Contrast on Language Education Policy between China and Australia

2020 ◽  
Vol 10 (11) ◽  
pp. 1489
Author(s):  
Juan He ◽  
Huaying Liao
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Policy ◽  
Language Education ◽  
Minority Language ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Cultural Communication ◽  
Language Education Policy ◽  
Belt And Road

The language education policy is closely related to economic development, cultural communication and language strategy. This is a contrast on language policy in education between China and Australia in terms of subjective language, ethnic minority language and foreign language education. Some suggestions on language policy implement including language protection, comprehensive foreign language teaching system and internet advantages are given, in order to be beneficial for future study.

scholarly journals From the policymakers’ desks to the classrooms: the relationship between language policy, language-in-education policy and the foreign language teaching-learning process

2018 ◽  
Vol 9 (1) ◽  
pp. 254
Author(s):  
Michele Saraiva Carilo
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Policy ◽  
Learning Process ◽  
Language Teaching ◽  
Relevant Literature ◽  
Foreign Language Teaching ◽  
Policy Language ◽  
Teaching Learning ◽  
The Relationship

This article aims to discuss the relationship between language policy, language-in-education policy and the foreign language teaching-learning process. In so doing, a critical review of relevant literature is offered with the purpose to clarify how the areas of enquiry related to language and language-in-education policymaking and enactment are intertwined to the practicalities of foreign language curriculum development and syllabus design. Such connection is represented by the politically-, ideologically- and socioculturally-driven choices of policymakers and policy enactors, as well as their influence on everyday foreign language practice. Criticality and authorship are advocated throughout this article as strategies on which teachers and students should rely in order to challenge predetermined and/or decontextualised directives concerning the foreign language teaching-learning process.

Regulated and controlled liberalisation: a means to reconcile market efficiency and social cohesion?

2002 ◽  
Vol 8 (2) ◽  
pp. 185-197 ◽  
Author(s):  
Otto Jacobi ◽  
Wolfgang Kowalsky
Keyword(s):  
Trade Unions ◽  
The Political ◽  
Practical Implementation ◽  
Policy Area ◽  
The Public ◽  
Interest Representation ◽  
Liberalisation Policy ◽  
Political Economic ◽  
Opening Up ◽  
The Eu

The opening up of the public sector by a strategy of regulated liberalisation is a controversial policy area for the EU. The article provides an introduction to the political, economic and social considerations on which European liberalisation is based, namely the need for a balance between economic efficiency and ensuring the provision of public goods. The most important elements in the practical implementation of EU liberalisation policy, with their weaknesses and deficiencies, are explained. In conclusion the changes implied for trade unions are discussed: while liberalisation undoubtedly confronts unions with new challenges and dangers, it also offers them opportunities, provided they Europeanise their interest representation structures.

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