scholarly journals Classroom Management in Foreign Language Education: An Exploratory Review

2018 ◽  
Vol 20 (1) ◽  
pp. 153-166
Author(s):  
Diego Fernando Macías
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Negative Impact ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Instruction ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Language Classes

This review examines studies in the area of classroom management in foreign language education. It is organized into three large areas: The first area focuses on the distinctive characteristics of foreign language instruction that are more likely to impact classroom management in foreign language classes. The second area provides a description of classroom management issues that foreign language teachers usually encounter in their practice; and the third area centers on the different alternatives to reduce the negative impact of classroom management on foreign language classes. Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods. 

scholarly journals Integrating preparation for international exams into foreign language education curriculum at university

2021 ◽  
Vol 121 ◽  
pp. 03011
Author(s):  
Dina Vladimirovna Fedorova ◽  
Svetlana Alexandrovna Pashneva ◽  
Victoria Viktorovna Klimentyeva ◽  
Dmitry Dmitrievich Klimentyev ◽  
Anna Valerievna Umerenkova
Keyword(s):  
Foreign Language ◽  
Professional Growth ◽  
Language Education ◽  
Practical Experience ◽  
Foreign Language Education ◽  
Language Instruction ◽  
International Standards ◽  
Theoretical Research ◽  
Foreign Language Instruction ◽  
Higher Education System

In order to increase competitiveness of graduates not only in our country, but abroad as well, the development of the higher education system in Russia requires qualitative changes in the content of language training of students who are to be capable of integration into the global multicultural community, academic mobility, independence and constant professional growth. In this regard, there arises a question whether the quality of students’ knowledge, skills and abilities in the field of foreign language communication may comply with the requirements of international standards. The article reflects the results of theoretical research and practical experience in international exams preparation as part of foreign language instruction provided by the Foreign Languages Faculty of Kursk State University thus substantiating the hypothesis that it is possible to optimize the development of skills and abilities necessary to successfully pass international exams if the subject-related tasks and exercises are designed in their format and offered both for in-class and self-study activities. The purpose hereof is to explore feasibility of implementing effective preparation for international language exams in class without interference with the major curriculum. The scientific novelty of the research lies in the development and testing of a model of the educational trajectory leading to the formation of the competencies that meet international standards of foreign language education in graduates, majoring in languages. Having applied classical research methods analysis of publications and accumulated methodological experience, trial learning and observation – the authors came to the conclusion that the proposed approach is feasible and productive.

scholarly journals Contrastive Models for Turn-Taking in English and Japanese

2018 ◽  
Vol 42 (3) ◽  
pp. 9 ◽  
Author(s):  
Davey Young
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Fundamental Aspect ◽  
Central Component ◽  
Interactional Competence ◽  
Turn Taking ◽  
Efl Students

Turn-taking remains an underemphasized aspect of foreign language instruction. As more is understood about this central component of interactional competence, foreign language teachers will need to consider the best ways to teach students how to take turns speaking and managing the floor in the target language. This paper provides a brief outline of turn-taking mechanics as originally defined by Sacks, Schegloff, & Jefferson (1974) before providing contrastive models for turn-taking in English and Japanese. Some recommendations for classroom instruction targeting turn-taking for EFL students in Japan, as well as a call for greater sensitivity to this fundamental aspect of communicative competence, are also provided. 外国語教育において、「話者交替」の重要性はまだ十分に注目されていない。相互行為能力の中心的構成要素である話者交替についての理解が深まるにつれ、外国語教育者は目標言語でどのように交替しながら話し、場の進行をすればいいかを教授するための最善の方法を考える必要が出てくるだろう。本論では、Sacks, Schegloff, & Jefferson (1974) によって定義された話者交替の働きについての概要を説明した後に、英語と日本語での話者交替の対照モデルについて述べる。日本の英語学習者に話者交替を教える際にクラス内で推奨されるいくつかの教授法と、話者交替というコミュニケーション能力の重要な一面に対するより細やかな配慮への必要性についても述べる。

scholarly journals Homogenous Representations, Diverse Realities: Assistant Language Teachers at Elementary Schools

2021 ◽  
Vol 45 (3) ◽  
pp. 3
Author(s):  
Daniel Pearce
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Classroom Practice ◽  
Native Speakers ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Cultural Backgrounds ◽  
Language Classes ◽  
Native Speakers Of English

As of 2020, foreign language as a subject has become compulsory for upper grades in Japanese elementary schools, and MEXT recommends the use of assistant language teachers (ALTs) in foreign language classes. While ALTs represent diverse linguistic and cultural backgrounds, MEXT documents for Japanese teachers portray them as homogenous monolingual native speakers of English. To better understand the linguistic repertoires of ALTs, this study investigates the languages ALTs know. The findings suggest that, contrary to MEXT portrayals, most ALTs have ability in at least one language other than English. With reference to the goals of foreign language education, this paper argues that MEXT should more accurately represent the diversity of ALTs in their literature and actively promote the inclusion of their other languages in classroom practice. 2020年度より、日本の小学校高学年には教科としての外国語が必修化された。文部科学省は外国語の授業における外国語指導助手（Assistant Language Teachers: ALTs）の積極的な導入を勧めている。多くのALTが様々な言語や文化的背景を持っているにもかかわらず、文部科学省の教員向け資料における記述の多くは、未だにALTをモノリンガルの英語母語話者としてのみ想定している。ALTの運用可能な言語について調査した先行研究が不足しているため、本研究は、小学校勤務のALTを対象に、使用言語に関するアンケート調査を実施した。結果として、ALTのほとんどが英語以外に1つ以上の言語を使用できることが判明した。本論文は、外国語科目の目標に照らして、文部科学省のALTに関する資料の更新の必要性を示すとともに、ALTの持つ英語以外の言語の知識をも外国語の授業に取り入れることの重要性を主張する。

scholarly journals University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic

2021 ◽  
Vol 26 (3) ◽  
pp. 661-695
Author(s):  
Jesús Izquierdo ◽  
María del Carmen Sandoval Caraveo ◽  
Verónika De la Cruz Villegas ◽  
Rubén Zapata Díaz
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Instruction ◽  
Language Teachers ◽  
Institutional Conditions ◽  
Data Analyses ◽  
Use Of Technology ◽  
Mexican State ◽  
University Instructors

This quantitative study explored the preparedness of foreign language teachers for technology-mediated instruction and the burnout conditions that characterized their transition from in-person to off-campus second/foreign language education during the covid-19 pandemic. The data were collected from 104 university instructors through a Google Forms® survey and a burnout questionnaire in a Mexican state which was severely hit by the virus in the spring of 2020. The survey elicited information about institutional conditions, teacher education and technology access and use. The burnout questionnaire explored exhaustion, depersonalization and accomplishment during off-campus technology-mediated language instruction. Both survey and questionnaire answers were subject to frequency analyses. In terms of teacher preparedness, data analyses revealed that the participants had a large number of teaching hours; they held sustained computer/Internet access but lacked technology-assisted language teaching training; thus, they independently sought out technological resources for the delivery of their lessons. With regard to burnout, data analyses indicated that many participants experienced exhaustion due to work overload, use of technology, and its proper integration in the lessons. Nonetheless, the use of technology helped them maintain interest in their learners, feel satisfaction and accomplish academic aims.

scholarly journals SCIENTIFIC AND PEDAGOCICAL APPROACHES TO THE FORMATIONOF PROFESSIONAL METACOMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN A SPECIALIZED SCHOOL

2020 ◽  
Vol 66 (2) ◽  
pp. 89-94
Author(s):  
Z.K. Zhanazarova ◽  
◽  
T.A. Kulgildinova ◽  
Keyword(s):  
Foreign Language ◽  
Working Conditions ◽  
Language Education ◽  
Component Composition ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Specialized School ◽  
Basic Approaches

The article discusses the scientific and methodological platform for the formation of professional metacommunicative competence of foreign language teachers in a specialized school. The content of the article reveals the basic approaches and principles of the formation of professional metacommunicative competence, which refers to the ability of students to use a foreign language for educational purposes as a tool for the development of foreign language education in a professional metalanguage aspect. The features of the component composition in determining the level of formation of professional metacommunicative competence of students are revealed. The tactical goal of training a foreign language teacher for specialized classes are described, which provides for improving the quality of training for students with the goal of mastering such technologies that give the prospect to a future teacher the ability to speak a meta- branch language in various working conditions.

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

scholarly journals Pedagogical conditions for the formation of foreign-language sociocultural competence of cadets of educational organizations of the Federal Penal Service of Russia

2019 ◽  
Vol 70 ◽  
pp. 01016
Author(s):  
Nina Shilina ◽  
Galina Aksenova ◽  
Irina Ganishina ◽  
Polina Aksenova
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Social Order ◽  
Language Instruction ◽  
Target Language ◽  
Foreign Language Instruction ◽  
Educational Organizations ◽  
The Social ◽  
The Russian Federation ◽  
The Common

Currently it is necessary to learn cultures of other people, and it is therefore important to find new areas and forms of cultural cooperation. One way to meet these challenges is to learn foreign languages. The sociocultural component in the content of foreign language instruction plays a significant role in the development of the cadets personality, as it provides an opportunity not only to familiarize themselves with the heritage of the country’s culture of its target language country, but also to compare it with the cultural values of his country, which contributes to the formation of the common culture of a cadet. The relevance of problem of the formation of foreign-language sociocultural competence of cadets of the educational organizations of the Federal Penal Service (FPS) of Russia is defined by the social order of society which found the reflection in the Concept of Development of the Penal system of the Russian Federation till 2020 and also it is defined by the increased requirements of acquisition of a foreign language and search of the ways of the formation of foreign-language sociocultural competence promoting formation of bases intellectual, the cultural, professional and communicative developed identity of a specialist.

National Standards: Research into practice

2012 ◽  
Vol 45 (4) ◽  
pp. 515-526 ◽  
Author(s):  
Eileen W. Glisan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Course Design ◽  
Foreign Language Learning ◽  
Language Education ◽  
The United States ◽  
Foreign Language Education ◽  
Language Instruction ◽  
National Standards ◽  
The Impact

The Standards for Foreign Language Learning in the 21st Century (SFLL) (National Standards in Foreign Language Education Project [NSFLEP]), originally published in 1996, were envisioned by many as the panacea for providing a new and exciting direction for foreign language education in the United States. The perceived impact of these National K-16 Student Standards has been witnessed throughout more than a decade by scholarly works that have acknowledged their role as ‘a veritable change agent’ (Sharpley-Whiting 1999: 84), ‘a vision for foreign language education in the new century’ (Allen 2002: 518), and, more recently, as ‘a blueprint and framework for change’ (Terry 2009: 17). The research that has been done on the Standards since their inception has attempted to provide concrete ways for the field to embrace this new framework and thereby realize a Standards-based curriculum and perhaps even revolutionize language education. This work has consisted largely of (1) implementational research (both with and without experimental design) that proposes specific strategies for addressing the Standards in planning, teaching, and assessment (Schwartz & Kavanaugh 1997; Abbott & Lear 2010); (2) survey research that analyzes self-reported information regarding teachers' pedagogical beliefs about the Standards and ways in which they claim to be addressing Standards in their classrooms (Allen 2002; ACTFL 2011), and (3) White papers that disseminate opinions and insights by leaders in the field regarding the impact that the Standards are having in areas such as language instruction, curriculum and course design, and educational policy (Sharpley-Whiting 1999; Donato 2009; Glisan 2010).

scholarly journals Necessity of improvement of foreign language teaching in the Slovak Republic

2021 ◽  
Vol 12 (2) ◽  
pp. 251-263
Author(s):  
Marcela Šarvajcová ◽  
Monika Štrbová
Keyword(s):  
Focus Group ◽  
Foreign Language ◽  
Language Learning ◽  
Information Technologies ◽  
Slovak Republic ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers

Aim. The aim of the research study was to investigate the opinions of the Slovakian secondary school foreign language teachers and learn about their views on the system of education in the field of enhancement of teachers` professional qualifications. Methods. To perform the results of the study the method of focus group was used. Results. The results of the presented research show the differences between the perception of foreign language education in the past and how it appears today through the views of selected number of foreign language teachers in Slovakia. The pivotal role is played by the technological skills of the students and their ability to use information technologies instructed in foreign languages. The research results also indicate the possibilities of teachers to get in direct contact with the target foreign language as a part of their professional development. The research participants also specified the factors that they considered the most influential in the process of foreign language learning. Conclusion. The purpose of the article is to discuss the urge to achieve highly professional foreign language education in today`s technological society. As shown by the results obtained from the focus group, the teachers/participants agreed on a single highly impactful factor: family.

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