scholarly journals Do Study Programs In Croatia Prepare Future Foreign Language Teachers To Work With Young Learners?/Pripremaju li studijski programi u Hrvatskoj buduće profesore stranoga jezika za rad s malim učenicima?

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Nataša Košuta ◽  
Sanja Vičević Ivanović ◽  
Jakob Patekar
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Young Learners ◽  
Study Programs

scholarly journals Doprinos pozorišne pedagogije razvoju kompetencija nastavnika nemačkog jezika u inicijalnom obrazovanju

2021 ◽  
Vol 18 (1) ◽  
pp. 269-285
Author(s):  
Marija Nijemčević Perović ◽  
Keyword(s):  
Foreign Language ◽  
Group Discussion ◽  
Language Teachers ◽  
German Language ◽  
Foreign Language Teachers ◽  
Teaching Competencies ◽  
Language And Literature ◽  
Study Programs ◽  
Theatre Pedagogy ◽  
Data Collection Technique

This paper examines the contribution of theatre pedagogy, implemented in the initial education of German language and literature students, to the development of teaching competencies defined in strategic documents. The target group of the research consisted of German language teachers who were members of the Academic Theater of German Students during their bachelor and master studies. A semi-structured group discussion was used as the data collection technique, while the data analysis and interpretation theater pedagogy methods, they should be integrated into the curricula of study programs dealing with the education of future foreign language teachers. were performed using a qualitative research method. The results have shown that theatre pedagogy contributes to the development of professional, psychological, didactic and mod- erational-mediational skills of future teachers of German as a foreign language. Having in mind the spectrum of teaching competencies that are developed through the application of

scholarly journals Assessment of Young Learners’ Foreign Language in Slovenian Primary Schools

2005 ◽  
Vol 2 (1-2) ◽  
pp. 167-184
Author(s):  
Mihaela Brumen ◽  
Branka Čagran ◽  
Shelagh Rixon
Keyword(s):  
Foreign Language ◽  
Primary Schools ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Primary Level ◽  
Learning And Teaching ◽  
Young Learners ◽  
Teachers Experiences ◽  
Teachers Attitudes ◽  
The Right

Assessment should regularly and systematically be integrated into the process of learning and teaching. That is, it should reflect the kinds of activity that regularly occur in class and with which pupils are familiar. It should have a strong diagnostic function that will provide useful information to teachers and learners in enabling them to take stock of where they are and if necessary to adapt their particular strategies. The research reported in this article focuses on an investigation of Slovenian foreign language teachers’ experiences and attitudes toward the assessment of primary learners of a foreign language. By means of a survey questionnaire we present the characteristics of teachers’ assessment in practice, and teachers’ attitudes toward assessment at the primary level. The survey shows that all teachers assess their young learners of foreign languages, more often numerically than with comments. They also believe that they are responsible for assessment, just as they believe that teachers and young learners alike have the right to these the results.

Pre-Service English-as-a-Foreign-Language Teachers’ Views on Their Experiences of Project Preparation for Young Learners: “I Felt Like a Real Teacher”

2021 ◽  
pp. 105678792110159
Author(s):  
Gülten Koşar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Project Based Learning ◽  
Language Teachers ◽  
Teaching English ◽  
Foreign Language Teachers ◽  
Young Learners ◽  
Qualitative Survey ◽  
Semistructured Interviews

This study targets unveiling junior pre-service English-as-a-foreign-language teachers’ ( N = 80) perceptions of the process they went through as preparing projects for young learners and their views about the effect of project-based learning on teaching English to young learners. The data gathered from a qualitative survey and semistructured interviews were analyzed using an inductive content analysis. The results indicated that while the participants encountered a number of difficulties in the preparation process, they believed the use of project-based learning could promote young learners’ English language learning, and preparing projects for young learners made them feel like a real teacher.

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