Education for World Citizenship in the Foreign Language Subject Matter

2002 ◽  
Vol 4 (2) ◽  
pp. 45
Author(s):  
Ko Chang-Geun
Keyword(s):  
Foreign Language ◽  
Subject Matter ◽  
World Citizenship

Language attention in content-based instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 194-217 ◽  
Author(s):  
Andrés Arias de la Cruz ◽  
Jesús Izquierdo
Keyword(s):  
Foreign Language ◽  
Subject Matter ◽  
Language Teaching ◽  
Teaching Experience ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Teaching Content ◽  
Instructional Roles ◽  
Based Instruction ◽  
Communication Breakdowns

Subject-matter specialists teaching content via a foreign/second language in higher education often exhibit a meaning-based pedagogy, unsystematically attending to inaccurate language. This observational study examined whether two foreign-language-teaching-trained instructors teaching content in English in a Mexican undergraduate program would emulate these instructional patterns, or would attend to language favouring language-and-content-integrated pedagogy. In the study, over 400 instructional episodes, video-recorded during 18 hours of regular-classroom teaching, were analyzed using the COLT observation scheme (Spada & Fröhlich, 1995). Results showed that the foreign-language educators favoured content, erratically attending to inaccurate language during communication breakdowns. Language attention occurred reactively through word translations, lexical-gap scaffolding, and isolated explanations for non-target phonological forms. These instructional patterns may result from the language teachers’ newly assumed content-based instructional roles. To favour language attention during subject-matter teaching, language instructors need training and curricular support that helps them draw on their foreign language teaching experience as they deliver content.

Stealth Language Teaching: A Preschool Foreign Language Pilot Program

2008 ◽  
Vol 30 (1) ◽  
pp. 50-53
Author(s):  
Anna CohenMiller
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Subject Matter ◽  
Foreign Language Learning ◽  
Professional Experience ◽  
Pilot Program ◽  
Non Profit ◽  
Montessori Education ◽  
Early Learners ◽  
Private Preschool

In 2003, I worked at the Deacon Park Preschool1, non-profit private preschool in Atlanta, Georgia, to create a foreign language-learning environment that used second language (L2) as a medium for the curriculum instead of as a separate subject matter. With a background in Montessori education, through first hand experience as a student as well as professional experience as a Montessori teacher, I was interested in the possibility of creating a Montessori inspired content-based environment where early learners (ages ranging from months to 5 years old) could be exposed to Spanish as a natural part of their day.

Aspects of integrating culture in the Spanish-as-a-Foreign-Language class

2020 ◽  
Vol 13 (62) (1) ◽  
pp. 7-16
Author(s):  
Raluca ALEXE
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Subject Matter ◽  
Linguistic Competence ◽  
Culture Learning ◽  
Teaching Culture ◽  
Classroom Activities ◽  
Language Class ◽  
Specific Activities ◽  
Overall Efficiency

While there has been growing awareness among teachers that language learning/teaching and culture learning/teaching should occur together, the techniques and classroom activities for integrating culture in the FL classroom are still a matter of research and further testing. The present work explores some aspects of teaching culture in the Spanish-as-aForeign-Language (SFL) classroom, which may very well constitute suggestions for anyone approaching this subject matter. It is basically an account of my experience with different groups of students from Transilvania University of Brașov. I shall discuss the overall efficiency of the different techniques, specific activities, and teaching materials employed with my groups of SFL students, also pointing out some of the differences in the approach and challenging aspects of teaching culture to SFL students from different curricular areas and students with different linguistic competence of Spanish.

scholarly journals Coloured Views: Images of the New Zealand City and Town, 1880-1930

2021 ◽  
Author(s):  
◽  
Dominic Alessio
Keyword(s):  
New Zealand ◽  
Foreign Language ◽  
Urban Growth ◽  
Subject Matter ◽  
New World ◽  
Motion Pictures ◽  
Old World ◽  
Economic Motivation ◽  
The Subject ◽  
Urban Utopia

<p>"Coloured Views" is a comparative and multidisciplinary examination of the motives and methods of New Zealand's urban boosters between 1880 and 1930. It looks at the positive image of the country's cities and towns rendered in the literature and art of the period, and compares it with other British Dominions as well as with America. Such optimistic images were considered vital to urban growth by promoters who were intent on inducing increased immigration, tourism and investment to their cities and towns. In addition to economic motivation, it will also be argued that the boosters in New Zealand were imbued to an unusual degree by dreams of creating an urban utopia in their New World, one that was free from the influences of vices typically associated with the Old World. In examining perceptions of urban New Zealand, this thesis also attempts to revert the imbalance in New Zealand historiography which has generally ignored cities and towns or which has assumed that all debate about them was negative. It undertakes a study of a wide array of promotional sources, including material which has never before been examined, such as motion pictures and foreign language texts. "Coloured Views" attempts to show that cities and towns had their ardent defenders in New Zealand as well as their critics. The study concludes with an examination of modern booster techniques in order to emphasise the topicality of the subject matter.</p>

scholarly journals LEARNING FUNCTIONAL GRAMMAR IN ESP CLASS

2018 ◽  
Vol 1 (1) ◽  
pp. 38
Author(s):  
Dian Arsitades Wiranegara
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Subject Matter ◽  
English Language ◽  
Language Teaching ◽  
Background Knowledge ◽  
English Language Teaching ◽  
Teaching English ◽  
Functional Grammar ◽  
Related Field

<span class="fontstyle0">Learning functional grammar for ESP class is aimed to improve students<br />of non-English language department to understand how English works<br />effectively, appropriately, and accurately. Teaching ESP cannot be<br />separated by the use or the implementation of functional grammar as it is<br />clear that teaching English as a foreign language in ESP class is also<br />concerned with the language as an instrument of social interaction rather<br />than as a system which is viewed in isolation. Teaching functional<br />grammar for ESP students, in this matter, students of non-English<br />language department, can result such a hard working effort for teachers in<br />order to help them understand the-so-called functional grammar. As a<br />matter of fact, ESP can combine subject matter of the related field of<br />study and English language teaching. Therefore, learning functional<br />grammar has actually been conducted in ESP class since the students are<br />also involved with the use of their background knowledge of the field of<br />study.</span>

A self-correcting approach to reading in a foreign language

2015 ◽  
Vol 3 (5) ◽  
pp. 9
Author(s):  
Angela Kleiman ◽  
Sylvia Terzi
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Subject Matter ◽  
Reading Strategies ◽  
Previous Knowledge ◽  
Self Monitoring ◽  
Cognitive Capacities ◽  
The Subject ◽  
Inferential Thinking ◽  
Text Cues

Abstract: This work presents a reading methodology which has proved successful in the teaching os ESP to Portuguese speaking students. The work relies heavily on the development of reading strategies which tax cognitive capacities (inferential thinking, problem solving) and which provide a self-monitoring, self-correcting component which both motivates and builds confidence. The method involves three parts and goes from the general to the specific back to the general. First the student forms an overall view of the text through the maximum use of text cues and his previous knowledge of the subject matter, fostering his development of perception and segmentation strategies. Then he analyses the text in order to develop inferetial strategies and skills for extracting detailed information. Finally he synthesizes the scattered information to get a more accurate view of the text than in the initial stages. Advantages of the method are explored.

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