Key elements of L1-oral language teaching and learning in secondary education. A literature review

Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.

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Informal English through sitcoms

BELT – Brazilian English Language Teaching Journal ◽

10.15448/2178-3640.2020.1.36650 ◽

2021 ◽

Vol 11 (1) ◽

pp. e36650

Author(s):

Anielli Renata Diamante Candido Lima ◽

Fábio Henrique Rosa Senefonte

Keyword(s):

Teacher Education ◽

Literature Review ◽

Teaching And Learning ◽

Language Teaching ◽

First Episode ◽

Current Trends ◽

Teaching Learning ◽

Language Teaching And Learning

In light of studies on informal language teaching (SENEFONTE, 2018) and drawing on Socio-Discursive Interactionism (BRONCKART, 1999), this research aims at presenting a didactic proposal involving a sequence of systematized activities that address informal English through the sitcom genre. Therefore, this study belongs to the area of Applied Sociolinguistics and the field of language teaching/learning and teacher education. The first episode of the show How I met your mother forms the basis for the development of the exercises, which encompass current trends in language teaching and learning. The literature review conducted in this paper reveals the scarcity of studies on the teaching of informal English through sitcoms or any other audiovisual genre, suffice it to prove relevant the debate on this theme. To sum up, this paper is expected to expand the literature on this topic and enable teachers to reflect over their practices concerning language variations.

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The Use of Folklore as Educational Entertainment Materials

The International Journal of Social Sciences and Humanities Invention ◽

10.18535/ijsshi/v6i6.06 ◽

2019 ◽

Vol 6 (6) ◽

pp. 5521-5523

Author(s):

Juni Dikul ◽

Rosliah Kiting

Keyword(s):

Literature Review ◽

Teaching And Learning ◽

Language Teaching ◽

Teaching Material ◽

Main Method ◽

Language Teaching And Learning

Folklore is an ancient story that has become a special characteristic for every nation with diversity of cultures that embraces the cultural and historical richness of the nation. Usually the characters that appear in the folklore are in the form of animals, humans or gods. Generally, these folktales tell about an incident or the origin of a place. In this study, it focuses on the use of folklore as an educational entertainment in the classroom. The main method used to collect information is through a literature review by doing research from outside and within a country that is restricted to the educational entertainment of teaching and learning only. The finding of this study is that the use of folklore as a teaching material of educational entertainment can help students in increasing their interest and focus in the classroom. In fact, according to Rosliah Kiting, (2011), the use of storybook as a medium in Kadazandusun Language teaching and learning is able to enrich the vocabulary as well as inculcating of noble values that are very effective through adapting to the activities in the classroom. The use of folklore and the humorous elements encompassed in educational entertainment in the classroom will create excitement in learning sessions and the learning will be more interactive and focused.

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