scholarly journals Multilingualism for Global Solutions and a Better World

2021 ◽  
Vol 12 (5) ◽  
pp. 671-677
Author(s):  
Kathleen Stein-Smith
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Education ◽  
Global Solutions ◽  
Cultural Knowledge ◽  
World Language ◽  
Global Issues ◽  
Policy Structure ◽  
Language Deficit ◽  
The Individual

This article examines the significance of multilingualism in finding global solutions and creating a better world. Language learning and multilingualism in the individual are discussed. The role of multilingualism in effectively addressing complex global issues is described. The nature of language skills and cultural knowledge in the individual and within international organizations is analyzed in terms of both policy structure and crisis communication, including the COVID-19 global pandemic, along with a brief overview of multilingualism in international business organizations. The US foreign language deficit is briefly discussed. Perspectives on foreign language education for a better world are provided, as are possibilities for increasing multilingualism for a better world.

Learning Chinese

2018 ◽  
pp. 44-69
Author(s):  
Kaishan Kong
Keyword(s):  
Study Abroad ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Education ◽  
Cultural Knowledge ◽  
Culture Learning ◽  
Study Abroad Programs ◽  
Language And Culture ◽  
American Students

Both ACTFL standards and the world-readiness standards for learning languages include five aspects in foreign language education, among which are connections and comparisons. While many instructors consider these two aspects as means of effective instruction, in this chapter, connections and comparisons are studied as learning strategies that four American students adopted to apply in their study abroad contexts in China. Despite the different focus of their study abroad programs, this chapter discusses a variety of examples where the participants made connections and comparisons to enhance their language and culture learning. Findings reveal that connections and comparisons were not only fostering language learning but also developing cultural knowledge. Results provide implications to foreign language educators related to teaching and preparing students for study abroad experience.

scholarly journals C2+-DaF-Lernende reflektieren über eine perfekte Sprachbeherrschung – ist diese vor dem Hintergrund der postulierten funktionalen Mehrsprachigkeit in Alltag und Beruf künftig noch gefragt?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Monika Schumacher
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Third Language ◽  
Learning And Teaching ◽  
The Individual ◽  
Oriented Approach

AbstractBy adopting “functional plurilingualism” – a recurring concept in its new curriculum, “Lehrplan 21” – Switzerland is pursuing new avenues in foreign language education. The term refers to a goal-oriented approach to foreign language learning and teaching in primary and secondary schools, and implies that barriers to communication can be overcome by exploiting the sum of the individual’s linguistic capacities. In future, language learners will be expected to build on the interrelatedness of languages instead of developing abilities in languages that they keep separate from one another. This view of foreign language education coincides with the recommendations of the Council of Europe’sHaving reached the highest level specified by the CEFR, some learners continue their studies, seeking to maintain or reinforce their competences or to address individual weaknesses. In this article, a group of C2+ learners of German as a foreign language reflect on their desire for linguistic perfection and the notion of “functional plurilingualism” against the background of their own biographies. These learners have a high awareness and knowledge of German (often their third language) and of the learning process, which allows them to make informative statements. The data was analysed qualitatively and subjective theories were reconstructed – an approach that took account both of the multiperspectivity of the topic and of the uniqueness of the individual cases.

Toward a new normal in foreign language classrooms

2022 ◽  
Author(s):  
Hsuan-Ying Liu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Language Education ◽  
Computer Assisted ◽  
World Language ◽  
New Normal ◽  
Language Classrooms ◽  
Remote Learning

Abstract Although Computer-Assisted Language Learning (CALL) is relied upon heavily in these disruptive times due to the COVID-19 pandemic, little is known about committed learners’ reactions to CALL as they actively voiced their questions and concerns during crisis-prompted remote learning. Employing a qualitative research method, findings reveal that their attitudes toward remote learning were ambivalent. While they viewed online tools as useful learning resources, they also expressed hesitation in adopting them. Meanwhile, they welcomed innovative ad hoc curriculum quickly developed by the instructor; however, the innovative curriculum was also viewed as less organized. These findings shed light on pedagogical implications for world language education in higher education and urge researchers to further investigate how remote language teaching and learning would affect committed students during the new normal times as foreign language enrollments continue to decline.

scholarly journals Distributed Creativity: Language Learning and the Craft Approach to Creativity

2021 ◽  
Vol 2020 (1) ◽  
pp. 12
Author(s):  
Cameron Smith
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Distributed Model ◽  
Education Policies ◽  
Second Language Education ◽  
The World ◽  
Audience Awareness ◽  
The Individual

This paper examines shortcomings in the individualist model of creativity and the implications that has for understanding creativity in second language education. The author first examines why education policies in Japan and around the world currently promote creativity and presents what until now has been the standard approach to understanding creativity. It discusses whether this approach, highly centred on the creative individual, is appropriate for foreign language education and education in general. It then introduces the concept of “participatory” or “distributed” creativity, in particular from the work of Vlad Petre Glăveanu, as offering a possible solution to problems with the individual sociocognitive model. Finally, the author argues that, by bringing in collaboration, increased audience awareness, and “openness to difference” in a “craft” approach to creativity, the distributed model supports genre approaches in teaching and the promotion of collaborative social skills in students in order to boost their ability to contribute creatively. この論文では、個人主義型創造性アプローチの不十分な点と、そこから暗示される第二外国語教育における創造性の理解について考察するものである。まず、日本および世界の教育政策において、なぜ創造性が推奨されているのかについて、これまでの創造性に関する一般的なアプローチについて示す。主に個人の創造性について焦点を当てたこのアプローチは、外国語教育や一般的な教育に適しているかについて論ずる。そして、個々の社会認知的アプローチに関する問題の解決に繋がる可能性のある、Vlad Petre Glăveanuの研究から”participatory” or “distributed creativity” (参加型創造性、分散型創造性)についても取り上げ紹介する。創造型技能的(“craft”)アプローチによる観衆の気付きと「違いに対する寛容さ」を増すコラボレーションを用いることで、この分布モデルは、生徒達が創造的に貢献できる能力を高めるための、協調的な社会的能力を向上させるだけでなく、様々なジャンルの授業において役立つものである。

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

2021 ◽  
Vol X (2) ◽  
pp. 71-83
Author(s):  
Nataliia Safonova ◽  
◽  
Alla Anisimova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Education ◽  
Modern Society ◽  
Learning Tools ◽  
Language And Culture ◽  
Multilingual Education ◽  
Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

Compelled digitalization of language education: challenges of foreign language learning in the electronic environment

2020 ◽  
pp. 61-70
Author(s):  
Liudmila Vladimirovna Guseva ◽  
Evgenii Vladimirovich Plisov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Technologies ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Electronic Environment ◽  
Teachers And Students ◽  
Effective Use

The article defnes the role of digital means in foreign language learning, establishes the reasons for the effective use of digital means and digital technologies, identifes challenges in mastering a foreign language in an electronic environment, as well as the prospects for the digitalization of foreign language education. When studying the issues of emergency off-campus learning organization, the results of surveys of teachers and students conducted in April 2020 at Minin University were used. image/svg+xml

scholarly journals Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky

2017 ◽  
Vol 5 (2) ◽  
pp. 25-39
Author(s):  
Liaquat A. Channa ◽  
Daniel Gilhooly ◽  
Charles A. Lynn ◽  
Syed A. Manan ◽  
Niaz Hussain Soomro
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Bilingual Education ◽  
Sociocultural Theory ◽  
Review Paper ◽  
First Language ◽  
Language Education ◽  
Target Language

Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

scholarly journals A Cross-Departmental Approach to Supporting Students with a Disability Affecting Foreign Language Acquisition

2014 ◽  
Vol 3 (1) ◽  
pp. 85-111 ◽  
Author(s):  
Franziska Lys ◽  
Alison May ◽  
Jeanne Ravid
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Language Education ◽  
The European Union ◽  
Foreign Language Study ◽  
Foreign Language Requirement ◽  
Language Requirement ◽  
Important Objective

Abstract In order to enhance mobility, competitiveness, and opportunities for work, the European Union lists the ability to communicate in a foreign language and to understand another culture as an important objective in their language education policy. Knowledge of a foreign language is also an important objective for many American universities, which require students to study a foreign language as a prerequisite to graduate. Students with documented disabilities affecting the learning of a foreign language or students with poor foreign language learning skills, therefore, pose a significant challenge, since a foreign language requirement may prevent such students from graduating unless universities are willing to make special arrangements such as having students graduate without fulfilling the requirement or letting them take substitution classes. The question of what to do with such students is at the heart of this article. It describes how one mid-sized private university with a two-year language proficiency requirement has approached the problem to ensure that policies are implemented fairly. Rather than pulling students out of the foreign language classroom, the university succeeded in keeping students engaged with foreign language study through advising and mentoring across departments

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