scholarly journals Enhancing Productive Skills in Plurilingual Educational Settings through Metalinguistic Awareness and Instructional Dialogue

2021 ◽  
Vol 6 ◽  
pp. 3-17
Author(s):  
Begoña Lasa-Alvarez
Keyword(s):  
Teaching And Learning ◽  
Foreign Languages ◽  
Metalinguistic Awareness ◽  
Practical Implementation ◽  
Educational Settings ◽  
Official Languages ◽  
Specific Teaching ◽  
Similarities And Differences ◽  
Instructional Dialogue ◽  
Teaching Implications

In those educational settings where several languages coexist, strategies such as metalinguistic awareness and instructional dialogue can easily be implemented, in that students are immediately able to observe the similarities and differences between languages. The present article examines metalinguistic awareness and instructional dialogue in detail, through an analysis of the findings of a number of studies. Some specific teaching implications are then exposed for the development of both these strategies. The characteristics of plurilingual educational settings, in which languages can and should be taught in an integrative manner, are addressed, looking particularly at regions and communities in Spain where two co-official languages coexist with one or two foreign languages. The benefits of using the same text in various languages as a teaching and learning resource is then showcased, particularly when students are familiar with it, as we will see in the case of Mary Shelley’s Frankenstein. Finally, the practical implementation of metalinguistic awareness and instructional dialogue is encouraged, essentially to enhance students’ productive skills.

scholarly journals Learning German grammar after English: Let us give Ukrainian students a chance

2020 ◽  
Vol 9 (29) ◽  
pp. 516-529
Author(s):  
Nataliia Borysko ◽  
Alina Dolyna ◽  
Elvira Bondarenko ◽  
Iryna Korniiko
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mutual Influence ◽  
Process Analysis ◽  
Teaching Experience ◽  
Foreign Languages ◽  
Metalinguistic Awareness ◽  
Grammatical Competence ◽  
Insufficient Amount ◽  
Methodological Principles

The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems.   The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.

scholarly journals ZOOM AS A TOOL OF WEB BASED TEACHING OF FOREIGN LANGUAGES TO STUDENTS OF HIGHER EDUCATION ESTABLISHMENTS IN UKRAINE

2021 ◽  
Vol 83 (3) ◽  
pp. 152-163
Author(s):  
Інна Сергіївна Заярна
Keyword(s):  
Higher Education ◽  
Cyber Security ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Video Conferencing ◽  
Legal Framework ◽  
Foreign Languages ◽  
Practical Implementation ◽  
Distance Teaching ◽  
Higher Educational

Due to the COVID-19 pandemic a strict quarantine was imposed from March to May of 2020. Ukrainian higher education faced new challenges caused by unexpected distance teaching and learning implemented in all higher educational establishments during the period in question. Despite the sound theoretical achievements of Ukrainian scientists in the field of distance education, as well as the existing legal framework for the implementation of distance learning in higher education, not all educational institutions had well-established learning management systems. All the above induced foreign languages teachers to search for available technologies which allow delivering their lectures effectively. One of the most popular services was video conferencing, in particular Zoom. The research deals with the specifics of teaching foreign languages in higher educational establishments on Zoom Platform via video conferencing. The research presents the results of the survey conducted among the teachers who used Zoom for teaching foreign languages during the quarantine from March to June in 2020. Based on the survey respondents’ answers, the author determines benefits and drawbacks of Zoom for teaching foreign languages in higher educational establishments, specifies the factors for psychological comfort, as well as the conditions and tools for the development of language skills and speech abilities. Special attention is paid to methodological recommendations aimed at practical implementation of foreign languages online teaching via Zoom video conferencing. The author considers such aspects of foreign languages teaching via Zoom video conferencing as cyber security, discipline issues, creation of psychologically comfortable atmosphere, and Zoom technical tools for teaching foreign language communication.

Pembelajaran Inovatif Ipa Di Sd/Mi Berorientasi Konstruktivistik (Contextual Teaching And Learning)

AKADEMIKA ◽  
2015 ◽  
Vol 9 (2) ◽  
pp. 217-229
Author(s):  
Elya Umi Hanik
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Real World ◽  
Teaching And Learning ◽  
Dominant Strategy ◽  
Learning Science ◽  
Practical Implementation ◽  
Natural Phenomena ◽  
Full Knowledge ◽  
Contextual Teaching

This article discusses about the Contextual Teaching and Learning (CTL) as an innovation of learning science in elementary schools. In fact, the practical implementation of learning is still focused on the teacher as the main actor in which instruction is the dominant strategy in the learning process. Basically CTL is a concept of learning that helps educators link between what is taught with real-world situations of students and encourages them to make connections between the knowledge possessed and implemented in their lives. The concept of CTL applied in science teaching course could have implications, especially in learning to understand the natural phenomena that are not only conceptual. In consequence, students can receive full knowledge built through real experiences.

scholarly journals Young Children’s Belonging in Finnish Educational Settings: an Intersectional Analysis

2021 ◽  
Author(s):  
Anna-Maija Puroila ◽  
Jaana Juutinen ◽  
Elina Viljamaa ◽  
Riikka Sirkko ◽  
Taina Kyrönlampi ◽  
...  
Keyword(s):  
Educational Policy ◽  
Educational Programs ◽  
Macro Level ◽  
Educational Settings ◽  
Policy Documents ◽  
Meso Level ◽  
Continuity And Change ◽  
Positional Power ◽  
Micro Level ◽  
Similarities And Differences

AbstractThe study draws on a relational and intersectional approach to young children’s belonging in Finnish educational settings. Belonging is conceptualized as a multilevel, dynamic, and relationally constructed phenomenon. The aim of the study is to explore how children’s belonging is shaped in the intersections between macro-, meso-, and micro-levels of young children’s education in Finland. The data consist of educational policy documents and ethnographic material generated in educational programs for children aged birth to 8 years. A situational mapping framework is used to analyze and interpret the data across and within systems levels (macro-level; meso-level; and micro-level). The findings show that the landscape in which children’s belonging is shaped and the intersections across and within the levels are characterized by the tensions between similarities and differences, majority and minorities, continuity and change, authority and agency. Language used, practices enacted, and positional power emerge as the (re)sources through which children’s (un)belonging is actively produced.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

scholarly journals The System Analysis in Language Teaching and Learning for Technical Students in Russia

2015 ◽  
Vol 10 (5) ◽  
pp. 22 ◽  
Author(s):  
Tatiana Sidorenko ◽  
Vladimir Yampolsky
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
System Analysis ◽  
Foreign Languages ◽  
Special Focus ◽  
Engineering Programs ◽  
Technical Students ◽  
Language Courses ◽  
University Level ◽  
Personal Skills

Integration of the Russian system of engineering education into the global educational domain compelled Russian universities to enhance the importance of humanities in engineering programs with a special focus on foreign languages. However, it must be admitted that the system of language training in Russia at a university level comes up against serious problems of historical, economic or political backgrounds, for which reason there are processes in the system that hamper a solution of the tasks set before the university and the society. The solution requires strong and decisive initiatives capable to improve the situation with the language proficiency among the graduators. Therefore, there is a rapid need in essentially new approaches to teaching foreign languages attain the desired outcomes for engineers, which reflect not only subject-oriented knowledge but also personal skills and the ability to effectively communicate with an opponent or a partner. The need to identify barriers towards high-quality language courses at a university level motivated the authors to carry out a special research based on the methods that are typical to system analysis.

Using DAWs as modelling tools for learning design sound-based applications in education

2021 ◽  
Vol 13 (2-3) ◽  
pp. 305-322 ◽  
Author(s):  
Hussein Boon
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Innovative Approach ◽  
Learning Approach ◽  
Learning Design ◽  
Educational Settings ◽  
Music Production ◽  
Learning Challenges ◽  
Interesting Solution

This article discusses a proposed design and sound tool teaching and learning approach, with interesting solution-based challenges not immediately associated with traditional DAW instruction. By stepping outside of the usual boundaries of DAW use, music production teaching is presented with a number of novel learning challenges. There is potential for DAWs, especially in educational settings, to be used to enhance the discipline, encourage experimentation and stimulate design-based ideas that promote DAW use beyond the mixing and engineering type contexts. By shifting DAWs into areas of sound-based music, as proposed by Landy, this innovative approach, facilitates deeper, experiential learning where sound is treated as the basic musical unit, therefore allowing for a potentially greater range of designed outputs.

VIRTUAL LEARNING ENVIRONMENTS FOR ESL COURSES

2021 ◽  
Vol 17 (1) ◽  
pp. 239-243
Author(s):  
Ana-Maria CHISEGA-NEGRILĂ
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Foreign Languages ◽  
Esl Students ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face

Abstract: As the time in which online teaching and learning was still an element of novelty has long been gone, virtual learning environments have to be studied thoroughly so that they will provide students not only with the necessary knowledge, but also with the proper tools to meet their learning objectives. The advancement in information technology and the access to an almost inordinate number of learning and teaching tools should have already been fructified and, as a result, not only teachers, but also learners should have already picked up the fruit of knowledge grown in the vast virtual environment of the Internet. However, as education has recently moved almost entirely online, some questions have arisen. Are the Virtual Learning Environments (VLEs) enough to offer ESL students both motivation and knowledge? Will foreign languages benefit from this growing trend or will traditional, face-to-face interaction, prove to have been more efficient? The present article will look into some of these questions and into the benefits of VLEs in the context of the Covid-19 pandemic.

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