scholarly journals The French language environment in Slovakia and the professional development tools for a French language teacher

XLinguae ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 6-23
Author(s):  
Eva Pupikova ◽  
Jana Birova
Keyword(s):  
Professional Development ◽  
French Language ◽  
Language Teacher ◽  
Development Tools ◽  
Language Environment

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

Founder of the Kazan Dermatological School, Professor A.G. Ge (To the 150th anniversary of his birth)

1993 ◽  
Vol 74 (2) ◽  
pp. 171-173
Author(s):  
G. G. Nureyev ◽  
R. Z. Zakiev
Keyword(s):  
Medical Faculty ◽  
French Language ◽  
Venereal Diseases ◽  
Language Teacher ◽  
150Th Anniversary ◽  
The Family ◽  
The Right ◽  
Compulsory Subject

The teaching of skin and venereal diseases as a compulsory subject at the medical faculty of the Kazan Imperial University began in 1872. Previously, this discipline was considered optional and its teaching was entrusted to obstetricians-gynecologists, surgeons and other specialists. The first head of the department was Alexander Genrikhovich Ge. He was born on October 26, 1842 in the family of a French language teacher at the 1st Kazan gymnasium. In 1865 he graduated from the Faculty of Medicine of Kazan University with the right to present a thesis for the degree of Doctor of Medicine. From the fall of 1866 A.G. Ge worked in the Kazan provincial zemstvo hospital, where he headed the women's syphilitic department. In 1868, Alexander Genrikhovich defended his thesis for the degree of Doctor of Medicine and in 1870 was sent abroad at the expense of the Ministry of Iarod Education for 2 years abroad to study skin and venereal diseases. During this time, he worked in the clinics of the largest dermatologists - Gebra, Siegmund and Zeisl, in the laboratories of Stricker and Brcke (in Vienna and Wrzburg).

A Love of Learning

2017 ◽  
Author(s):  
Samir Simaika ◽  
Nevine Henein
Keyword(s):  
Early Education ◽  
Arabic Language ◽  
French Language ◽  
English Teacher ◽  
Language Teacher ◽  
The Bible ◽  
European Languages ◽  
Love Of Learning ◽  
The Church

This chapter describes Marcus Simaika's early education. Marcus began his education at the Coptic Patriarchal School, founded by Patriarch Cyril IV and entirely maintained by the Coptic patriarchate. At school, Marcus studied the Bible and learned Coptic, Greek, and Arabic. His father forbade him to learn any European languages, believing that they would distract Marcus from ecclesiastic studies and interfere with his plan of consecrating him to the service of the Church. In his memoirs, Marcus recollects most of his teachers, including Sheikh Muhammad al-Kinawi, his Arabic language teacher, and Mikhail Effendi Abd al-Sayed, his English teacher. The chapter also discusses Marcus's time at the Collège des frères des écoles chrétiennes, where he studied the French language.

Exploratory Practice in Continuing Professional Development

2017 ◽  
pp. 61-85 ◽  
Author(s):  
Ines K. Miller ◽  
Maria Isabel A. Cunha
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Development ◽  
Continuing Professional Development ◽  
Educational Practice ◽  
Language Teacher ◽  
Public And Private ◽  
Professional Activities ◽  
Recent Trends

This chapter is constructed as a reflective professional narrative coming from the context of public and private continuing professional development in Rio de Janeiro, Brazil. The authors start the text by making explicit their involvement and alignment with the rationale of Exploratory Practice, within the broader horizon of language Teacher Development (Allwright, 2001). The text establishes a theoretical dialogue with Reflective Practice, Action Research and Exploratory Action Research, considering them as recent trends in teacher education and other possible modes of Practitioner Research (Allwright & Hanks, 2009). The authors expand on Exploratory Practice as a paradigm that foregrounds inclusivity, ethics and criticality. Examples of Potentially Exploitable Pedagogic/Professional Activities (PEPAs) and Potentially Exploitable Reflexive Activities (PERAs) will be shared by showing that they result from integrating the ‘work for understanding' with regular pedagogic activities or broader educational practice.

From sound to syntax: phonological constraints on children's lexical categorization of new words

2008 ◽  
Vol 36 (5) ◽  
pp. 967-997 ◽  
Author(s):  
STANKA A. FITNEVA ◽  
MORTEN H. CHRISTIANSEN ◽  
PADRAIC MONAGHAN
Keyword(s):  
French Language ◽  
French Immersion ◽  
Extensive Experience ◽  
New Words ◽  
Phonological Knowledge ◽  
English Speaking ◽  
Language Environment ◽  
Computational Analyses ◽  
The Relationship

ABSTRACTTwo studies examined the role of phonological cues in the lexical categorization of new words when children could also rely on learning by exclusion and whether the role of phonology depends on extensive experience with a language. Phonological cues were assessed via phonological typicality – an aggregate measure of the relationship between the phonology of a word and the phonology of words in the same lexical class. Experiment 1 showed that when monolingual English-speaking seven-year-olds could rely on learning by exclusion, phonological typicality only affected their initial inferences about the words. Consistent with recent computational analyses, phonological cues had stronger impact on the processing of verb-like than noun-like items. Experiment 2 revealed an impact of French on the performance of seven-year-olds in French immersion when tested in a French language environment. Thus, phonological knowledge may affect lexical categorization even in the absence of extensive experience.

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