scholarly journals A new educational paradigm: the formation of a didactically competent multicultural and multilingual personality (linguamultimedia competence of a foreign language teacher)

2021 ◽  
Vol 72 (5) ◽  
pp. 34-38
Author(s):  
A.R. Nurutdinova
Keyword(s):  
Foreign Language ◽  
Social Intelligence ◽  
Foreign Languages ◽  
Social Changes ◽  
Application Technology ◽  
Modern Culture ◽  
Technology Knowledge ◽  
Communication Processes ◽  
Educational Paradigm ◽  
Political Economic

The global political, economic and social changes in the country and the strengthening of inter-ethnic and international contacts then integration processes in the multi-ethnic society have led to the emergence of a new educational paradigm. The basic requirement of which is the transition from the intuitive and technocratic disciplines’ connection, knowledge and skills accumulation to the increase of individual and social intelligence, from the classical and often «open» triad «knowledge - skills - abilities» to the closed cycle «knowledge - skills – abilities – foregrounding (application, technology) » - knowledge production, competence development though the priority is given to communication. This interpretation of the new educational paradigm has led to a need for a more thorough study of communication processes, including the intercultural communication in general and in the foreign languages teaching in particular. The society informatisation is seen not only as a technological phenomenon, but also as a modern culture phenomenon. Therefore, multimedia appears as the newest and rapidly expanding information environment of modern multicultural linguistic reality as the new technological reality.

scholarly journals The problem of choosing universal tools for foreign language teaching in conditions of changing educational paradigms

2021 ◽  
Vol 11 (6) ◽  
pp. 179-194
Author(s):  
Tatiana Victorovna Ermolova ◽  
◽  
Natal’ya Vasil’evna Savitskaya ◽  
Ol’ga Vital’evna Dedova ◽  
Alexandra Victorovna Guzova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Retrospective Analysis ◽  
Research Methods ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
New Approach ◽  
Educational Paradigm ◽  
Educational Paradigms

Introduction. The article presents a retrospective analysis of tools for teaching foreign languages in the context of changing educational paradigms, as a reaction to the dominance of the new approach formulated as a result of the evolution of the digital model within foreign language instruction. The purpose of the article is to justify the choice of universal tools for teaching foreign languages, relevant to the modern educational paradigm, the main characteristic feature of which is responsible self-education (learner autonomy). Materials and Methods. To achieve the aim of the study, the following research methods were used: general research methods including dialectical, analysis and synthesis of scholarly literature, comparisons and analogies, reviewing, summarizing information obtained from modern academic sources, and special research methods containing system and comparative analysis, etc. The study was carried out in line with the concept of informatization of education and followed communicative, competence, contextual, learner-centered and activity-based approaches to foreign language instruction. Results. Firstly, the author substantiated the need for accepting the fact that in the conditions of mass industrialization, the educational ecosystem is transferring to a new educational paradigm, consequently, it is necessary to transform the very mechanism of organizing educational process, in particular, foreign language instruction. Secondly, a retrospective analysis of foreign language teaching tools in the context of changing educational paradigms has been conducted, as a reaction to the dominance of the new approach formulated as a result of the evolution of the digital resource model within foreign language instruction, namely SCALL-, MALL- and RALL-approaches. Thirdly, the author has put forward a hypothesis about a universal tool for teaching foreign languages, relevant to the modern educational digital competence paradigm. Conclusions. The author argues that at the present stage, virtual (electronic) educational platforms can be adopted as universal tools for teaching foreign languages relevant to the modern educational paradigm, the main characteristic of which is responsible self-education (learner autonomy), the practice of using those is quite common for Russia, including conditions of autonomous education. In the medium term, mobile training tools can be considered as universal, however, it is necessary to systematize the practice of testing them in educational settings of various levels. In the long term, products ‘generated’ by RALL evolution, including learning tools with artificial intelligence, can be considered as universal tools for teaching foreign languages. Taking into account the fact, that such products as chat bots are just beginning to be used for educational purposes, it is assumed that they will become understandable, adaptive and, as a result, universal digital tools of foreign language instruction including autonomous learning only in the distant future.

TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSES: CHALLENGES, PROBLEMS AND SOLUTIONS

2018 ◽  
Vol 2 (7) ◽  
pp. 135
Author(s):  
Diāna Soboļeva ◽  
Inta Madžule
Keyword(s):  
Foreign Language ◽  
Teaching Experience ◽  
Education Institution ◽  
Foreign Languages ◽  
Work Related ◽  
Language For Specific Purposes ◽  
Problems And Solutions ◽  
Educational Paradigm ◽  
The Republic ◽  
Professional Teaching

Teaching a foreign language for specific purposes concentrates on the specific needs of the learners, focusing more on language in context and on the course participants` need to acquire a set of professional skills and particular job-related functions. The process of teaching foreign languages in a professional higher education institution is a unique and differs in many aspects, it is directed and addresses immediate and very specific needs, moreover the trend of educational paradigm nowadays is the competency building approach which in turn involves the development of learners` ability to apply existing knowledge and skills in order to solve specific practical work –related problems. The paper is the result of personal professional teaching experience as well as it contains theoretical analysis of teaching foreign language for specific purposes as well as authors reveal the current challenges that teachers encounter in the process of teaching language for specific purposes in the State Border Guard College of the Republic of Latvia.

scholarly journals Language learning as a factor of social cohesion in multilingual society: rection on the functional change of teaching and learning foreign languages

2017 ◽  
pp. 63-67
Author(s):  
Aída Fernández Bueno
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Cohesion ◽  
Teaching And Learning ◽  
Functional Change ◽  
Foreign Languages ◽  
Social Changes ◽  
The Social ◽  
Teaching Learning ◽  
The University

Teaching / learning foreign languages in Spain has improved a signi cant functional change in recent years, motivated directly by the social changes, and especially, by immigration. To the group of students from more traditional and large pro le is added another, multinational, for whom Spanish is a foreign language. That implies the condition of bridge language. To attend these students causes some adjustments in the obligatory education and in a lesser level at the university. Considering this context of diversi cation of student´s pro le foreign language, the answer only can be encourage language teaching as the unique e ective method to promote social cohesion.

scholarly journals KEY COMPETENCIES IN GERMAN LANGUAGE TEXTBOOKS FOR REFUGEES: A NEED OR A DEMAND?

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Sonya P. Suganda
Keyword(s):  
Foreign Language ◽  
German Society ◽  
Foreign Languages ◽  
German Language ◽  
Social Changes ◽  
German Government ◽  
Angela Merkel ◽  
Key Competencies ◽  
Muslim Majority ◽  
Discussion Topic

Refugee crisis particularly from Muslim-majority countries has been a heated discussion topic nowadays. Compared to other European countries, Germany receives the most refugees. Entering 2018, Chancellor Angela Merkel was forced to implement new regulation by setting a quota for refugees. The presence of refugees in Germany appears real and striking, which in turn can lead to social problems, if both parties are not prepared to deal with this situation. To anticipate this, both the guests and the hosts must be educated to know each other and accept their situation.One of the ways taken by the German government, especially in preparing refugees to adapt well is through education for refugees. Therefore, teaching German as a foreign language is important as it can be a learning medium that is not only aimed at mastering the language but also to achieve a harmonious atmosphere that is increasingly coveted by a pluralistic society. This paper raises the issue of teaching foreign languages as an effect arising from social changes in German society. The results of the study show that the textbook entitled Perspektive Deutsch (Klett, 2014) considers that key competencies are an inseparable part of foreign language skills.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

Leisurely Islam

2013 ◽  
Author(s):  
Lara Deeb ◽  
Mona Harb
Keyword(s):  
Political Context ◽  
The Political ◽  
Religious Leaders ◽  
Social Changes ◽  
Moral Norms ◽  
Spatial Practices ◽  
Class Mobility ◽  
Political Economic

South Beirut has recently become a vibrant leisure destination with a plethora of cafés and restaurants that cater to the young, fashionable, and pious. What effects have these establishments had on the moral norms, spatial practices, and urban experiences of this Lebanese community? From the diverse voices of young Shi'i Muslims searching for places to hang out, to the Hezbollah officials who want this media-savvy generation to be more politically involved, to the religious leaders worried that Lebanese youth are losing their moral compasses, this book provides a sophisticated and original look at leisure in the Lebanese capital. What makes a café morally appropriate? How do people negotiate morality in relation to different places? And under what circumstances might a pious Muslim go to a café that serves alcohol? This book highlights tensions and complexities exacerbated by the presence of multiple religious authorities, a fraught sectarian political context, class mobility, and a generation that takes religion for granted but wants to have fun. The book elucidates the political, economic, religious, and social changes that have taken place since 2000, and examines leisure's influence on Lebanese sociopolitical and urban situations. Asserting that morality and geography cannot be fully understood in isolation from one another, the book offers a colorful new understanding of the most powerful community in Lebanon today.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

Political Competition and Right-Wing Terrorism: A County-Level Analysis of the United States

2021 ◽  
pp. 106591292110067
Author(s):  
Stephen C. Nemeth ◽  
Holley E. Hansen
Keyword(s):  
Comparative Politics ◽  
Political Competition ◽  
The United States ◽  
County Level ◽  
Right Wing ◽  
Social Changes ◽  
Electoral Outcomes ◽  
Economic Anxiety ◽  
Political Economic ◽  
Level Analysis

While many previous studies on U.S. right-wing violence center on factors such as racial threat and economic anxiety, we draw from comparative politics research linking electoral dynamics to anti-minority violence. Furthermore, we argue that the causes of right-wing terrorism do not solely rest on political, economic, or social changes individually, but on their interaction. Using a geocoded, U.S. county-level analysis of right-wing terrorist incidents from 1970 to 2016, we find no evidence that poorer or more diverse counties are targets of right-wing terrorism. Rather, right-wing violence is more common in areas where “playing the ethnic card” makes strategic sense for elites looking to shift electoral outcomes: counties that are in electorally competitive areas and that are predominantly white.

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.

Learners’ attitudes to first, second and third languages pronunciation in structuring multilingual identity

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Magdalena Szyszka
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Foreign Language ◽  
Foreign Languages ◽  
Foreign Language Acquisition ◽  
Negative Relationships ◽  
Insight Into

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

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