scholarly journals Foreign language teacher education in Germany, Iran and Poland – a comparative study

2019 ◽  
Vol 26 ◽  
pp. 121-137
Author(s):  
Przemysław E. Gębal ◽  
Monika J. Nawracka
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Educational Systems ◽  
Academic Education ◽  
University Preparation ◽  
European Standards ◽  
Training Programmes ◽  
The Way

This article discusses the issues of academic education of foreign language teachers in three different educational systems. It presents them in the context of education culture and school culture, showing their influence on the way of organization and realization of education processes. School and education in general, including university preparation for the teaching profession is a place of developing so-called social capital. Reflection on the way these processes operate plays a key role in the planning and implementation of effective educational activities, using the so-called good practices of each of the systems. In the comparative research, the teacher training programmes in Iran, Germany and Poland are subject to comparative analysis against the framework of European standards for teacher education.

scholarly journals La formazione degli insegnanti di italiano in Austria

2018 ◽  
Author(s):  
Cristina Gavagnin
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training System ◽  
Language Teachers ◽  
Initial Training ◽  
Apprenticeship Programs ◽  
Teachers Training ◽  
The Way

This paper describes language teachers’ training in Austria where, following a 2013 law, in 2016-17 a new initial training system was implemented nationwide. The paper then focuses on the training of Italian teachers in Carinthia, where the new training system was first tested. In this region, cornered between Latin, German and Slav Europe, Italian is, notably, the second most studied foreign language after English. Finally, Austria’s old and new initial teacher trainings are compared, and particular attention is paid to the structure of the apprenticeship programs and to the way the guidelines set out in the EPOSTL and the EPLTE, the two EU documents on teacher training, are implemented.

scholarly journals CLIL teachers in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Identity ◽  
Primary Schools ◽  
Language Teachers ◽  
Emotional Experiences ◽  
Foreign Language Teachers ◽  
Theoretical Perspectives ◽  
The One ◽  
Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 31-46
Author(s):  
Mehmet DEMİREZEN
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Language Teachers ◽  
Native Students ◽  
Language Teacher Education ◽  
Language Teacher ◽  
English Language Teachers ◽  
The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

scholarly journals Teacher education

2005 ◽  
Vol 38 (1) ◽  
pp. 40-41
Keyword(s):  
New York ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
Methods Course ◽  
Foreign Language Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.

scholarly journals Foreign language teacher education in psycho-pedagogical research

2019 ◽  
Vol 65 (2) ◽  
pp. 170-176
Author(s):  
Marianna Levrints
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Knowledge Base ◽  
Empirical Studies ◽  
Language Teachers ◽  
Small Scale ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Theoretical Foundations

The unprecedented growth in the quantity, as well as quality of publications on language teacher education supported by the domain’s increasing experiential background opens up new avenues for enhancing the effectiveness of foreign language teacher education in Ukraine. Hence, the present paper aims at analyzing and singling out recurrent research themes, defining the mainstream approaches of the field of language teacher education, which constitute the emerging theoretical foundations of the field’s knowledge base. The review of the state-of-the-art publications has enabled the specification of the following research areas, pertinent to foreign language teacher education: language teacher cognition, the knowledge base of language teachers, language teacher identity, reflection, language teacher research and action research, language teacher professionalism, the role of teacher education, effectiveness of teaching, expertise, competence, teacher development and some others. The analysis of research suggests overall proliferation of the number of studies on the problem of language teacher education during the past 30˗40 years. Nevertheless, the comparison of the volume of studies highlighting general aspects of teacher education to those specifically related to foreign/second language teacher education reveals the quantitative advantage of the former. More efforts are needed at elaborating language teacher focused issues which stem from the nature of foreign language as a discipline, the socio-cultural role of language teachers and the role of foreign language in particular. Further limitations of the field-related research base, include: 1) a rather small proportion of empirical studies, necessary to provide informed answers for important questions of language teacher education; 2) the majority of available empirical studies are small-scale and contextually limited, which excludes the possibility of generalizations; 3) the field’s overall reliance on traditions, intuition and practical experience, with little regard for theoretical foundations; 4) paucity of research that present systematic complex generalizations of the field’s knowledge base;

scholarly journals Technology-assisted foreign language learning (TALL) in the digital age

2020 ◽  
Vol 88 ◽  
pp. 02005
Author(s):  
Anna Melkonyan ◽  
Armine Matevosyan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Media ◽  
Foreign Language Learning ◽  
Digital Age ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Language Instruction ◽  
Learning Software ◽  
The Way

The article goes along the lines of language learning in the digital age. Technology and the advancement of digital media not only have the potential to change the way we learn languages, but also the way foreign language teachers learn to teach. Managing learning platforms, using learning software and educational apps effectively, designing complex web–based tasks are just a few examples of digital media use in the foreign language instruction of today’s schools. The article aims at showing of what types of skills and knowledge language teachers need to become digitally literate. Also we will focus on some challenges that an educator faces while teaching foreign language in the digital age.

scholarly journals A Comparative Study Of The Attitudes, Self-Efficacy, And Readiness Of American Versus Turkish Language Teachers

2016 ◽  
Vol 12 (2) ◽  
pp. 53-60
Author(s):  
Yesim Ozek Kaloti
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Language Teaching ◽  
Language Teachers ◽  
Self Report ◽  
Education Programs ◽  
Teaching Programs ◽  
Turkish Language

Contrasting studies of foreign language teacher education have become a growing interest among educationists and researchers in different countries (Yoder, 1992; McKay & Montgomery, 1995; Baker & Giacchino-Baker, 2000; Stachowski & Sparks, 2007; Firmin, M. W., Firmin, R & MacKay, F. M., 2008; LaFond & Dogancay-Aktuna, 2009; Ozek, 2009). Such studies emphasize the importance of comparing and understanding different education programs and enables student teachers to think more globally with respect to their language career. These contrasting studies investigate different aspects of foreign language (FL) teaching programs. The present study reports a comparison of the student teachers of an American and Turkish university regarding their satisfaction and readiness in language teaching, and their attitudes towards language teaching theories and teacher education program. The study aims to discover the teacher trainees’ perceptions with an in-depth understanding and compare the differences among them. Therefore, the researcher employed an interconnection of qualitative and quantitative approaches. Data were collected through self-report questionnaires and interviews. The results indicated that there were some significant differences between the subjects in two groups regarding their readiness, their attitudes towards their education programs and their self-perceptions as teacher candidates.

scholarly journals Foneettinen osaaminen helpottaa vieraan kielen ääntämisen opettamista – kyselytutkimus suomalaisten kieltenopettajien käyttämistä ääntämisen opetusmenetelmistä

2020 ◽  
Vol 4 (1) ◽  
pp. 34-57
Author(s):  
Päivi Virkkunen ◽  
Minnaleena Toivola
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Oral Language ◽  
Language Skills ◽  
Language Teachers ◽  
Primary And Secondary Education ◽  
Explicit Teaching ◽  
Oral Language Skills ◽  
Teaching Pronunciation ◽  
Insufficient Knowledge

Tässä tutkimuksessa selvitettin suomalaisten kieltenopettajien käyttämiä ääntämisen opetuksen ja arvioinnin käytänteitä sekä niihin vaikuttavia tekijöitä. Kyselytutkimuksen vastaajat (n = 175) arvioivat oman ääntämistaitonsa pääosin hyväksi, mutta he ovat silti epävarmoja ääntämisen opettamisesta. Opettajankoulutus ei sisällä riittävästi, jos ollenkaan, tietoa ääntämisen opettamisesta. Tulokset tuovat esille opettajien oman koulutuksen tärkeyden: mitä enemmän koulutuksessa on ollut fonetiikan opetusta, sitä helpompana vastaajat pitävät ääntämisen opettamista. Nämä opettajat myös opettavat enemmän prosodiaa, joka on puheen ymmärrettävyydelle tärkeä suullisen kielitaidon osa-alue. Tuloksia voidaan hyödyntää opettajankoulutuksen ja opettajien täydennyskoulutuksen kehittämiseen. Opettajien kautta voidaan vaikuttaa opetuksen sisältöihin ja sitä kautta oppijoiden saavuttamaan parempaan ääntämistaitoon.   Phonetic knowledge facilitates the teaching of foreign language pronunciation – a survey of teaching pronunciation in Finnish schools Abstract We report results from a survey aimed at Finnish language teachers focusing on the currently used practices in teaching pronunciation skills in Finnish primary and secondary education. While respondents (n = 175) rated their own pronunciation skills mostly as good, they were nevertheless uncertain about how to teach pronunciation skills. The results of the survey reveal the importance of teachers' own education: the more phonetic training teachers have received, the easier it is for them to teach pronunciation. These teachers also teach more prosody, which is an important part of oral language skills for improving comprehension. Currently the teacher education provides insufficient knowledge on how to teach pronunciation. These results highlight the importance of teacher education and in-service teacher education. By developing teacher education we can influence language teaching and thereby improve the pronunciation skills of learners. Keywords: Explicit teaching, L2 teaching, Phonetics, Pronunciation, Teacher education

scholarly journals PROFESSIONAL DIGITAL COMPETENCE IN LANGUAGE EDUCATION

2021 ◽  
Author(s):  
Elmira Tazhibayeva ◽  
Natalya Mirza
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Language Education ◽  
Scientific Production ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Digital Competence ◽  
Exclusion Criteria ◽  
Language Teacher Education ◽  
Scopus Database

This article aims to unpack the term ‘professional digital competence’ and similar notions in language teacher education, to explore the existing Digital Competence Frameworks and their constituents. We also targeted to identify the most relevant findings in terms of digital competence of university language teachers through the analysis of scientific production in specialized literatures in the last decade (2012-2022). A search was carried out on Scopus database. After applying the inclusion and exclusion criteria, the sample was made up of 11 articles. The main findings helped to reveal the list of aspects investigated in terms of technology enhanced-foreign language teaching.

scholarly journals Assessing English Teachers as a Foreign Language (EFL) Telecollaborative Competence: A Case Study from Saudi Arabia

2018 ◽  
Vol 11 (4) ◽  
pp. 52
Author(s):  
Ahmed Abdulateef Al Khateeb
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
First Century ◽  
Future Research ◽  
Educational Systems ◽  
English Language Teachers ◽  
Future Research Directions

The role of telecollaborative competence has become vital among twenty-first century English language teachers. Yet, the reinforcement of this competence with its establishment within educational systems is not always straightforward; particularly in traditional educational settings. Looking at telecollaborative competence amongst English as a foreign language (EFL) teachers in relation to region, gender and qualification have become central inquiries within this research. The findings have shown correlation among some elements of telecollaborative competence as shown in Tables 1-6. In line with these findings, some recommendations, and future research directions have been suggested.

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