scholarly journals Foreign Films In The Classroom: Gateway To Language And Culture

2011 ◽  
Vol 6 (8) ◽  
Author(s):  
Lucia Guzzi Harrison
Keyword(s):  
Foreign Language ◽  
Hidden Curriculum ◽  
Language Teaching ◽  
Language Education ◽  
Oral Proficiency ◽  
Foreign Language Teaching ◽  
Limited Time ◽  
Italian Language ◽  
Language And Culture ◽  
Language Students

The teaching of culture has become gradually more significant for all teachers involved in language education; it has been referred as the “hidden curriculum” of foreign language teaching. Because of  limited time available in the classroom and curriculum constraints, the inclusion of cultural lessons often comes second to the teaching of the language at all levels of education. This paper will discuss the inclusion of foreign films to develop culture-based contexts for language in the classroom. While the description of the course focuses on Italian-language students who have achieved intermediate-mid or intermediate-high oral proficiency, according to the ACTFL oral proficiency guidelines, the article describes how the principles illustrated can be adapted for use with other languages and at other levels of instruction.

scholarly journals Towards a pedagogy of strangeness

2009 ◽  
Vol III (1) ◽  
pp. 34-45
Author(s):  
Katja Frimberger
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Language And Culture ◽  
Teaching Language ◽  
Ethnographic Approach ◽  
Approach To Teaching ◽  
The Subject

Engagement in depth with a foreign language is a challenging experience. Within the experience, and at a crucial interface – where familiar perspectives are questioned, deconstructed and re-considered – lies an area that I term ‘strangeness’. The word strange has a range of meanings; “outside of”, “alien”, “different”, “unusual”, “exceptional to a degree that excites wonder or astonishment” (OED 1989). The strangeness that resonates within a foreign language reflects several of these definitions; it is multi-faceted, unpredictable, even sometimes unfathomable, but ultimately, I hope to show that it has exciting, life-enriching potential that, like the latter definition above, will elicit wonder and astonishment. This article proposes a ‘pedagogy of strangeness’ in foreign language education that aims to provide some ideas and praxis to help students unlock more of the enriching potential that the study of the subject holds. The term ‘predictable strangeness’ is used critically to describe the conventional approach to teaching language and culture. The idea of ‘unpredictable strangeness’ is employed to elucidate the subtleties that lie especially within an ethnographic approach to foreign language teaching. Theatre and drama concepts that substantially employ strangeness within their work will be shown to have particular relevance to my article. Engagement in depth with a foreign language is a challenging experience. Within the experience, and at a crucial interface – where familiar perspectives are questioned, deconstructed and re-considered – lies an area that I term ‘strangeness’. The word strange has a range of meanings; “outside of”, “alien”, “different”, “unusual”, “exceptional to a degree that excites wonder or astonishment” (OED 1989). The strangeness that resonates within a foreign language reflects several of these definitions; it is multi-faceted, unpredictable, even sometimes unfathomable, but ultimately, I hope to show that it has exciting, life-enriching potential that, like the latter definition above, will elicit wonder and astonishment. This article proposes a ‘pedagogy of strangeness’ in foreign language education that aims to provide some ideas and praxis to help students unlock more of the enriching potential that the study of the subject holds. The term ‘predictable strangeness’ is used critically to describe the conventional approach to teaching language and culture. The idea of ‘unpredictable strangeness’ is employed to elucidate the subtleties that lie especially within an ethnographic approach to foreign language teaching. Theatre and drama concepts that substantially employ strangeness within their work will be shown to have particular relevance to my article.

scholarly journals Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching

2021 ◽  
Vol 49 (1) ◽  
pp. 289-298
Author(s):  
Valentina N. Kartashova ◽  
◽  
Natalia V. Volynkina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Teaching ◽  
Experimental Program ◽  
Skills Development ◽  
Control Group ◽  
Logical Thinking

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.

scholarly journals Towards LSP (II) – Language Teaching for Future Interpreters: Graduate Profiles

10.29007/wzmn ◽  
2018 ◽  
Author(s):  
Heather Adams ◽  
Laura Cruz-García
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Oral Performance ◽  
Specific Language ◽  
Language And Culture ◽  
Development Of Language

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required in the different modalities of interpreting. We are, of course, immensely grateful to all those teachers who took the time and trouble to answer our questions.

scholarly journals AN UP-TO-DATE FOREIGN LANGUAGE COURSEBOOK: FROM PAPER TO ELECTRONIC VERSION

2013 ◽  
pp. 62-66
Author(s):  
O. A. Kravtsova ◽  
D. N. Novikov
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Electronic Version ◽  
Foreign Language Teaching ◽  
Integrative Approach ◽  
Full Time ◽  
Proximal Development ◽  
Self Study ◽  
New Generation

The article attempts to articulate the conceptual characteristics of an up-to-date tertiary-level foreign language coursebook. In order to meet the requirements of modern national educational standards and be in line with the aims of foreign language teaching, a new generation coursebook, whether printed or electronic, is to be based on a set of such general didactic principles as competency-based approach, interdisciplinary approach, multilevel approach, modularity, and proximal development as well as such specific language teaching principles as authenticity, up-to-dateness, informativeness, and functionality. The authors substantiate the need for an integrative approach to developing an innovative coursebook, which consists in blending a printed and an electronic version, thus allowing for a more optimal organisation of the teaching-learning process due to a more rational proportion between classroom and self-study activities. The effective organisation of the process, in its turn, is instrumental in achieving the aims and goals of foreign language teaching. New generation coursebooks can be used not only to organise independent and self-study activities of full-time students of higher education, but also to provide a basis for various forms of distant learning, which will enable up-country students to receive high-quality (language) education.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

scholarly journals The role and place of intentionality as the basis for teaching foreign languages in line with the dialogue of cultures

2020 ◽  
Vol 23 (3) ◽  
pp. 88-95
Author(s):  
O. A. Maslovets
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Language And Culture ◽  
Self Development ◽  
The Subject ◽  
Self Knowledge ◽  
Cultural Entity ◽  
The Relationship

The article represents an effort to specify the essential characteristics of the relationship between the intentionality of consciousness, language and culture, and on this basis to reveal the features of the process of foreign language teaching.The author considers intentionality as a phenomenon that defines and provides the content of consciousness, allowing one to commit an act of self-determination and gaining subjectivity. In the activity of consciousness, the author distinguishes intentional flows of both relatively objects and subjects, which is a prerequisite for comprehending another I, a different cultural entity, and at the same time a condition for self-knowledge and deeper penetration into one’s own culture.Culture is a complex semiotic text, it is a context in which the language being studied as a secondary modeling system acts as a means where various phenomena can be sequentially described and interpreted by students.The openness of the subject to the world, nurtured in the course of intentional teaching of language and culture, allows its utter uniqueness, and at the same time utmost universality, to manifest itself. Such an attitude actualizes the internal regularity of human actions, the possibility of self-development and the formation of a system of deferred actions, which allows a person to realize, take place, actualizes the intentional field of his capabilities.The author comes to the conclusion that the process of foreign language teaching should be interpretative, significative, semiotic in nature. Taking into account during teaching а foreign language the intentional conditioning of any action, including speech, will ensure the achievement of a coordinated consciousness.

DISCOURSE APPROACH AS METHODOLOGICAL BASIS OF A FOREIGN LANGUAGE TEACHING AT UNIVERSITY AND TECHNOLOGY OF TRANSLATION DIDACTICS

2021 ◽  
pp. 35-44
Author(s):  
О.И. Уланович
Keyword(s):  
Foreign Language ◽  
Professional Practice ◽  
Conceptual Analysis ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Intercultural Dialogue ◽  
Methodological Basis ◽  
Translation Practice ◽  
Technology In Teaching

В статье представлены результаты концептуализации ключевых положений дискурсного подхода как современной дидактической технологии в обучении иностранному языку в вузе в целом и в дидактике перевода в частности. Знание и владение иностранным языком для участия в межкультурном диалоге оценивается автором в параметрах владения дискурсом как единством деятельности, действительности и соответствующих коммуникативных жанров и речевых форм. Автором осуществлен понятийный анализ ключевых категорий и предлагаются дефиниции конститутивных понятий - «дискурсивный подход», «дискурсный подход», «дискурсивная компетенция», «дискурс-компетенция», «дискурсная компетенция», что позволило концептуализировать содержательное пространство дискурсного подхода в языковом образовании и унифицировать специализированный предметный язык для его дальнейшего системного описания и методического моделирования. Как частный случай дискурсного подхода в языковом образовании рассматривается его проекция в дидактике перевода, содержательное пространство которого предстает в аналогичных концептуальных категориях. Специфика переводческой деятельности акцентирует специфичные компоненты в структуре дискурсной переводческой компетенции: владение жанровым многообразием текстов в дискурсивном пространстве профессионального перевод, владение технологиями транскодирования дискурсообразующих элементов переводимого текста, знание социальной реальности в актуальных сферах современной переводческой практики. The results of conceptualization of key provisions of discourse approach as a modern didactic technology in teaching a foreign language in a university as a whole and in didactics of translation in particular are presented in the article. Knowledge and proficiency in a foreign language for participating in intercultural dialogue is assessed by the author in terms of discourse mastery, where discourse is viewed as a consistency of activity, reality, and corresponding communicative genres and speech forms. The author carried out conceptual analysis of key categories - discursive approach, discourse approach, discourse competence, discursive skills, discourse knowledge, which allowed to substantialize the existential content of discourse approach in language education and unify a particular subject language for its further systemic description and methodological modeling. As a particular case of discourse approach in language education is considered its actualization in didactics of translation, the framework of which is determined by the same conceptual categories. Specificity of translation as professional practice emphasizes specific components in the structure of discourse translation competence: mastery in genre diversity of texts in the discursive area of professional translation, skills of transcoding technologies application (for rendering key discourse-forming elements of the translated text), knowledge of social reality in timely areas of modern translation practice.

scholarly journals Competences for democratic culture: An empirical study of an intercultural citizenship project in language pedagogy

2017 ◽  
Vol 22 (5) ◽  
pp. 499-516 ◽  
Author(s):  
Leticia Yulita
Keyword(s):  
Human Rights ◽  
Foreign Language ◽  
Language Teaching ◽  
Empirical Test ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Human Rights Education ◽  
Democratic Culture ◽  
United Nations Declaration ◽  
Level Of Analysis

This article reports on a pedagogical intervention in foreign language teaching in higher education. It analizes the competences developed by Argentinian and UK-based students as they used Skype to design a leaflet that addressed a real world issue: the Argentinian military dictatorship and its manipulation of the 1978 Football World Cup. The data consists of students’ discussions of this highly disturbing human rights issue. A first level of analysis focused on identifying evidence of competences using the Council of Europe’s conceptual model of ‘competences for democratic culture’ (2016). In a second level of analysis, the data was categorized within the framework of Article 2.2 of the United Nations Declaration on Human Rights Education and Training (2011). This research study provides an empirical test of these two frameworks in the field of language education, an aspect that has not been investigated before. It also contributes to our understanding of the potential of intercultural citizenship projects in achieving the goals of human rights education in foreign language teaching. Results indicate the development of substantial competences for democratic culture defined in the Council of Europe’s model.

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