scholarly journals TEACHING DRAMA: CHALLENGES AND BENEFITS

2021 ◽  
Vol 12 (12) ◽  
pp. 133
Author(s):  
Milena M. Kaličanin ◽  
Kristina M. Petrović
Keyword(s):  
Personal Development ◽  
Teaching Method ◽  
Language Skills ◽  
Theoretical Framework ◽  
Practical Aspect ◽  
Renaissance Drama ◽  
The World ◽  
University Level ◽  
The University

It has frequently been stated that the dramatic method of teaching is rather efficient in students’ personal development. The basic practical aspect of this teaching method involves the acquisition of various social and language skills which point to its immense interdisciplinary potential. Apart from the benefits, teaching drama represents a highly challenging task for educators since they are supposed to mediate between the world of artists and the recipients of their art. In order to highlight the challenges and benefits of teaching drama, the theoretical framework of the paper relies on the pioneering lecturing work of Heathcote (1976, 1998), as well as the critical insights of Freire (2005) and Nussbaum (1997). Their methodical perspectives on drama as a learning medium have been combined with the results of the internal survey the authors of the paper conducted in the period 2016-2018 by teaching Renaissance drama courses at the university level.

CLIL IN RUSSIAN HIGHER EDUCATION: ADOPTING FOREIGN METHODOLOGY OR ADAPTING IT TO RUSSIAN REALITY

2021 ◽  
pp. 39-45
Author(s):  
A. V. Kudryashova ◽  
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Teaching Method ◽  
Adaptation Mechanism ◽  
Factors Affecting ◽  
Russian Higher Education ◽  
Training Plan ◽  
University Level ◽  
Educational Paradigm ◽  
The University

The paper analyzes CLIL (Content and Language Integrated Learning) as a teaching method contributing to training competitive specialists in demand both in the Russian and international labor markets. CLIL has become popular in the Russian system of higher education while insufficient understanding of the conditions for its effective implementation in our country often leads to unsuccessful foreign experience adoption. The paper aims to study the specifics of the Russian educational system and its potential as a platform for CLIL implementation. The foreign practices and CLIL-methodology are analyzed with the objective to identify a number of didactic principles and key factors affecting the choice of a model and form of CLIL for a particular educational paradigm. The specificity of the Russian educational system is analyzed from the standpoint of the obstacles to CLIL implementation. Based on the results of the study, it is determined that CLIL implementation in Russia is possible. However, this methodology should be adapted to the Russian reality. The author suggests an adaptation mechanism that implies the following measures: approving CLIL at the university level, establishing interaction between the university and businesses to jointly develop a training plan, creating a team of CLIL-methodology developers at the university level, providing conditions for professional retraining of subject teachers in CLIL methodology, establishing interaction between subject teachers and linguists for the development of CLIL-courses.

scholarly journals Economic and Higher Education Partnership of Hungary and Kazakhstan

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Kinga Magdolna Mandel ◽  
Anargul Belgibayeva
Keyword(s):  
Higher Education ◽  
World Bank ◽  
Strategic Partnership ◽  
The Political ◽  
The Past ◽  
Political Communications ◽  
The World Bank ◽  
The World ◽  
University Level ◽  
The University

The aim of our research was to describe, compare, and analyze the development of business and educational co-operation between Kazakhstan and Hungary over the past 19 years. The research was prompted by the university-level co-operation between the two countries that star ted in 2018, which was made possible by the strategic partnership that is the topic of the present article. We started from the hypothesis that both business and educational co-operation has developed linearly and significantly during the last 19 years. Our research methodology was based on gathering and analyzing secondary macroeconomic, trade, and educational co-operation data in the period between 2011 and 2020. The data were obtained from publications, national offices (statistical, commerce, and education), and international bodies (like TempusPublic Foundation, Eurostat, International Monetary Fund [IMF], and the World Bank). In this paper, we intend to link the main political, social, and macroeconomic endowments with business and educational developments of partnership in the two countries, trying to map out prospects for co-operation. One conclusion is that, although in the political communications of the two countries we were able to identify significant governmental efforts on both sides to support and enforce economic and educational co-operation, the data indicate a decrease in the size of business investments. At the same time, however, the educational co-operation between the two parties continues to develop further.

scholarly journals WHICH VARIETIES OF ARABIC TO LEARN?

2020 ◽  
Vol 10 (1) ◽  
pp. 82-87
Author(s):  
Andjelka Mitrovic ◽  
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Arabic Language ◽  
Teaching Model ◽  
Main Obstacle ◽  
Standard Arabic ◽  
Regional Dialects ◽  
The World ◽  
University Level ◽  
The University

Teaching Arabic as a foreign language is very specific for different reasons. The main obstacle in searching for the optimal and effective teaching model for the Arabic language is the pronounced diglossia, a situation in which two languages or two forms of a language are used simultaneously under different conditions, formal and functional in a community, that is to say “higher“ literary/standard Arabic and a “lower one“ which encompasses numerous regional dialects. As a foreign language, Arabic has been taught all over the world, primarily at the university level, but the priority has always been given to a “higher language“. It is also dominant in teaching nowadays but in creating curricula for teaching Arabic, more attention has been paid to relating the opposites of diglossia with the main speech dialects.

scholarly journals The Challenge of Curriculum Integration for Islamic Universities: Setting the Principles of Curriculum Integration

2016 ◽  
Vol 4 (1) ◽  
pp. 46-77
Author(s):  
Saheed Ahmad Rufai
Keyword(s):  
Curriculum Development ◽  
Educational System ◽  
Analytical Method ◽  
Curriculum Integration ◽  
Philosophical Foundations ◽  
The World ◽  
Professional Requirements ◽  
University Level ◽  
Curriculum Making ◽  
The University

The Muslim world  has witnessed remarkable developments in its educational system in the last four decades. Such developments include the founding of schools, establishment of universities, publication of journals, and organization of conferences and production of books, for the purpose of Islamization. It is obvious that knowledge is central to all these Islamizing initiatives as its integration is fundamental to the entire process of Islamization. Consequently, there are contributors to the curriculum integration level of Islamization by Muslim scholars across the world who have attempted to Islamize knowledge in their various areas. However, there is little attention to the professional requirements for integration of knowledge for Islamization especially at the university level.  That informed the question, whose job is it to integrate the curriculum for Islamic universities? The purpose of this paper is to address this question. Utilizing a combination of the analytical method and creative synthesis, this paper is grounded in the scholarship of pragmatist philosophical foundations of the curriculum.  It is hoped to provide guiding principles to the practice of integrating knowledge for Islamization. Such principles for curriculum development for Islamic universities, may also curb the growing trend of curriculum integration without the requisite professional curriculum-making considerations, portraying the Islamization of Knowledge (IOK) project as unsystematic.

scholarly journals Navigating institutional teaching culture in implementing language ePortfolios

2017 ◽  
Vol 47 (1) ◽  
pp. 116-136
Author(s):  
Theresa Schenker ◽  
Suzanne Young ◽  
David Malinowski
Keyword(s):  
Language Learners ◽  
Digital Literacy ◽  
Personal Development ◽  
Language Skills ◽  
Private University ◽  
Faculty Training ◽  
Technological Support ◽  
Teaching Culture ◽  
Language Classes ◽  
University Level

Our article presents the case of ePortfolio use for university-level language learners in foreign, second, and heritage (L2) language classes. It outlines the multi-year initiative of a language center in a private university in the Northeastern U.S. to introduce and support the use of ePortfolios in language classes across its campus. The article takes the form of a narrative in two parts, and in two voices. First, the authors outline the rationale, stages of planning, faculty training initiatives, and technical considerations from the vantage point of the language center’s ePortfolio initiative. The second narrative portrays how this ePortfolio initiative took shape in one semester of an Advanced German course. There, the instructor experimented with ePortfolios to showcase students’ language skills and intercultural achievements, while cultivating their digital literacy. We argue that the potential for students to take ownership over their ePortfolios as tools for deeper academic and personal development resides significantly with their instructor’s pedagogical assumptions and approaches. Further, we suggest that language learners’ sustained and deeper use of ePortfolios can be best supported not by a single classroom instructor acting alone, but through coordinated pedagogical, administrative, and technological support across the institution.

scholarly journals Hochschulgermanistik in Oberschlesien – Sprachstand und Motivation der Germanistikstudierenden der Schlesischen Universität Katowice

2019 ◽  
Vol 144 ◽  
pp. 309-326
Author(s):  
Mariusz Jakosz
Keyword(s):  
Foreign Language ◽  
Language Skills ◽  
Present Situation ◽  
Current Status ◽  
German Studies ◽  
Upper Silesia ◽  
Language Level ◽  
University Level ◽  
The University ◽  
Academic Year

Das Germanistikstudium in Polen ist seit einiger Zeit von einer merklichen Krise betroffen, was mit der stark abnehmenden Zahl der Lernenden und Studierenden im Bereich des Deutschen als Fremdsprache einhergeht. Im Beitrag wird zunächst der aktuelle Status des Deutschen als Fremdsprache in Polen umrissen. Dann geht der Autor auf die gegenwärtige Situation der polnischen Germanistik am Beispiel der Schlesischen Universität Katowice ein. Die Aufmerksamkeit richtet sich auf die Analyse der Ergebnisse eines grammatisch-lexikalischen Einstufungstests, der zum Zwecke der Sprachstandsdiagnose am Institut für Germanische Philologie zu Beginn des akademischen Jahres durchgeführt wird. Darüber hinaus verweist der Autor auf die Facetten der Lernmotivation anhand ausgewählter Sprachlernbiografien von Germanistikstudierenden.German studies at university level in Upper Silesia – students’ language level and motivation, taking the University of Silesia in Katowice as an exampleOne can notice quite a serious crisis that German studies in Poland have been facing for some time, which is connected with the fact that the number of those who learn German as a foreign language and the number of students of German are significantly dwindling. At the beginning of the article, the author describes the current status of German as a foreign language in Poland. Next, he discusses the present situation of academic German studies in Poland paying particular attention to the profile of German studies offered by the University of Silesia in Katowice. The researcher concentrates on the results of the vocabulary and grammar test that is administered at the Institute of German Studies at the beginning of the academic year in order to diagnose students’ language skills. Finally, the author shows various reasons for learning German and taking up German studies using selected language biographies of students.

scholarly journals A Systematic Review of Research on Teaching English Language Skills for Saudi EFL Students

2017 ◽  
Vol 8 (5) ◽  
pp. 30 ◽  
Author(s):  
Hamad H. Alsowat
Keyword(s):  
Systematic Review ◽  
English Language ◽  
Language Skills ◽  
School Level ◽  
Research Areas ◽  
The Future ◽  
Efl Students ◽  
University Level ◽  
The University ◽  
English Language Skills

This systematic review study sought to examine the teaching of English language skills in Saudi Arabia by systematically analyzing the previous studies on language skills which were published within the past ten years and identify the research areas to be bridged in the future. The study employed the systematic review approach. The search strategy yielded 221 studies for inclusion in the systematic keyword map, and 95 studies for in-depth review. The findings of this systematic review revealed that students sampling presented (80.09%) in those studies, and female students participated in only (24.43%) of those studies. In addition, (73.30%) of the conducted studies were at the university level indicating a limit interest of the school-level research. In addition, (68.52%) of those studies focused on writings kills , reading skills and achievement indicating the necessity to give more attention to speaking, listening, pronunciation, vocabulary and grammar research at all education sectors in the future. The in-depth review also indicated an obvious focus on reading and writing skills and most the studies were undertaken at the university level. The findings were discussed and a number of language skills research gaps were pointed out. 

scholarly journals Tech-Rich Instruction: Raising Students’ Awareness against Plagiarism in Academic Writing

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 97
Author(s):  
Zaini Rohmad ◽  
Dewi Sri Wahyuni
Keyword(s):  
Academic Writing ◽  
Teaching Method ◽  
Language Skills ◽  
Traditional Teaching ◽  
Teaching With Technology ◽  
Level Of Education ◽  
Writing Class ◽  
Rich Instruction ◽  
The University ◽  
Academic Year

Plagiarism is an intolerant action in the circumstances of education; it is stealing or cheating any papers, ideas, and things related to someone’s works. This is a harmful offence with academic, professional, legal, and monetary consequences when someone is proved as a plagiarist. Students can be expelled from the class when they cheat colleagues’ works; the worst is that the university can retract their certificate of graduation when their manuscripts are investigated and proved as result of copying other works. Regarding to its danger, pla-giarism has to be avoided trough establishing curriculum in higher level of education. Teacher and lecturer should provide their lessons, especially in language skills, with awareness of the plagiarism danger to the students. A skill of language that most easily susceptible and detected in plagiarism is writing. Since writing is not a gift skill as listening, students need to learn how to write properly. Simply, when they are not able to rewrite someone’s statements with their own wording, students are doing plagiarism. This article reporting at a descriptive qualitative research aimed at describing the teaching method to raise students’ awareness toward the danger of plagiarism which is applied by a lecturer in Academic Writing Class of EED - UNS for the academic year 2016. She believes that when the students have awareness in the risks or consequences of plagiarism, they will act for not doing plagiarism in their works. She supports her conventional way of teach-ing with technology of plagiarism checker. The method of enrichment traditional teaching with technology is known as Tech-Rich Instruction (not blended learning). This Tech-Rich Instruction she applied is successful-ly raising her students’ awareness in the danger of plagiarism and leads to the efforts of avoiding plagiarism in academic writing.

scholarly journals “Wisely, and slow. They stumble that run fast”: Learner-Friendly Shakespeare in an EFL Classroom

2020 ◽  
Vol 7 ◽  
pp. 66-86
Author(s):  
Kohei Uchimaru
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Language Awareness ◽  
Fast Learner ◽  
The World ◽  
Teacher Needs ◽  
University Level ◽  
Authentic Language ◽  
The University

This paper discusses a learner-friendly and student-centred approach to introducing Shakespeare for less advanced English language learners in the university-level EFL classroom. Shakespeare becomes welcome material when the input is comprehensible and enjoyable. In this light, the teaching should first start with the story rather than the language. After hooking students by recounting stories from Shakespeare, the teacher needs to familiarise them with the authentic language through activities carefully designed to initiate them into the language. In approaching the content of Shakespeare’s plays, the students are asked to relate themselves to the world of Shakespeare through active methods advanced by the RSC and the world that students already know. Raising language awareness in learners rather than being taught the language, the students become less frustrated while learning to appreciate Shakespeare.

scholarly journals Teaching of Remedial English and the Problems of the Students: A Case of University of Sindh, Jamshoro, Sindh, Pakistan

2017 ◽  
Vol 7 (1) ◽  
pp. 1 ◽  
Author(s):  
Zafarullah Sahito ◽  
Abida Siddiqui ◽  
Mumtaz Khawaja ◽  
Anjum Shaheen ◽  
Humera Saeed ◽  
...  
Keyword(s):  
Learning Process ◽  
Random Sampling ◽  
Language Skills ◽  
Sampling Techniques ◽  
Undergraduate Level ◽  
Remedial English ◽  
English Classes ◽  
University Level ◽  
Teaching Learning ◽  
The University

The research paper is designed to explore the achievement of the aims and objectives of teaching remedial English. Italso aims to know the importance of the course and the problems of the students regarding the teaching of remedialEnglish at university level in Pakistan with special reference to university of Sindh, Jamshoro. In this regard manyefforts were taken by the tutors, lecturers, assistant professors, professors and the administration of the university toenhance the capabilities and efficiencies of the students of undergraduate level. All students of undergraduate leveland the teachers who take remedial English classes are constituted as the Population of the study. Five (n=5) teacherswho teach remedial classes and forty (n=40) students from different departments were recruited as the sample of thestudy through purposive and random sampling techniques. Interviews were conducted from students and tutors whoattend and teach remedial English course respectively. 90% students found unsatisfied from the administration of theclasses and they stressed that the classes should be conducted separately at department level and they demanded forthe basic needed facilities during the classes such as the facility of language laboratory, availability of computers,multimedia, audio and video resources in order to accelerate and enhance the teaching learning process to improveEnglish language skills.

Sign in / Sign up

Export Citation Format

Share Document