scholarly journals Díaz Alarcón, Soledad y Bolaños García-Escribano, Alejandro (eds). (2019). ‘Taking Stock of Recent Advances in Pedagogical Translation and Foreign Language Education’. e-Expert Seminar Series: Translation and Language Teaching 2. UCO Press. Cordoba Univer

Hikma ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 271-277
Author(s):  
Lydia Hayes
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Recent Advances ◽  
Seminar Series ◽  
University College ◽  
University College London

La presente reseña da a conocer los contenidos del videolibro creado tras la segunda edición de los e-Expert Seminar Series: Translation and Language Teaching (una serie de jornadas en las que hablan expertos sobre la temática de la traducción y la enseñanza de idiomas), la que se celebró el 2 de mayo de 2019 en la Universidad de Córdoba. Las jornadas, que están ahora en la fase de planificación de su cuarta edición, son una empresa conjunta de la universidad anfitriona y University College London (UCL). Esta segunda edición tiene como enfoque la traducción pedagógica y las tecnologías de información y comunicación (TIC) en el aula. El libro comprende ocho capítulos dinámicos, compuestos por siete ponencias y una mesa redonda. 

Inclusion and foreign language education

2016 ◽  
Vol 167 (2) ◽  
pp. 159-189 ◽  
Author(s):  
Heiko Motschenbacher
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Present Article ◽  
Inclusive Education ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Special Environment ◽  
Educational Inclusion

Prompted by the increased visibility of inclusive pedagogies, the present article discusses the concept of “inclusion” in relation to foreign language teaching from a linguistic perspective. The foreign language classroom constitutes a special environment that poses specific language-related challenges to inclusive education. In an effort to face these challenges, the present article elaborates how linguistic research and insights can contribute to an implementation of inclusive foreign language education. In terms of theorisation, the narrower and broader senses of educational inclusion are outlined, the notion of “linguistic barrier” is introduced, and various ways in which linguistic exclusion may manifest itself are identified. It is argued that purely cognitivist approaches to second language acquisition are insufficient for achieving higher levels of inclusivity, as they do not cater for the social and contextual aspects that shape practices of exclusion and inclusion. Alternative approaches such as sociocultural theory are shown to be better equipped for this purpose. Various prominent exclusion-related dimensions are discussed with respect to their repercussions in language and linguistic practices, among them exclusion related to learners with special needs, ethnicity, gender, sexuality and non-native language users. Suggestions are made of how to proceed methodologically in linguistic investigations of exclusionary practices, with the aim of creating effective, linguistically based inclusion strategies. It is suggested that typological, discourse analytic and ethnographic linguistic approaches are most promising in this respect. The concluding section recapitulates central aspects that have surfaced in the theoretical and methodological discussion, calls for inclusion-oriented changes in foreign language teaching and highlights conspicuous parallels between the inclusive EFL classroom and English as a lingua franca communication.

scholarly journals JALT2014 Plenary Speaker article: Foreign language teaching and the multilingual subject

2014 ◽  
Vol 38 (4) ◽  
pp. 8
Author(s):  
Peter Hourdequin
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
International Association ◽  
Applied Linguistics ◽  
Language Education ◽  
Foreign Language Education ◽  
Modern Language Association ◽  
Modern Language ◽  
Doctoral Dissertations ◽  
The University

Claire Kramsch is Professor of German and Affiliate Professor of Education at the University of California, Berkeley, where she teaches undergraduate and graduate courses in Applied Linguistics and directs doctoral dissertations in the German Department and in the Graduate School of Education. She has written extensively on language, discourse, and culture in foreign language education. Two of her books, Context and Culture in Language Teaching (OUP, 1993) and The Multilingual Subject (OUP, 2009) won the Mildenberger Award from the American Modern Language Association. She is the past president of the American Association for Applied Linguistics and the current president of the International Association of Applied Linguistics.

scholarly journals To the issue of vocational english syllabus design for sustainable foreign language education

2019 ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Labour Force ◽  
Language Education ◽  
Foreign Language Education ◽  
English Language Teaching ◽  
Syllabus Design

The article considers English language syllabus design for non-linguistic faculties on the basis of positive experience of some European countries. Current vocational foreign language education is determined by the global context of education and employment on the whole: labour force mobility, life-long learning and sustainable social and economic development. Communicative competence in a foreign language has become a prerequisite of sustainable education nowadays. In order to establish effective foreign language education, Ukraine must bring the quality of its education to the European standards, taking into account positive foreign experience. Analyzing English language teaching at non-linguistic universities of our country, we see the problems related to the curriculum and syllabus design. The absence of integration of foreign language teaching at secondary school and the requirements to the communicative competence in English of non-linguistic students fail to provide the sufficient level of foreign language education in the country and as a result, the quality of higher education. The discrepancy between the low initial level of proficiency in English of first-year students alongside with the syllabus designed for mastering this foreign language for specific purposes is a problem, hard to cope with both for teachers and students. Windows User decision alongside with gradation of coursesWindows User according to their level, so that the students can attain the necessary communicative skills to be able to learn English for professional purposes, read specialized literature sources, participate in discussions and make presentations or communicate business ideas in a written form. The analysis of the syllabi of some European universities shows differential approach in teaching FL, taking into account the students’ needs so that they actively and effectively participate in the study process and show sufficient performance.

scholarly journals Inojezična kazališna radionica: prednosti trivijalnoga žanra u dramsko-kazališnom pristupu

2018 ◽  
Vol 18 ◽  
Author(s):  
Ana Kodrić Gagro
Keyword(s):  
Popular Culture ◽  
Social Studies ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Soap Opera ◽  
Foreign Language Teaching ◽  
The University ◽  
Language Competencies

Theatre workshop as a foreign language teaching tool: advantages of “trivial literature” in the dramatic-theatrical approach The aim of this paper is to demonstrate the advantages of dramatic-theatrical approach to foreign language teaching as exemplified by the use of popular culture, namely an adapted television format (soap opera). In order to achieve this aim, the paper presents the characteristics of the genre that render it useful in foreign language education. The genre’s usability in practical work is exemplified by two successfully implemented theatre workshops. The first one was organized in the Croaticum Centre for Croatian as a Second Language at the Faculty of Humanities and Social Studies, University of Zagreb, in 2006, for students of Croatian as a foreign language. The second workshop was held in 2010 at the Institute of Western and Southern Slavic Studies at the University of Warsaw for students of Bulgarian as a foreign language. Both workshops achieved excellent results in raising language competencies of foreign language speakers. Considering the continued presence of the mentioned genre in popular culture, its use in teaching does not lose its relevance. Warsztat teatralny w nauczaniu języka obcego: zalety literatury popularnej w podejściu dramatyczno-teatralnym Celem artykułu jest wykazanie zalet dramatyczno-teatralnego podejścia do nauki języków obcych na przykładzie kultury popularnej, czyli adaptowanej formy telewizyjnej – telenoweli. Aby osiągnąć ten cel, przedstawiono cechy gatunku przydatne w nauce języków obcych. Przykładami użyteczności podejścia w praktycznej pracy są dwa pomyślnie zrealizowane warsztaty teatralne. Pierwszy z nich został zorganizowany w Centrum języka chorwackiego jako obcego „Croaticum” na Wydziale Nauk Humanistycznych i Społecznych w Zagrzebiu w 2006 roku dla studentów języka chorwackiego jako obcego, a drugi w Instytucie Slawistyki Zachodniej i Południowej Uniwersytetu Warszawskiego dla studentów języka bułgarskiego jako obcego w 2010 roku. Oba warsztaty osiągnęły doskonałe wyniki w podnoszeniu kompetencji językowych osób posługujących się językami obcymi. Biorąc pod uwagę stałą obecność wspomnianego gatunku w kulturze popularnej, jego użycie w nauczaniu nie traci znaczenia.

Research on foreign language teaching and learning in Turkey (2005–2009)

2011 ◽  
Vol 44 (3) ◽  
pp. 328-353 ◽  
Author(s):  
Cem Alptekin ◽  
Sibel Tatar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Education In Turkey

This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.

scholarly journals ‘Professionalism’ in Second and Foreign Language Teaching: A qualitative research synthesis

2017 ◽  
Vol 11 (1) ◽  
pp. 141 ◽  
Author(s):  
Anchalee Jansem
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Research Synthesis ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
External Factors ◽  
Methodological Framework ◽  
Factors Affecting

This qualitative research synthesis concludes and displays pictures of professionalism in second/foreign language education. Adopting Weed’s processes as the methodological framework for doing qualitative research synthesis, the researcher employed seven steps, from retrieving to selecting studies directly associated with professionalism. The findings identify the notion of professionalism in language education, external factors affecting professionalism, concerns about professionalism, and teachers as essential agents of professionalism.

language teaching

2004 ◽  
Vol 37 (3) ◽  
pp. i-i
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education

language teaching abstracting journal is designed for professionals who need a convenient reference to current research in second and foreign language education.

scholarly journals THEORETICAL CONSIDERATIONS FOR DEVELOPING INTERCULTURAL SENSITIVITY THROUGH TRANSLATION ACTIVITIES: BEYOND THE MONOLINGUAL PREMISE IN FOREIGN LANGUAGE EDUCATION

Neofilolog ◽  
2019 ◽  
pp. 313-333
Author(s):  
Hadrian Lankiewcz ◽  
Emilia Wąsikiewicz-Firlej
Keyword(s):  
Foreign Language ◽  
Intercultural Sensitivity ◽  
Language Teaching ◽  
Language Education ◽  
Skills Training ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
New Paradigm ◽  
Language Pedagogy ◽  
Theoretical Considerations

The article presents theoretical considerations pertaining to the use of trans-lation in foreign language teaching and argues for the reinstatement of trans-lation activities in language teaching to contribute to the development of in-tercultural sensitivity among language users. The authors build upon critical-ecological reflections in language education. They posit that a globalized world requires a departure from the monolingual language teaching para-digm, particularly in multicultural and multilingual contexts such as, for ex-ample, a united Europe. The argument touches upon the issues of neoliberal skills training, intercultural education, language pedagogy (glottodidactics), language acquisition and translation theories as well as observations of the practicalities imposed on L2 users by the postmodern reality and market forces. The authors present the incorporation of translation practices into foreign language teaching as a means of enhancing intercultural sensitivity and a way of fighting linguistic and cultural colonization. The ultimate goal – the new “paradigm shift” (Butzkamm and Caldwell, 2009) – is to contribute to social justice via foreign language education.

scholarly journals CASE STUDY: THE DIDACTIC MODEL OF SOCIO-COGNITIVE THEORY OF LEARNING IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE. TEACHING STATE AND ACTIVITY VERBS

2020 ◽  
pp. 10-19
Author(s):  
Georgios Pappas
Keyword(s):  
Foreign Language ◽  
Cognitive Theory ◽  
Mother Tongue ◽  
Language Teaching ◽  
Common Knowledge ◽  
Cognitive Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
The European Union

Language has generally been characterized as a tool of communication between people, the mean by which man expresses his feelings and thoughts. It has been the subject of research from various angles and methodological standards that largely reflect the variety of dimensions from which it can be studied but also the prevailing analysis trends. Language is also seen as a social process, as a way of creating interpersonal relationships and expressing emotions. Therefore, integrated language teaching takes into account the social character of the language and relies on it. The linguistic and cultural diversity within the European Union has created new demands for multilingual European citizens. To meet the new requirements, it is necessary, educational strategies to be designed by those who actively involved in foreign language education in various countries in a new context, which will ensure the “productivity” of learning foreign languages in the implementation of foreign language education. There is an urgent need to promote the process of communicative teaching, so that the student who learns the specific foreign language transmits his own concepts, in the cases, interacting and trying to adapt to the common knowledge and even the linguistic ability of a person that this language is his/her mother tongue. The approach to the service of the communicative type of teaching emphasizes the communicative function of the language and tries to create in the students the opportunities for functional use of the language code, similar to those they will encounter outside the classroom. Students need to connect with each other to build friendly relationships within the classroom that becomes a student community. This effort also includes this paper, which introduces the model of socio-cognitive learning theory in the context of the communicative approach to the teaching and learning of foreign languages.

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