Simulation through virtual exchange in teacher training

2021 ◽  
pp. 65-89
Author(s):  
María Laura Angelini ◽  
Rut Muñiz
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Lesson Study ◽  
Flipped Classroom ◽  
Learning Experience ◽  
The United States ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Web Based ◽  
University Teachers

The project presented here reports a learning experience based on virtual exchange and simulation. It aims to know the potential of virtual exchange amongst pre and in-service teachers, and of web-based simulation to broaden the knowledge of future English as a Second Language or Foreign Language teachers (ESL/EFL) on educational issues such as active methodologies, including flipped classroom, shared teaching through Lesson Study, classroom management and the potential of storytelling. For this reason, pre-service teachers in Valencia carry out a simulation through virtual exchanges with future teachers, in-service teachers and university teachers from seven countries: Austria, Norway, Tunisia, the United States, Argentina, England and Romania. Mixed teams are created and a calendar for synchronous meetings is designed through Microsoft Teams. After the exchanges, the pre-service teachers from Valencia hold a reflection session ‘debriefing’ and answer individually a Likert questionnaire about their experience. Furthermore, in-service teachers and university teachers participate in another reflection session to comment on aspects of the proposal. This session, with the contributions from the professionals, gives shape to the following study.

Foreign Language Offerings and Enrollments in Public High Schools

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 52-56 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
State Department ◽  
The United States ◽  
The State ◽  
Department Of Education ◽  
Language Teachers ◽  
Public High Schools ◽  
Foreign Language Teachers ◽  
State Department Of Education

The Accompanying table gives the most recent data obtainable on the extent to which foreign languages are offered and studied in public secondary schools in the United States. The last national survey was made by the U. S. Office of Education in 1948–49, and comparisons are made with the results of this survey to show the subsequent gain or loss in each state for which more recent figures could be obtained. For some states the data are incomplete because the state department of education does not know, and apparently does not care to find out, what the pupils in the high schools are currently studying. In seventeen states, the information existed only on reports filed by each high school, and it was assembled through the help of foreign language teachers who went to the state department of education and spent days tabulating the reports.

scholarly journals Foreign Language Teachers’ Intercultural Competence as a New Aspect of Professional Development

2021 ◽  
Author(s):  
Merve Gazioğlu ◽  
Buket Tanyeri
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Private University ◽  
Structured Interview ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Web Based ◽  
Teachers Perceptions ◽  
Teacher Training Programs

This mixed-method study aims to offer an insight into foreign language teachers’ perceptions on the relationship between intercultural competence and professional development. It is also attempted to explore some methods for evaluating teachers’ intercultural competence through their professional development activities. The research participants are local and international instructors at a private university in Turkey. Data was collected via a web-based questionnaire adapted from Sercu (2006) and a semi-structured interview designed by the researchers. The general findings of the study indicate that learning about a) target culture, b) local culture, and c) international students’ culture contribute to foreign language teachers’ intercultural competence and it is considered as a part of their professional development. However, it is pointed out that pre-service and in-service teacher training programs in Turkey cannot provide sufficient facilities to develop teachers’ intercultural competence.  Key words: professional development, intercultural competence, foreign language teaching.  

Using Technologies to Develop Skills and Autonomy in Foreign Language Teachers

2017 ◽  
Vol 9 (5) ◽  
pp. 64
Author(s):  
Giuseppe Maugeri
Keyword(s):  
Foreign Language ◽  
Virtual Environments ◽  
Language Teachers ◽  
Foreign Languages ◽  
Learning Tools ◽  
Foreign Language Teachers ◽  
Web Based ◽  
E Learning ◽  
Training Courses ◽  
The One

This study focuses on the peculiarities that training courses mediated by technologies need to feature to positively affect the motivation and the building of metacognitive and didactic competences in teachers of foreign languages. What is especially highlighted is the fact that the advantages of these courses are closely related to the variables internal to the virtual environments that put the participants in control of their own learning process. With this in mind, two areas are taken into consideration, the constructive-interactional approach regarded as a model to design virtual learning environments on the one hand, and on the other the characteristics of e-learning tools and web-based tasks that help teachers acquire and refine metacognitive strategies, critical thinking and digital practices useful for their professional development.

Fostering Student Engagement and Oral Practise in an Online French Course During COVID-19

2022 ◽  
pp. 270-287
Author(s):  
Annelise Ly
Keyword(s):  
Student Engagement ◽  
Foreign Language ◽  
Language Learning ◽  
Sense Of Community ◽  
Flipped Classroom ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Class Time

Effective foreign language learning requires students to be engaged and to interact with the teacher and peer students in the target language during class. How can this be achieved effectively when the course is suddenly moved online? This chapter reports on the implementation of a Business French course in a business school in Norway using the flipped classroom method online during COVID-19. The author designed the course focusing on two key elements: fostering student engagement and creating a space for oral practise. Several measures were implemented: grammar and vocabulary lessons were moved out of class time, classes were synchronous and not recorded with activities in breakout rooms, and digital lunches were held to build a sense of community. The chapter provides an empirical case of course adaptation and draws on this experience to offer some recommendations that other foreign language teachers can use to implement an engaging course online.

scholarly journals KRK DLA SZKOLNICTWA WYŻSZEGO W POLSCE JAKO OKAZJA DO PRZEKSZTAŁCEŃ W SFERZE KOMPETENCJI W GLOTTODYDAKTYCE. KOMUNIKAT Z WSTĘPNYCH BADAŃ NA TEMAT FORMUŁOWANIA I WALIDACJI EFEKTÓW KSZTAŁCENIA W RAMACH REFORMY SZKOLNICTWA WYŻSZEGO

Neofilolog ◽  
2019 ◽  
pp. 79-92
Author(s):  
Beata Karpińska-Musiał
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Tertiary Education ◽  
Bologna Process ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
University Teachers ◽  
Administrative Change ◽  
New Space ◽  
The Bologna Process

This article presents a theoretical discussion, supported by empirical research, about the attitudes of university teachers of foreign language in Poland towards the implementation of the National Qualification Framework for Higher Education. The opinions on the topic were collected by a questionnaire, conducted in March 2012, among representatives of 17 Polish universities. The research aimed to investigate whether institutional and administrative change connected with the reform of higher education in Poland is in any way contributing to reframing of competencies, or to the development of new competencies in foreign language teachers and researchers. The inter-nationalization of tertiary education and demands for orientation to the job market, widely discussed in literature and public debate recently, are irreversibly connected with globalization and the Bologna process. It is important to raise the question how this affects the generic and specific competencies of teacher trainers and educators. The research results revealed that academics are highly sceptical about the assumptions and effects of the implementation of the NQF. It is the author’s intention to diagnose the reasons for this in the context of seeing the NQF as creating new space for modi-fied and redefined skills, which are indispensable in the new educational reality.

scholarly journals Understanding EFL students’ learning through classroom research: Experiences of teacher-researchers

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Research Experiences ◽  
English As Foreign Language ◽  
Teacher Researchers ◽  
Academic Events

What should foreign language teachers do to help their students improve their linguistic skills? Many are the ways how teachers can support their students´ learning process. There are a variety of methods, strategies, techniques, as well as materials and resources we can rely on in order for our students to succeed in the development of their skills. Teachers can get ideas on what to do from published research, presentations at academic events, informal conversations with colleagues, online resources, and their own language learning experience. It is just a matter trying these ideas out and evaluate the extent to which they favor the enhancement of students´ linguistic competences in the target language. In line with these ideas, this book is intended to inform pre-service and in-service EFL teachers about the result of investigations conducted by English as foreign language teachers. The book is composed of five chapters which demonstrate how these teachers have taken a step further by taking the role of teacher-researchers to understand and boost their students´ performance.

scholarly journals Classroom Management: A Persistent Challenge for Pre-Service Foreign Language Teachers

2015 ◽  
Vol 17 (2) ◽  
pp. 81-99 ◽  
Author(s):  
Diego Fernando Macías ◽  
Jesús Ariel Sánchez
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Classroom Management ◽  
Teacher Education Program ◽  
Descriptive Study ◽  
Public University ◽  
Language Teachers ◽  
Management Skills ◽  
Foreign Language Teachers ◽  
Qualitative Descriptive

<p>This qualitative descriptive study aimed to ascertain the extent to which classroom management constituted a problem among pre-service foreign language teachers in a teacher education program at a public university in Colombia. The study also sought to identify classroom management challenges, the approaches to confronting them, and the alternatives for improving pre-service teachers’ classroom management skills. The results revealed that classroom management is a serious problem with challenges ranging from inadequate classroom conditions to explicit acts of misbehavior. Establishing rules and reinforcing consequences for misbehavior were the main approaches to classroom management, although more contact with actual classrooms and learning from experienced others were alternatives for improving classroom management skills.</p><p>Este estudio cualitativo descriptivo buscó determinar en qué medida el manejo de clase constituye un problema para docentes practicantes de lenguas extranjeras en un programa de licenciatura en inglés en una universidad pública Colombiana. El estudio buscó identificar los desafíos de manejo de clase, el enfoque para afrontarlos, y las alternativas para mejorarlos. Los resultados revelaron que el manejo de clase es un problema serio que va desde condiciones inadecuadas del salón hasta actos explícitos de indisciplina. Establecer reglas y consecuencias por indisciplina fueron el principal enfoque de manejo de clase mientras que mayor contacto con sitios de práctica y aprender de otros con experiencia fueron alternativas de mejoramiento.</p>

scholarly journals METHODOLOGY OF FLIPPED LEARNING TECHNOLOGY APPLICATION IN THE PROCESS OF TRAINING OF PROSPECTIVE FOREIGN LANGUAGE TEACHERS

2019 ◽  
pp. 153-160
Author(s):  
Oksana Kovtun ◽  
Valentyna Krykun
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Professional Training ◽  
Educational Process ◽  
Language Teachers ◽  
Learning Technology ◽  
Flipped Learning ◽  
Foreign Language Teachers ◽  
Technology Application ◽  
Advantages And Disadvantages

The modernization of Ukrainian education and its orientation towards the preparation of a new generation of teachers, integration into the European educational space in the context of dynamic growth of information and mass communication in social networks, constant updating of social and humanitarian knowledge require new approaches to the organization and content of professional training of future teachers. The article actualizes the necessity of introducing new methods and technologies in teaching that would meet the challenges of the time; the methodology of application of the flipped learning technology is considered. The instrumental possibilities of the introduction of the «flipped learning» technology in the process of preparation of future foreign language teachers are revealed. The essence of the technology of «flipped classroom» and the relevance of its integration into the teaching of a foreign language in modern higher education institutions are investigated. The advantages and disadvantages of its use for teachers and students are highlighted. Possibilities of introduction of the model of the flipped classroom in the educational process of HEI are determined. The algorithm for ensuring the effectiveness of flipped learning is outlined. It is stated that the use of the «flipped learning» technology if it is methodologically correctly applied, will contribute to the development of the digital competence of the teacher and the development of students' scientific skills, enhancing their motivation and success.

scholarly journals Engaging foreign language students via hybrid learning

2020 ◽  
Vol 1 (2) ◽  
pp. 28-37
Author(s):  
Brita Banitz ◽  
Patricia Lanners Kaminski
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Flipped Classroom ◽  
Implementation Process ◽  
Hybrid Learning ◽  
Language Teachers ◽  
Target Language ◽  
Learning Needs ◽  
Foreign Language Teachers ◽  
Learner Engagement

Our article aims to encourage foreign language teachers at higher education institutions in Mexico to implement hybrid learning in their classrooms in order to increase learner engagement with the foreign language and to provide more opportunities to practice the target language outside the classroom. We begin by defining hybrid or blended learning and some of its advantages, distinguishing this mixed method from the flipped classroom. We then discuss and exemplify in greater detail which tools we have chosen to support the online component of our classes and how we have implemented them. We conclude our article with a brief discussion of three concrete challenges we faced during the implementation process and how we resolved them reaching our conclusion that the implementation of hybrid learning needs to be well planned if it is to support the language learning process of our students.

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