Liberating Language Education

2022 ◽  
Keyword(s):  
21St Century ◽  
Language Education ◽  
Point Of Entry

This book engages with new ways of understanding language that include other resources and practices and bring to the fore its messiness, unpredictability and interconnectedness. The chapters illustrate how a translingual and transcultural orientation to language can provide a point of entry to reimagining language education in the 21st century.

21st CENTURY IN GERMAN LANGUAGE LEARNING : IMPLEMENTATION OF CYBERGOGY CONCEPT

2021 ◽  
Vol 7 (2) ◽  
pp. 122-135
Author(s):  
Eldaa Crystle Wenno
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Learning Process ◽  
Language Education ◽  
21St Century Learning ◽  
German Language ◽  
Learning Needs ◽  
Study Program ◽  
Descriptive Case Study ◽  
The Times

As a place for learning activities, educational institutions must adapt to the times to not be viewed as a threat in the current era of education 4.0. Along with 21st-century learning needs to foster students' creative, innovative and competitive attitudes by implementing technology as an auxiliary medium in the learning process to produce quality students. This research is a descriptive case study to explore the application of the cybergogy concept about facing the challenges of learning in the 21st-century, especially in lecturing German in the courses offered by students. The sample in this study were students in semesters II, IV, and VI of the German Language Education Study Program, with 35 students. The instruments used in this study were questionnaires, interviews, and document review. Data from questionnaires, discussions and document reviews were analyzed using descriptive statistics referring to the Milles and Huberman stages. The results showed that the concept of cybergogy had been applying 30% synchronously and 70% asynchronously. On average, 93-94% of students and lecturers have used technology-based media in the German language learning process because of the availability of teaching materials and supporting facilities for information and communication technology to face 21st-century learning.

scholarly journals DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF PRACTICAL KEY TEACHING COMPETENCES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2019 ◽  
Vol 5 (1) ◽  
pp. 47-55
Author(s):  
Made Gede Dwi Susantha S. ◽  
Sri Sumarni
Keyword(s):  
21St Century ◽  
Integrated Assessment ◽  
Word Processing ◽  
Teaching Practice ◽  
Rapid Development ◽  
Language Education ◽  
Assessment Instrument ◽  
Assessment Instruments ◽  
Study Program ◽  
Course Planning

The rapid development of information and communication technology (ICT) in this 21st century arises a new major challenge in education. 21st century learning challenges require the assessment instrument to be integrated with the ICT competences which is not yet accomplished by the existing assessment instrument. This study aims to design ICT competence-integrated assessment instruments of practical key teaching competences courses. This research adapted Design and Development Research (DDR). The used of DDR stages are need analyzing, designing. prototype and evaluation. The data were taken from the existing assessment instruments from seven different universities in Indonesia. The result of the research shows that first, the existing assessment instruments make use of ICT in extent of technology literacy where the ICT competences indicators that mostly used were using word processing software by following standard conventions, using ICT resources to enhance their productivity and download resources from websites. Second, based on the need analysis the researcher designed the procedures of integrating ICT competences into table of specification of practical key teaching competences. Third, the researcher designed the table of specifications of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. Fourth the researcher designed the ICT competences- integrated assessment instrument test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. The last, the researcher designed the ICT competences-integrated assessment instrument non-test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice.

scholarly journals STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Listyani - Listyani
Keyword(s):  
21St Century ◽  
Academic Writing ◽  
21St Century Skills ◽  
English Language ◽  
Classroom Interaction ◽  
Language Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
English Language Education ◽  
Writing Classes

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions. The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions.

scholarly journals Remigration in Lithuania in the 21st Century: Readiness of the Education System to Accept Students from Returning Families

2020 ◽  
Vol 3 ◽  
pp. 6-15
Author(s):  
Jurgita Bagdonaitė
Keyword(s):  
Empirical Research ◽  
21St Century ◽  
Education System ◽  
Scientific Literature ◽  
Language Education ◽  
Research Data ◽  
Educational Institutions ◽  
The Moment ◽  
Effective Integration

The article analyses the readiness of the Lithuanian education system to accept children from returning families. Moreover, it determines the problems and describes the factors hindering the effective integration of remigrant children. The summarised scientific literature is illustrated by empirical research data. Based on the aforementioned data of this study, it is concluded that the concept of education of remigrant children is ever-changing. The main obstacles that Lithuanian educational institutions are facing at the moment are Lithuanian language education and nurturing, a lack of tolerance and competencies of educators. The development and creation of a cooperative environment within the school is determined to be one of the most successful methods to facilitate the job of educators.

English language assistants in the 21st century

2019 ◽  
Vol 1 (2) ◽  
pp. 219-243 ◽  
Author(s):  
Eva Codó ◽  
Jessica McDaid
Keyword(s):  
21St Century ◽  
Soft Power ◽  
English Language ◽  
Native Speaker ◽  
Language Education ◽  
Foreign Language Education ◽  
Travel And Tourism ◽  
Global Travel ◽  
Media Data

Abstract Although the figure of the English language assistant (ELA) dates back a long while, its current popularity is unprecedented in some areas of the world. Such is the case of Spain, where the goal of raising English standards among the younger generations has become a national obsession. Using critical ethnographic methods, this paper examines the experience of three British LAs placed in secondary schools in Barcelona. It draws on a focused case study of one of them – combined with ethnographic snapshots of the other two, interviews with school teachers and regional programme administrators, relevant programme publications, and social media data. The analysis reveals three major tensions shaping the ELA experience in the 21st century revolving around: (a) the underspecified and unskilled nature of the job; (b) its culturalist imagination and state diplomacy mission; and (c) the native speaker ideology constituting its raison d’être. This paper provides new insights into the intertwining of the ELT infrastructure with global travel and tourism capitalised as skill boosters for employability purposes, and showcases the importance of foreign language education as a soft power tool.

Teaching Foreign Languages in the Twenty-First Century

2017 ◽  
pp. 92-113
Author(s):  
Sarah Gretter ◽  
Ager Gondra
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Expertise ◽  
First Century ◽  
Teacher Experience ◽  
Foreign Languages ◽  
Technology Standards ◽  
Hybrid Teaching

This chapter explores the case of a hybrid Spanish program where technology, standards, and teacher expertise in foreign language education are merged to bolster students' learning. The chapter identifies the instructional elements relevant to 21st century foreign language education, and depicts the transactional relationship between technology, standards and teacher experience in a Spanish hybrid teaching environment. Finally, we provide a set of recommendations for current and future Spanish educators, as well as foreign language educators in general based on the experiences shared by students, educators, and administrator in the program.

Postcolonial Indian Experiences

2020 ◽  
Keyword(s):  
Cultural Studies ◽  
Foreign Language ◽  
21St Century ◽  
Pop Culture ◽  
Language Education ◽  
Global Scale ◽  
Foreign Language Education ◽  
Literary Texts ◽  
Indian Diaspora ◽  
Teaching Literature

The 21st century has seen a growing importance of India in foreign language education. Not only has globalisation led to a reshaping of life in India itself, but, on a global scale, the enlarging Indian diaspora has resulted in a spreading and reflection of Indian (diasporic) experiences in economy, literature and (pop)culture. This anthology provides perspectives of how to read and teach these ‘faces’ of postcolonial India. Thereby, it focusses on a variety of literary texts worth implementing in teaching units. The articles take the perspective of literary and cultural studies as base and aim at interconnecting it to major concepts and theories of teaching literature and culture. Finally, it is the aim of this anthology to provide ideas of how to actively teach the different ‘faces’ of postcolonial India in the (advanced) intercultural EFL classroom.

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