scholarly journals MODELLING ESP TEACHER IDENTITY IN UKRAINIAN TERTIARY EDUCATION

2021 ◽  
pp. 201
Author(s):  
Maryna Rebenko
Keyword(s):  
Foreign Language ◽  
Teacher Identity ◽  
Work Experience ◽  
Tertiary Education ◽  
Professional Knowledge ◽  
Literacy Skills ◽  
Language Teachers ◽  
Research Groups ◽  
Language Competence ◽  
Individual Features

In an attempt to leverage knowledge in an ESP classroom, some university teachers find not much support from the university staff and administration in Ukraine. Yet, it hardly restrains ESP teachers to eagerly develop and construe their professional identity aimed at equipping students with employability literacy skills. A two-stage survey of three different groups of respondents was conducted at Taras Shevchenko University of Kyiv, Ukraine. The findings on the open-ended questionnaire allowed designing a rank of identity constituents, which appeared to be different in research groups’ perceptions. While both language and subject teachers valued “individual features” as the most significant and “work experience” as the least, the students correspondingly ranked the other categories – “professional knowledge” and “foreign language competence”. Within the close-ended questionnaire dataset, these discrepancies vanished. All research groups agreed on the model of “ideal” ESP teacher identity as a combination of significantly ranking categories: “methods of teaching” → “professional knowledge” → “individual features” → “foreign language competence” → “work experience”. The “professional knowledge” category was estimated twice as significant as the “work experience” domain. The research results are consistent with the recent studies on teacher identity simulation. New was ranking the ESP teacher identity model on constituents’ significance based on opinions of three different social groups – students, language teachers, and subject teachers. The worked-out model could remedy ESP teacher identity ambiguity due to approach fruitfulness.

scholarly journals CLIL teachers in Finland

2017 ◽  
Vol 11 (4) ◽  
pp. 79-99 ◽  
Author(s):  
Sotiria Pappa ◽  
Josephine Moate ◽  
Maria Ruohotie-Lehty ◽  
Anneli Eteläpelto
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Identity ◽  
Primary Schools ◽  
Language Teachers ◽  
Emotional Experiences ◽  
Foreign Language Teachers ◽  
Theoretical Perspectives ◽  
The One ◽  
Intuitive Sense

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were identified were, on the one hand, hurry and frustration, and on the other hand, contentment and empowerment. Intuitive sense-giving mostly entailed reasoning, self-reliance, resilience, and empathy. Discursive meaning-giving mostly entailed the ideas of autonomy and of the CLIL team. This study highlights the need for sensitivity toward teachers’ emotions and their influence on teacher identity. It concludes with suggestions for theory, further research and teacher education.

Language teacher identity

2019 ◽  
Vol 52 (3) ◽  
pp. 281-295 ◽  
Author(s):  
Hayriye Kayi-Aydar
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Teacher Identity ◽  
Classroom Practices ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Pedagogical Choices ◽  
Language Teacher Identity

The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

Features of teaching a foreign language in the digital educational environment of the University

2020 ◽  
Vol 5 (1) ◽  
pp. 47-57
Author(s):  
Tat'yana Tancura
Keyword(s):  
Foreign Language ◽  
Social Life ◽  
Educational Process ◽  
Language Teachers ◽  
Learning Tools ◽  
Language Competence ◽  
Electronic Learning ◽  
High Level ◽  
The Impact

The article examines the impact of the digitalization process on the creation and use of modern electronic tools and technologies for teaching a foreign language in higher education. The article presents the main electronic tools and technologies that are used in the Financial University during the educational process of teaching a foreign language. The author notes the effectiveness of the implementation of the personality-oriented approach, which is provided by individualization and differentiation of training using the Bank of test tasks created by university teachers, and the electronic educational platform Rosetta Stone Advanced. The use of electronic learning tools and digital technologies allows to develop self-organization of the student. Changing the role of the teacher to the role of the manager of educational activities contributes to the formation of the ability to constant self-studying the student throughout his professional and social life. The effectiveness of the electronic learning tools use is proved by the high level of students’ foreign language competence and their assessment of the foreign language teachers’ pedagogical activity with the results of the survey "Students’ view on teachers".

The Emancipated Student: Rethinking Knowledge, Equality and Democracy

2018 ◽  
Vol 5 (3) ◽  
pp. 32-40
Author(s):  
Siavash Bakhtiar
Keyword(s):  
Education Research ◽  
Secondary School ◽  
Foreign Language ◽  
Common Sense ◽  
Work Experience ◽  
Teaching Practice ◽  
A Priori ◽  
Language Teachers ◽  
Reflexive Practice ◽  
Epistemological Obstacle

Abstract This paper’s ambition is to act as a short memento for novice language teachers. It is based on a reflexive practice that stems from my personal work experience as secondary school language teacher. Drawing upon Jacques Rancière’s portrayal of the paradoxical relation between explanation and emancipation, and Gaston Bachelard’s notion of epistemological obstacle, the article aims at giving way to a reflexion on the challenges of teaching a foreign language to a group of students coming from a particular cultural linguistic background in a secondary school. According to this perspective, which breaks away from common sense, the difficulties to learn of new language should not be understood in terms of lack or impairment, but rather as the presence of an a priori significant knowledge. From this alternative way to engage with education research emerges a political argument that does not envision equality between teachers and learners, and their emancipation, as a postponed goal, but instead as a presupposition to any democratic teaching practice.

Foreign Language Competences of Educators and Areas of Their Application

2019 ◽  
Vol 9 (1) ◽  
pp. 7-19
Author(s):  
Roman Adamczyk
Keyword(s):  
Foreign Language ◽  
Soft Skills ◽  
Language Teaching ◽  
Language Teachers ◽  
Professional Activity ◽  
Language Resources ◽  
Language Competence ◽  
Social Settings ◽  
Internet Platform ◽  
Professional Contexts

The present article provides an overview of key areas of educators’ language skills with an emphasis on foreign-language competence. Foreign language competences of educators at all levels of schooling constitute an integral part of the contemporary pedagogical activity, being historically embedded in both Czech and foreign linguistic and language teaching cultures. The latter competences form a subset of general and ´soft´ skills in the area of communication and apowerful tool of knowledge acquisition, enabling access to foreign language resources in libraries, databases and the whole of the internet platform, as well as communication in interactive social settings of conferences and other professional contexts. The article primarily focuses on foreign language competences of non-language teachers as a part of their professional erudition and on the areas of application of both productive and receptive skills, including speaking, writing, listening, reading and translation. The convergence of language teaching and content subjects resulted in the emergence of new didactic approaches that further underscore the importance and potential of foreign language competence in the professional activity of teachers.

scholarly journals Promoting Learner Autonomy Through Cooperative Learning

2019 ◽  
Vol 12 (8) ◽  
pp. 30
Author(s):  
Weixuan Shi ◽  
Ligang Han
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
Language Competence ◽  
Learning Attitude ◽  
Interest And Motivation

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey’s findings indicate that the group work helps to improve students’ learning attitude, interest and motivation. It also reveals that students’ language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.

scholarly journals Prospects of Using Foreign Language Texts of Literary Works in Teaching English at the University

2018 ◽  
Vol 7 (4.38) ◽  
pp. 659
Author(s):  
Monica-Nataliia Laurensovna Wagner ◽  
Elena Yuryevna Kartseva ◽  
Umeda Akparovna Ovezova ◽  
Daria Vladimirovna Tavberidze
Keyword(s):  
Foreign Language ◽  
Language Teachers ◽  
Modern World ◽  
Highly Qualified ◽  
Literary Works ◽  
Language Competence ◽  
Cross Cultural Communication ◽  
The Status ◽  
Sociocultural Differences ◽  
The University

At the present stage of the development of society, the need for the transition of the education system to a whole new level has become especially topical. Expanding cooperation with other states and strengthening of external links, the integration of all spheres of life makes foreign languages necessary in real human activities. This significantly changes the status of a foreign language, requiring the training of highly qualified specialists able to navigate the modern world. The relevance of the study is that foreign language literary works contain a significant explicitly and implicitly expressed culturological potential that foreign language teachers can use in the process of teaching a foreign language to students. The purpose of this paper is the analysis of the possibilities of using the cultural potential of works of foreign fiction to expand the language competence of students a significant part of whom will integrate themselves into the world scientific community in the near future. The paper shows that skills’ development of cross-cultural communication, as well as the language competence of students are the part of the process of reading authentic artistic texts, so that they simultaneously begin to understand the possible difference between their native culture and other cultures, acquire the ability to overcome sociocultural differences taking into account some cultural and regional-specific features of different countries and mastering the common factors of text construction, its functions, and realizing its main lexical-thematic line. At the same time, reading teaching should be carried out taking into account the complexity of the selected texts and simultaneously teaching the recording of the reading, the fulfillment of various creative tasks for inducing independent conclusions and judgments.  

scholarly journals Developing ICC within the Activity Theory

1970 ◽  
Vol 44 (1) ◽  
pp. 149-162
Author(s):  
Teresa Siek-Piskozub
Keyword(s):  
Foreign Language ◽  
Activity Theory ◽  
Communicative Competence ◽  
Language Teachers ◽  
Intercultural Communicative Competence ◽  
Major Goal ◽  
Foreign Language Teachers ◽  
Language Competence ◽  
Cultural Components ◽  
Adam Mickiewicz

The major goal of the article is to introduce the Activity Theory as a framework for developing intercultural communicative competence (ICC) of prospective foreign language teachers with the example of students from the Faculty of English (FE) at Adam Mickiewicz University in Poznań, Poland. I will refer to the concept of ICC resulting from the evolution of the concept of language competence in which social and cultural components have become more prominent, and for which the reference to the mythical

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.

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