No-Level Brick Foreign Language Education: Definition of the Field and Explanation of the Purposes – Japanese Language Classroom as Case Study

2020 ◽  
Author(s):  
Marcella Mariotti
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Japanese Language ◽  
Language Classroom ◽  
Definition Of

scholarly journals Fighting covert discrimination by concept learning. A study of the pedagogical value of one Pestalozzi training resource in Norway.

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Inger Langseth
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Concept Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Democratic Citizenship ◽  
University Of Technology ◽  
Language Classroom ◽  
Teacher Students

This article discusses approaches to teaching democratic citizenship in English and foreign language education (FLE) in Norway. The article is based on a training resource developed within the Council of Europe Pestalozzi programme (Huber Mompoint-Gaillard, 2011; Huber, 2012). The aim of the training resource is to develop an understanding of how to teach covert discrimination. The objective is to understand to what extent conceptual understanding and collaborative learning can empower students’ democratic citizenship and contribute to fighting discrimination, bullying violence, racism, extremism, xenophobia and intolerance in society. Qualitative data was gathered during one seminar for ten teacher students held at the Norwegian University of Technology and Science in November 2013. The case study shows that the Pestalozzi approach to Education for Democratic Citizenship and Human Rights Education has the potential to deepen Norwegian teacher students’ understanding of covert discrimination and inspire them to include democratic citizenship in their foreign language teaching. One important result is that concept learning, in combination with collaborative learning, strengthens the awareness of covert discrimination and prepares the ground for fighting covert discrimination in the foreign language classroom.

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

scholarly journals A Critical Analysis of the Representation of Japanese Culture in Japanese Language Textbooks

2019 ◽  
pp. 127-150
Author(s):  
Katarina Šukelj
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Critical Analysis ◽  
Language Education ◽  
Foreign Language Education ◽  
Intermediate Level ◽  
Japanese Culture ◽  
Japanese Language ◽  
Cultural Content ◽  
Language Textbooks

Obtaining both linguistic and cultural competence in order to develop communicative proficiency is considered important in modern foreign language education, and various textbooks are used for that purpose in the field of Japanese language education in Croatia. Therefore, it is also important to examine the cultural content that these textbooks present to learners. To accomplish this goal, three intermediate-level Japanese language textbooks were critically analysed, with a focus on the portrayal of “Japanese culture”. The framework for the analysis was created by combining the findings of several previous studies, and was used to examine categories of topics presented under the designation of “culture”, or more specifically, “Japanese culture”, the prevailing types of culture presented, and to whom the culture is presented as belonging. The issue of whether or not certain ideologies relating to Japanese culture are reflected in the content of the textbooks was also investigated.

Integrating Recent CALL Innovations into Flipped Instruction

2017 ◽  
pp. 161-167 ◽  
Author(s):  
Edo Forsythe
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Research ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Language Classroom ◽  
The World ◽  
Foreign Language Classroom ◽  
Educational Methodology

With flipped learning becoming a normalized part of foreign language educational methodology, it is important to understand its past so that we, as teachers, can consider the future. This chapter reviews the pedagogical basis supporting flipped learning and discusses the recent research into the use of flipped learning methodology, primarily in the foreign language classroom. This survey encompasses studies done in Japan and around the world. Recent studies were analyzed to develop general guidelines for how to flip instruction, which are provided herein with suggestions for administrators to institutionalize the practice of flipped education. This chapter concludes with suggestions for future research into the field of flipped learning in foreign language education.

Integrating Recent CALL Innovations into Flipped Instruction

2016 ◽  
pp. 270-277
Author(s):  
Edo Forsythe
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Research ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Language Classroom ◽  
The World ◽  
Foreign Language Classroom ◽  
Educational Methodology

With flipped learning becoming a normalized part of foreign language educational methodology, it is important to understand its past so that we, as teachers, can consider the future. This chapter reviews the pedagogical basis supporting flipped learning and discusses the recent research into the use of flipped learning methodology, primarily in the foreign language classroom. This survey encompasses studies done in Japan and around the world. Recent studies were analyzed to develop general guidelines for how to flip instruction, which are provided herein with suggestions for administrators to institutionalize the practice of flipped education. This chapter concludes with suggestions for future research into the field of flipped learning in foreign language education.

Instructional Guidance for Promoting Creativity in English as a Foreign Language Writing Classrooms: A Korean Case Study

RELC Journal ◽  
2021 ◽  
pp. 003368822110666
Author(s):  
Hyun-Ju Kim ◽  
Stewart Gray ◽  
Christopher Lange
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Mind Mapping ◽  
Instructional Techniques ◽  
Creative Ability ◽  
South Korean ◽  
Instructional Guidance ◽  
Language Writing

As student creativity is increasingly emphasized in English as a Foreign Language education, it is necessary to consider instructional techniques to encourage it. This study examines the effectiveness of two instructional techniques on creative writing performance of English as a Foreign Language students in a South Korean university. These techniques are variations of brainstorming known as mind mapping and SCAMPER. Survey data from the participants ( n = 39) were analysed to determine which technique resulted in higher levels of perceived creative output (essays). Additionally, a creativity rubric was developed and used to assign analytic scores to the essays to examine the relative benefits of the two techniques for high and low creative ability students. Results show that SCAMPER produced statistically significantly higher levels of perceived creative output. The essays written using SCAMPER generally received higher creativity scores than those written using mind mapping, though this difference was not statistically significant. Finally, results suggest that both techniques may help to narrow the performance gap between high and low creative ability students.

Telecollaboration in Foreign Language Curricula

2020 ◽  
pp. 958-980
Author(s):  
Linda van der Kroon ◽  
Kristi Jauregi ◽  
Jan D. ten Thije
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Mutual Understanding ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Time Space ◽  
Collaborative Construction ◽  
Adequate Understanding

The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how the use of digital communication means in foreign language education can contribute to the development of intercultural understanding when communicating with peers across borders. Understanding is the result of a collaborative construction of shared knowledge, which can be supported through the use of meta-communicative devices (MCDs) (). This case study investigates how pupils used communication strategies during video communication sessions to achieve intercultural understanding. Results reveal that task-based telecollaboration sessions offer learners the opportunity to achieve mutual understanding by utilizing a variety of meta-communicative devices that help the learners to compare their cultures in relation to time, space and habits, verify meaning and clarify utterances.

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