Some Doubts about the Cultural Approach to Teaching Spanish

Hispania ◽  
1981 ◽  
Vol 64 (2) ◽  
pp. 266
Author(s):  
Mary H. Lusky
Keyword(s):  
Cultural Approach ◽  
Approach To Teaching

Linguocultural work on the lessons Russian and Russian as a native language as a means to promote learners’ cognitive activity

2021 ◽  
Vol 82 (4) ◽  
pp. 21-30
Author(s):  
L. N. Verkhovykh
Keyword(s):  
Cognitive Skills ◽  
Native Language ◽  
Cognitive Activity ◽  
Cultural Work ◽  
Basic Principles ◽  
Main Research ◽  
Cultural Approach ◽  
Educational Challenges ◽  
Approach To Teaching ◽  
Descriptive Method

. The paper deals with the issues of using the linguistic cultural approach to teaching Russian and Russian as a native language to boost learners’ cognitive activity. During the study, the basic principles and types of linguistic cultural work are characterised. The paper also describes areas where linguistic cultural material can be used. Additionally, a number of specific tasks facilitating learners’ cognitive skills development are given. The descriptive method is the main research tool in conjunction with some elements of comparative analysis. It was found that the linguistic cultural approach to teaching Russian and Russian as a native language is an important component in education as it enhances learners’ cognitive activity. Moreover, it provides comprehensive solutions to teaching and educational challenges.

scholarly journals A Cultural Perspective of Conceptual Change: Re-examining the Goal of Science Education

2012 ◽  
Vol 47 (1) ◽  
pp. 109-129 ◽  
Author(s):  
George Zhou
Keyword(s):  
Science Education ◽  
Conceptual Change ◽  
Classroom Discourse ◽  
Cultural Analysis ◽  
Basic Knowledge ◽  
Cultural Perspective ◽  
Cultural Approach ◽  
Intuitive Conceptions ◽  
Approach To Teaching ◽  
Scientific Attitudes

The goal of science education is usually meant to develop students’ basic knowledge, skills, and scientific attitudes as stated in many countries’ curriculum documents, with little consideration of what backgrounds students bring into the classroom. A cultural approach to education has challenged this universal goal of science education. This paper provides a cultural analysis of conceptual change and recommends an argument approach to teaching for conceptual advancement. It argues that the outcome of classroom discourse cannot be oriented to be a replacement of students’ intuitive conceptions with scientific notions, rather coexistence between scientific understanding and culture/experience-based views is considered to be a more reasonable and realistic goal.

scholarly journals Implementation of the linguistic and cultural approach to teaching Romanic languages in the system of master degree preparation

Rhema ◽  
2019 ◽  
pp. 133-147
Author(s):  
E. Grigoryeva ◽  
E. Cherkashina
Keyword(s):  
National Culture ◽  
Professional Training ◽  
Foreign Languages ◽  
New Approach ◽  
Master Degree ◽  
Cultural Approach ◽  
Approach To Teaching

The article presents the innovative experience of professional training of teachers of  Romanic languages (French and Italian) based on  linguo-cultural approach. The  stages of  the  development of  linguoculturology are  considered. A  new approach to  teaching foreign languages is  proposed, which is  implemented in  modules of  a  linguo-culturological orientation and allows students to  create professional and special competences through the  prism of  the  national culture of Roman countries.

A pragmatic approach to teaching clinical physical diagnosis

1981 ◽  
Vol 45 (9) ◽  
pp. 585-588
Author(s):  
MJ Kutcher ◽  
TF Meiller ◽  
CD Overholser
Keyword(s):  
Pragmatic Approach ◽  
Physical Diagnosis ◽  
Approach To Teaching

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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