НОВАЯ МОДЕЛЬ ПОДГОТОВКИ СПЕЦИАЛИСТОВ В ОБУЧЕНИИ РУССКОМУ ЯЗЫКУ В КИТАЕ В НОВУЮ ЭПОХУ

В настоящее время иноязычному образованию уделяется большoе внимание. В связи с этим возникла необходимость построения новой модели обучения русскому языку как иностранному. Изменения, происходящие в Китае под влиянием инициативы «Один пояс и один путь», приведут к большим возможностям в этой области. В 2018 г. опубликован государственный образовательный стандарт обучения русскому языку в вузах на этапе бакалавриата, в котором описано настоящее состояние этого вопроса, а также его существующие проблемы и перспективы в будущем. The world we live is currently in the development mode of political, economic and cultural globalization, so foreign language education is receiving more and more attention all over the world. Thus, it is also imperative to establish a new model of teaching Russian as a foreign language in China. Meanwhile, both the changes that China has made under the “One Belt and Road Initiative” and the impact of Chinese culture’s “going out” strategy have brought new opportunities and challenges to Russian language teaching. Many Chinese experts and scholars have written several relevant articles to discuss the mode of teaching Russian talents under such new situation. In 2018, the Ministry of Education of China published the “National Standards for Undergraduate Professional Teaching Quality in Ordinary Colleges and Universities” (referred to as “National Standard”) providing a basis for the establishment of Russian professional quality standards and improving the quality of teaching Russian talents in the new era. The positioning of the “national standard” is reflected in the following three rules: 1) Professional orientation: combination of tradition and innovation. 2) Talent training: combination of comprehensive quality and practical ability. 3) Teaching staff: combination of teaching and scientific research. Meanwhile, the existing problems of Russian teaching in China are expounded.

National Standards: Research into practice

Language Teaching ◽

10.1017/s0261444812000249 ◽

2012 ◽

Vol 45 (4) ◽

pp. 515-526 ◽

Cited By ~ 9

Author(s):

Eileen W. Glisan

Keyword(s):

Foreign Language ◽

Language Learning ◽

Course Design ◽

Foreign Language Learning ◽

Language Education ◽

The United States ◽

Language Instruction ◽

National Standards ◽

The Standards for Foreign Language Learning in the 21st Century (SFLL) (National Standards in Foreign Language Education Project [NSFLEP]), originally published in 1996, were envisioned by many as the panacea for providing a new and exciting direction for foreign language education in the United States. The perceived impact of these National K-16 Student Standards has been witnessed throughout more than a decade by scholarly works that have acknowledged their role as ‘a veritable change agent’ (Sharpley-Whiting 1999: 84), ‘a vision for foreign language education in the new century’ (Allen 2002: 518), and, more recently, as ‘a blueprint and framework for change’ (Terry 2009: 17). The research that has been done on the Standards since their inception has attempted to provide concrete ways for the field to embrace this new framework and thereby realize a Standards-based curriculum and perhaps even revolutionize language education. This work has consisted largely of (1) implementational research (both with and without experimental design) that proposes specific strategies for addressing the Standards in planning, teaching, and assessment (Schwartz & Kavanaugh 1997; Abbott & Lear 2010); (2) survey research that analyzes self-reported information regarding teachers' pedagogical beliefs about the Standards and ways in which they claim to be addressing Standards in their classrooms (Allen 2002; ACTFL 2011), and (3) White papers that disseminate opinions and insights by leaders in the field regarding the impact that the Standards are having in areas such as language instruction, curriculum and course design, and educational policy (Sharpley-Whiting 1999; Donato 2009; Glisan 2010).

Reexamining the priorities of the National Standards for Foreign Language Education

Language Teaching ◽

10.1017/s0261444808005041 ◽

2008 ◽

Vol 41 (3) ◽

pp. 349-366 ◽

Cited By ~ 15

Author(s):

Sally Sieloff Magnan

Keyword(s):

Foreign Language ◽

Communities Of Practice ◽

Student Learning ◽

Communicative Competence ◽

Language Education ◽

Foreign Language Teaching ◽

National Standards ◽

The Past ◽

Five Cs

The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from sociocultural theory and the concept communities of practice, this paper questions this hierarchical ordering especially in terms of the primacy of Communication over Cultures and Communities. It is suggested that, of the five Cs, Communities should be considered the most fundamental.

Firm Performance: Does Mastering a Foreign Language Matter?

10.29007/dkzg ◽

2018 ◽

Author(s):

Remedios Hernández Linares ◽

María José Naranjo ◽

Héctor Sánchez Santamaría ◽

Mercedes Rico García ◽

Laura Fielden Burns ◽

...

Keyword(s):

Foreign Language ◽

Organizational Performance ◽

Small And Medium Enterprises ◽

Language Education ◽

Primary Data ◽

First Semester ◽

Improved Performance ◽

Medium Enterprises ◽

Over the last twenty years the impact of language in international and multinational companies has attracted significant scholarly attention, which is reflected in the growing literature. However, and despite the fact that small and medium enterprises (SMEs) constitute the engine of numerous economies worldwide, the impact of foreign languages on SMEs’ performance remains understudied. This is especially intricate because, considering that SMEs often have fewer resources, the commitment of such resources to language acquisition and foreign language education can only be justified in the case of improved performance. To address this gap, the objective of our research aims to get insights whether and how the domain of a foreign language (mainly English) affects SMEs’ performance. For this purpose, we perform an exploratory empirical study based on data collected through a telephone questionnaire during the first semester of 2017. A group of private Spanish SMEs constitutes our sample. Our work presents the results of the statistical analysis of these primary data, and contributes to a more nuanced perspective on language utility for organizational performance.

Helga Tschurtschenthaler: Drama-based foreign language learning. Encounters between self and other.

Scenario: A Journal for Performative Teaching, Learning, Research ◽

10.33178/scenario.10.1.8 ◽

2016 ◽

Vol X (1) ◽

pp. 107-110

Author(s):

Barbara Schmenk

Keyword(s):

Foreign Language ◽

Language Learning ◽

Sense Of Self ◽

Foreign Language Learning ◽

Language Education ◽

Theory And Practice ◽

Self And Other ◽

Upper Secondary ◽

Book reviews reflect the views and opinions of the respective reviewers and do not necessarily represent the position of SCENARIO. Helga Tschurtschenthaler’s study is one of the most important scholarly contributions in recent years to the field of drama-based foreign language teaching. She conducted her research in an EFL class in an upper secondary school in multilingual South Tyrol and presents a plethora of data that demonstrates the impact of drama in foreign language education on students’ sense of self as emerging multilingual subjects (Kramsch 2009). What stands out about this study, besides its detailed presentation and analysis of student data, is the fact that Tschurtschenthaler succeeds in connecting recent theoretical contributions to the fields of language education and identity to more practical considerations. Overcoming the gap between theory and practice in this domain is one of her signal achievements. “You are not you when you speak Italian. It’s as if you become someone else when you change into Italian. You don’t only sound different, but you even behave differently. Then, you’re not the person I know.” (11) These are the opening lines of the book, leading the reader directly to its main subject. Tschurtschenthaler explains that it was a ...

(Re)claiming English Language Today

Folia linguistica et litteraria ◽

10.31902/fll.26.2019.15 ◽

2019 ◽

pp. 177-185

Author(s):

Nadežda Stojković

Keyword(s):

Foreign Language ◽

English Language ◽

Standard English ◽

Collective Identities ◽

Cultural Renewal ◽

Paradoxical Situation ◽

The World ◽

The Status ◽

National Languages ◽

In the huge and most diverse discussion on the influence of the English language as a second, international, or bridge language, there are distinctive voices drawing attention to the fact that this language as nowadays so widely used in innumerable contexts, is no longer ‘owned’ by the community of speakers to whom it is mother language, those primarily of the countries from where English language originates. Moreover, the number of people speaking, or rather using English language today either as their second or foreign language, by far outnumbers people to whom it is native. Situation being such, it is further claimed the concept of ‘standard English’ reflects inherent inequality stance, for if it belongs to everyone speaking it, then insisting on the supremacy on only one of its variants means placing all those speakers of it in a subdued position, and this possibly being yet another facet of English an agent of neocolonialism and globalization (Pennycook 1998, Phillipson 1992). The spread of the English language has been much investigated as oppressive to the formation and expression of personal and collective identities, degrading national languages and through globalization diminishing the impact of local cultures (Bhaba 1990), that it challenges cultures and discourses, being the impetus for continuous re-codification and re-colonisation (Foucault 1980). However, equally significant in relevance and number, the opposing views claim English today offers an expanded community of users enabling new ways of expressing, changing, negotiating voices that offer chances for cultural renewal and exchange around the world, that the awareness of this brings “decolonizing of the colonizers mind” (Penycook 2013). Taking the flip side of the situation, English language natives are noted to be in a paradoxical situation of being expatriates from their own language, themselves “co-victims” (Bratlinger 1990). This insurgent knowledge of the status of English language today is certainly to instigate further investigation, ‘writing back’ of what ontology this language now embodies.

A Model for the Formation of Secondary Linguistic Personality through Work with Precedent Cultural Phenomena during Сlasses in the Russian Language as a Foreign Language

Integration of Education ◽

10.15507/1991-9468.099.024.202002.296-315 ◽

2020 ◽

Vol 24 (2) ◽

pp. 296-315

Author(s):

Olga B. Kanevska ◽

Kateryna V. Hostra

Keyword(s):

High School Students ◽

Foreign Language ◽

Research Work ◽

Russian Language ◽

Control Group ◽

Teaching Staff ◽

School Students ◽

School Teaching ◽

Student’S T ◽

Didactic Material

Introduction. This article considers the problem of the formation of a secondary linguistic personality through work with precedent phenomena of culture, but it does not cover all its aspects. Our purpose is to describe a model of formation of a secondary linguistic personality by dealing with the precedent phenomena of culture during Russian language lessons as a foreign language. Materials and Methods. Pedagogical forecasting and modeling were used to optimize and detail the process of the formation of a secondary linguistic personality through work with precedent cultural phenomena. To determine the quantitative and qualitative indicators of the study, statistical methods of quantitative and qualitative data processing were used (Student’s t-test). The pedagogical experiment involved schoolchildren of two secondary schools of Kryvyi Rih city (Ukraine). The sample consisted of 82 fifth-grade high school students. At the ascertaining stage, the questionnaire was conducted; at the formative stage, training was conducted typically in the control group; in the experimental group, based on the developed model; at the control stage, repeated questioning and interviews were conducted to verify the effectiveness of the model. Results. The use of the model in the learning process forms not only theoretical knowledge of the precedent phenomena of culture but also the practical skill of their use, facilitates intercultural communication, which contributes to the formation of a secondary language personality. The developed model of working with precedent cultural phenomena proved to be an effective auxiliary tool in the formation of the secondary linguistic personality. Precedent cultural phenomena can become the foundation for creating end-to-end curricula, a tool for creating didactic material taking into account innovative technologies, and the basis of training courses. Discussion and Conclusion. The results of this research work may be useful for secondary and higher school teaching staff of Russian as a foreign language.

Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil

Education and Linguistics Research ◽

10.5296/elr.v4i1.12831 ◽

2018 ◽

Vol 4 (1) ◽

pp. 45 ◽

Cited By ~ 3

Author(s):

Ana Rachel Mendes ◽

Kyria Rebeca Finardi

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Digital Literacy ◽

Teaching And Learning ◽

Language Education ◽

Information And Communications Technology ◽

Efl Teacher ◽

Efl Teacher Education ◽

The Impact ◽

Education In Brazil

Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.

The Securitization of Language Education

Applied Linguistics ◽

10.1093/applin/amy029 ◽

2018 ◽

Vol 40 (5) ◽

pp. 859-863

Author(s):

Kaushalya Perera ◽

Sinfree Makoni

Keyword(s):

Applied Linguistics ◽

Language Education ◽

Foreign Languages ◽

Ethical Challenges ◽

Teaching English ◽

The World ◽

Abstract This Forum article is a contribution to the development of a securitization perspective on language education. We construe securitization of applied linguistics as the tendency to align national goals for language education, including Teaching English as a Second or Other Language (TESOL) and foreign languages, with broader national and security agendas. Keeping in mind the impact of the World Wars I and II on securitizing language education, we illustrate the more recent impact of this due to 9/11 and the subsequent shifts in global geopolitics. Wepoint to the insidious connections that have been growing for decades between the defense sectors in various countries and regions and language education while drawing attention to the increased pace and intensity of it in current times. We conclude this piece by outlining the ethical challenges which the ongoing securitization of applied linguistics poses for applied linguists.

Teaching and learning foreign languages in Uzbekistan. CEFR: learning, teaching and assessment

International Journal on Integrated Education ◽

10.31149/ijie.v3i1.272 ◽

2020 ◽

Vol 3 (1) ◽

pp. 57-61

Author(s):

B. Tolibjonov ◽

Sh. Samandarov ◽

D. Umirzakova ◽

Y. Yunusova

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Education ◽

Foreign Languages ◽

National Standard ◽

Education Standards ◽

New Era ◽

Adoption And Implementation

The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.

Online learning and digital competence: Ukraine and the world

The Scientific Notes of the Pedagogical Department ◽

10.26565/2074-8167-2021-48-13 ◽

2021 ◽

Keyword(s):

Online Learning ◽

Strategic Decision ◽

Educational Institutions ◽

Teaching Staff ◽

Digital Competence ◽

Digital Infrastructure ◽

Significant Difference ◽

The World ◽

Teachers And Students ◽

The article is devoted to strengthening the role and importance of online learning and digital competence of teachers and students in the context of globalization and accelerating scientific and technological progress. A comparative analysis of the development of ICT, relevant electronic devices and the introduction of open online courses in the world is done. The main difficulties, shortcomings and achievements in the process of accelerating the dynamics and scale of application of online and distance learning during the lockdown period caused by the coronavirus pandemic are defined. The examples of Ukraine and the European Union show a significant difference between the countries of the world in terms of the development of material and technical base of educational institutions, digital infrastructure, access to high-quality and high-speed Internet, readiness of teachers and students to study in new conditions. There is a significant gap between global scientific and technological development and digital competence of citizens. Based on the use of historical, logical, comparative methods, principles and laws of dialectics argues the need for a deeper and more systematic theoretical understanding of current trends in ICT, rapid improvement of digital competence, especially the teaching staff. The importance of introducing in-depth, systematic and systematic research in Ukraine to assess the available technical resources, quality and prospects of digital infrastructure, the level of digital competence of citizens, the dynamics of online training courses, the impact of the social environment on education. The subject of analysis and strategic decision-making in the field of national digital policy should be relevant social, political, economic and technological problems in the country, improving the legal framework, technical re-equipment of educational institutions of all levels, increasing motivation, especially teaching staff for self-improvement and digital competence.