scholarly journals THE TRANSITION TO ENGLISH TEACHING: INFLUENCES AND CONSIDERATIONS FOR FOREIGN LANGUAGE EDUCATION AND LANGUAGE PLANNING

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Tran Thi Hao
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Planning ◽  
Language Education ◽  
Transition Process ◽  
Foreign Language Education ◽  
Language Teachers ◽  
English Teaching ◽  
Study Approach ◽  
Survey Interviews

Language policy enactment processes are complex, confounded by varied forces and interests, and shaped through negotiations, interpretations and compromise. Working from this perspective, this article examines the transition process of foreign language teachers from teaching other languages to teaching English, and the influences of this process on general foreign language education and language planning. In Vietnam, even though the shift to English teaching from other languages has been noted as a phenomenon, its process with grass-roots changes and potential influences on foreign language policy enactments in the country have not been specifically examined. By employing a case study approach, this article explores the transition process at An Nam University (pseudonym), one of the universities undergoing the transition process. Drawn from a document, a preliminary survey, interviews with both teachers and leaders and observations, my study concludes that the transition process has an important role with various influences on different aspects in foreign language education in the university and in Vietnam. The study aims to provide fundamental pointers to current language policy implementation in the country as well as to other contexts undergoing similar changes.

scholarly journals Axiological Aspects of the Implementation of Russian Language Policy in Professional and Methodological Training of Foreign Language Teachers

2019 ◽  
pp. 32-43
Author(s):  
A.V. Malev ◽  
S.V. Chernyshov
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Language Education ◽  
Foreign Language Education ◽  
Russian Language ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Normative Documents ◽  
Professional Activities ◽  
Cultural Concepts

The article considers the language as the value of human existence and ethno-cultural society, which determines the importance and significance of language policy of states. The article reflects the main directions of the language policy in Russia with reference to the fundamental normative documents in this area, describes the conditions for the successful language policy in the field of foreign language education. The article presents the survey results among the students of Moscow Pedagogical State University, studying in the direction of training 44.03.01 “Pedagogical education”, which allowed to identify the degree of readiness of the students to implement the Russian language policy in their future professional activities. In conclusion, the authors propose to highlight the basic linguistic and cultural concepts in professional and methodological training of foreign language teachers and the main axiological guidelines at each level of higher education, ensuring the full implementation of language policy in foreign language education in Russia.

scholarly journals SCIENTIFIC AND PEDAGOCICAL APPROACHES TO THE FORMATIONOF PROFESSIONAL METACOMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN A SPECIALIZED SCHOOL

2020 ◽  
Vol 66 (2) ◽  
pp. 89-94
Author(s):  
Z.K. Zhanazarova ◽  
◽  
T.A. Kulgildinova ◽  
Keyword(s):  
Foreign Language ◽  
Working Conditions ◽  
Language Education ◽  
Component Composition ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Specialized School ◽  
Basic Approaches

The article discusses the scientific and methodological platform for the formation of professional metacommunicative competence of foreign language teachers in a specialized school. The content of the article reveals the basic approaches and principles of the formation of professional metacommunicative competence, which refers to the ability of students to use a foreign language for educational purposes as a tool for the development of foreign language education in a professional metalanguage aspect. The features of the component composition in determining the level of formation of professional metacommunicative competence of students are revealed. The tactical goal of training a foreign language teacher for specialized classes are described, which provides for improving the quality of training for students with the goal of mastering such technologies that give the prospect to a future teacher the ability to speak a meta- branch language in various working conditions.

scholarly journals Necessity of improvement of foreign language teaching in the Slovak Republic

2021 ◽  
Vol 12 (2) ◽  
pp. 251-263
Author(s):  
Marcela Šarvajcová ◽  
Monika Štrbová
Keyword(s):  
Focus Group ◽  
Foreign Language ◽  
Language Learning ◽  
Information Technologies ◽  
Slovak Republic ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers

Aim. The aim of the research study was to investigate the opinions of the Slovakian secondary school foreign language teachers and learn about their views on the system of education in the field of enhancement of teachers` professional qualifications. Methods. To perform the results of the study the method of focus group was used. Results. The results of the presented research show the differences between the perception of foreign language education in the past and how it appears today through the views of selected number of foreign language teachers in Slovakia. The pivotal role is played by the technological skills of the students and their ability to use information technologies instructed in foreign languages. The research results also indicate the possibilities of teachers to get in direct contact with the target foreign language as a part of their professional development. The research participants also specified the factors that they considered the most influential in the process of foreign language learning. Conclusion. The purpose of the article is to discuss the urge to achieve highly professional foreign language education in today`s technological society. As shown by the results obtained from the focus group, the teachers/participants agreed on a single highly impactful factor: family.

scholarly journals Homogenous Representations, Diverse Realities: Assistant Language Teachers at Elementary Schools

2021 ◽  
Vol 45 (3) ◽  
pp. 3
Author(s):  
Daniel Pearce
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Classroom Practice ◽  
Native Speakers ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Cultural Backgrounds ◽  
Language Classes ◽  
Native Speakers Of English

As of 2020, foreign language as a subject has become compulsory for upper grades in Japanese elementary schools, and MEXT recommends the use of assistant language teachers (ALTs) in foreign language classes. While ALTs represent diverse linguistic and cultural backgrounds, MEXT documents for Japanese teachers portray them as homogenous monolingual native speakers of English. To better understand the linguistic repertoires of ALTs, this study investigates the languages ALTs know. The findings suggest that, contrary to MEXT portrayals, most ALTs have ability in at least one language other than English. With reference to the goals of foreign language education, this paper argues that MEXT should more accurately represent the diversity of ALTs in their literature and actively promote the inclusion of their other languages in classroom practice. 2020年度より、日本の小学校高学年には教科としての外国語が必修化された。文部科学省は外国語の授業における外国語指導助手（Assistant Language Teachers: ALTs）の積極的な導入を勧めている。多くのALTが様々な言語や文化的背景を持っているにもかかわらず、文部科学省の教員向け資料における記述の多くは、未だにALTをモノリンガルの英語母語話者としてのみ想定している。ALTの運用可能な言語について調査した先行研究が不足しているため、本研究は、小学校勤務のALTを対象に、使用言語に関するアンケート調査を実施した。結果として、ALTのほとんどが英語以外に1つ以上の言語を使用できることが判明した。本論文は、外国語科目の目標に照らして、文部科学省のALTに関する資料の更新の必要性を示すとともに、ALTの持つ英語以外の言語の知識をも外国語の授業に取り入れることの重要性を主張する。

LANGUAGE POLICY AND PEDAGOGY: ESSAYS IN HONOR OF A. RONALD WALTON. Richard D. Lambert and Elana Shohamy (Eds.). Amsterdam: Benjamins, 2000. Pp. xii + 279. $65.00 cloth.

2002 ◽  
Vol 24 (1) ◽  
pp. 122-123
Author(s):  
Timothy Reagan
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Policy ◽  
Language Education ◽  
Foreign Language Education ◽  
Deputy Director ◽  
Language Policy And Planning ◽  
Language Education Policy ◽  
Policy And Practice ◽  
Policy And Planning

Language policy and pedagogy, as its subtitle suggests, is dedicated to A. Ronald Walton, who died quite young in 1996. Walton had served as the deputy director of the National Foreign Language Center (NFLC) in Washington, D.C., since its founding in 1986, and the contributors to this volume all have had direct or indirect connections to the NFLC. Further, the essays in this volume are all related to issues and areas that were of concern to Walton during the course of his career. All of that having been said, this work is considerably more than a typical Festschrift; it is in fact a timely and important contribution to the growing literature dealing with both language policy and planning studies and contemporary issues in U.S. foreign language education policy and practice.

Task-Oriented Internet Assisted English Teaching and Learning in Colleges

2014 ◽  
Vol 9 (4) ◽  
pp. 14-32 ◽  
Author(s):  
Juwu Zhang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Human Factor ◽  
Language Education ◽  
Foreign Language Education ◽  
The Internet ◽  
English Teaching ◽  
Task Time ◽  
Student Centeredness ◽  
Task Oriented

Task-Oriented Internet Assisted English Teaching and Learning (TIAETL) is a new English teaching and learning model which integrates the Internet-assisted and task-oriented teaching. This article analyzed the worldwide tendency of English teaching and prerequisites for TIAETL in colleges. The TIAETL has the following advantages: student-centeredness, convenience and flexibility, communicativeness and applicability, informativeness, comprehensiveness and motivation. In the TIAETL, human factor, technology and facility factor, and internet activity determine the success of TIAETL. The commonly-used internet activities include browsing the Internet, emailing, chatting, blogging, and so on. In the form of accomplishing Net tasks, students develop their English listening, speaking, reading, writing, translation and raise crosscultural awareness through the Internet. Finally the article expounded the implementation of TIAETL in detail from the aspects of preparation, learning resources, task, time, check and evaluation. It's expected that this article arouses the interest in the researches on and practice of TIAETL in foreign language education and thus promotes English teaching and learning.

scholarly journals OTWARTE FORMY PRACY W GLOTTODYDAKTYCE – SPECYFIKA OCENIANIA W EDUKACJI SZKOLNEJ ORAZ W AKADEMICKIM KSZTAŁCENIU NAUCZYCIELI JĘZYKÓW OBCYCH

Neofilolog ◽  
2020 ◽  
pp. 105-131
Author(s):  
Beata Peć
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
School Education ◽  
Language Teachers ◽  
Project Work ◽  
Academic Education ◽  
Teaching Objectives ◽  
Research Perspectives ◽  
The University

Open forms of work are now successfully used both in foreign language lessons and in academic education. Often, it may be difficult to assess the work of learners due to its specificity – that is, the summing and shaping of the assessment of the achievement of teaching objectives in school education and the effects of education in the didactics of the university. The question arises how to assess the work of learners during free work, while learners are working to attainment targets, working to weekly plans or doing project work. These issues will be subjected to theoretical analysis and discussed on the basis of my own empirical research in two areas of language teacher/foreign language education. On this basis conclusions will be formulated and research perspectives will be outlined with relation to school education and the academic education of foreign language teachers.

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