scholarly journals Italian Language in the Adult Class - Didactic Unit for Adults

2015 ◽  
Vol 3 (1) ◽  
pp. 42
Author(s):  
Aida Gjinali
Keyword(s):  
Foreign Language ◽  
Children And Adolescents ◽  
Language Teaching ◽  
Practical Approach ◽  
Age Group ◽  
Italian Language ◽  
Language Class ◽  
Adult Classes

This paper aims to address foreign language and Italian respectively of the adult classes. Teaching in classes with adults is radically different from teaching in classrooms with children and teenage, this occur because students typology to teach is quite another. Teaching adults is a topic which is not studied enough because the teaching for this age group is often taken for granted. So, while teaching children and adolescents we can find countless of studies that adults age does not enjoy this privilege. The branch that deals with the study of teaching adults is Andragogy. Teaching adults depends on many factors, as an adult that has a formative his own bag round which certainly we cannot overlook. Adults also need to be clarified about the objectives of teaching, because they need to know the values that will have the information that they would take in a certain course. In a language class with adults it has a great importance the role of teacher too. He is not the pedagogical teacher but andragogic hence its formation must be such that it should recognize quite well each method, technique of teaching adults. Our paper aims to provide also a didactic unit in order to provide a practical approach to language teaching, near adult classes taking into account the psychology age their requirements and their needs

scholarly journals Arousing and managing astonishment; brief considerations on inter/cultural education in the classroom of French taught as a foreign language

XLinguae ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 41-50
Author(s):  
Jean-Claude Beacco
Keyword(s):  
Foreign Language ◽  
Personal Development ◽  
Language Teaching ◽  
Intercultural Education ◽  
Cultural Education ◽  
Cultural Activities ◽  
Language Class ◽  
Specific Teaching ◽  
Educational Potential

Due to the polysemy of culture and inter-, intercultural education receives various interpretations in the teaching of French as a foreign language. Overall, they tend to subordinate "cultural" activities to language teaching, and they make little use of their educational potential. We propose here an interpretation of "interculturality" as education to otherness, which is central in the learning of a foreign language. It can take place on a regular basis in the classroom, in the form of specific teaching sequences and without any stated linguistic objectives. These "intercultural moments" in the language class have the role of arousing astonishment (if necessary) at societal otherness, as produced by "raw" (non-explanatory/descriptive) documents concerning singular facts. They should lead to group exchanges, which aim to soften egoethnocentric or alienating attitudes and to make these encounters with a difference an opportunity for personal development.

scholarly journals Zdalne nauczanie języka obcego w edukacji przedszkolnej — ujęcie praktyczne

2021 ◽  
pp. 53-64
Author(s):  
Monika Szymańska
Keyword(s):  
Preschool Children ◽  
Foreign Language ◽  
Classroom Management ◽  
Language Teaching ◽  
Preschool Education ◽  
Practical Approach ◽  
Remote Education ◽  
Teaching Aids ◽  
Selection Of

Remote Education in the Foreign Language Preschool Education — Practical Approach Even though the children’ motivation to learn and cooperate with others is undeniably high, this tendency can still be disturbed by numerous aspects depended on the teacher, such as the classroom management, the selection of teaching aids or methods. This task become even more demanding with the necessity of remote education of preschool children. The aim of this article is to present the practical approach of the remote education in the foreign language preschool teaching process. First, the role of language teaching among the preschool children will be described. The aspects such as special needs and abilities will be emphasized. Secondly, the methods and difficulties of remote language teaching in kindergarten will be presented. Finally, the description of the practical approach will be divided into synchronous and asynchronous solutions, containing some examples of exercises.

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

The Role of Translation in Language Teaching

2015 ◽  
pp. 118-135
Author(s):  
Anna Maria D'Amore
Keyword(s):  
Foreign Language ◽  
Student Performance ◽  
Communication Skills ◽  
Language Teaching ◽  
First Language ◽  
Oral Communication ◽  
Modern Language ◽  
Foreign Language Acquisition ◽  
English Reading

With the development of approaches and methods in Modern Language teaching that favoured oral communication skills and advocated more “natural” methods of second/foreign language acquisition, methodology calling for translation in the classroom was shunned. Nonetheless, translation used as a resource designed to assist the student in improving his or her knowledge of the foreign language through reading comprehension exercises, contrastive analysis, and reflection on written texts continues to be practiced. By examining student performance in problem-solving tasks at the Autonomous University of Zacatecas, this chapter aims to demonstrate the validity of “pedagogical translation” in ELT in Mexico, particularly at undergraduate level where it is an integral part of English reading courses in Humanities study programmes, not as an end in itself, but as a means to perfecting reading skills in a foreign language and furthermore as an aid for consolidating writing and communication skills in the student's first language.

The Role of Delayed Output on Second/Foreign Language Pronunciation in Children

2021 ◽  
pp. 23-44
Author(s):  
Hana Ehbara ◽  
Martha Young-Scholten ◽  
Jalal Al-Tamimi
Keyword(s):  
Foreign Language ◽  
Classroom Instruction ◽  
Language Teaching ◽  
Computer Assisted ◽  
Training Studies ◽  
Learning English

Effective language teaching can provide children with the satisfaction of succeeding in the challenge of learning a foreign language. All these issues must be taken under consideration when researching children and their teachers. Production training is under-investigated in L2 training studies, and despite the small number of studies with adults, there are very few studies of children. Even fewer attempts have been made to compare classroom instruction with computer-assisted training. The results show that output practice has an advantage over delayed production after only three weeks of training particularly in less marked sounds. Findings also show that learning English before the age of puberty does not warrant accent-free pronunciation.

Het Belang Van Taalkunde Voor de Toegepaste Taalkunde

1981 ◽  
Vol 11 ◽  
pp. 246-257
Author(s):  
A.G. Sciarone
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Foreign Language Teaching ◽  
Linguistic Understanding ◽  
Language Courses ◽  
The Difference ◽  
And Linguistics ◽  
Task Division

Applied Linguistics is generally regarded as a multidisciplinary field in which didactics, psychology and linguistics participate. It is remarkable that within the context of foreign language teaching the focus is mainly on the didactic experiment and on the construction of psycholinguistic hypotheses. Yet for a linguistic-didactic experiment to be relevant, insight in what is to be taught, viz. language,is necessary. Many variants of language teaching could have been avoided with a better linguistic insight. Moreover, a better linguistic understanding in applied linguis-tics leads to a better distinction between the views of linguists on language didactics and psycholinguistics and the descriptions of language they give. In this paper the relation between grammar and vocabulary is discussed. It is argued that this distinction is based more on definition than on reality. Stressing the importance of the role of vocabulary does not imply denying or minimising the importance of grammar. On the contrary, the traditional task division in linguistics between grammar and lexicology has led to a sterile grammatical description. Recent tendencies in linguistics now show a more integrated description of grammar and vocabu-lary. Finally, with regard to the didactically important problem of vocabu-lary selection, some remarks are made concerning the difference between selection on the basis of linguistic properties and selection on the basis of usually arbitrary non-linguistic idiosyncrasies of words and the influence of this on teaching material. This is illustrated with examples from language courses.

Seizures and Epilepsy in Preterm and Term Neonates, Infants, Children, and Adolescents

2017 ◽  
Author(s):  
Jules C. Beal ◽  
Monika Eisermann ◽  
Sunita Misra ◽  
Phillip L. Pearl ◽  
Perrine Plouin ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Adult Population ◽  
Juvenile Myoclonic Epilepsy ◽  
Myoclonic Epilepsy ◽  
Age Group ◽  
Eeg Monitoring ◽  
Term Neonates ◽  
Seizure Semiology ◽  
Genetic Abnormalities

Children are often affected by seizure types and epilepsy syndromes that are specific to their age group and distinct from those seen in adults. At the same time, certain epilepsy syndromes affecting the adult population, such as Lennox–Gastaut syndrome and juvenile myoclonic epilepsy, often begin during childhood, as do seizures related to genetic abnormalities. The use of electroencephalography (EEG) and prolonged EEG monitoring has allowed for further insight and greater specificity in identifying and understanding seizures and epilepsy syndromes in children. This chapter reviews the role of EEG in pediatric seizures and the pediatric epilepsies, including electrographic findings in the ictal state and in the interictal period, as well as the correlation with clinical seizure semiology as it contributes to the diagnosis of epileptic phenomena. The chapter discusses EEG patterns, seizure types, and epilepsy syndromes specific to neonates, infants, children, and adolescents.

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