scholarly journals HOW CAN WE TEACH FOREIGN LANGUAGES IN THIS POST-PANDEMIC DIGITALIZED AND GLOBALIZED WORLD?

2021 ◽  
Vol 3 (5) ◽  
pp. 5-47
Author(s):  
Jacques COULARDEAU ◽  
Keyword(s):  
Artificial Intelligence ◽  
Foreign Language ◽  
School Environment ◽  
First Language ◽  
Foreign Languages ◽  
Distant Learning ◽  
The 1960S ◽  
The Uk ◽  
Globalized World ◽  
The Eu

1- What are foreign languages? First language, second language, Bilingualism. 2- Foreign language and the learner's age Before 6 - after 6 - after 12 - grown up (after 18, and older) 3- Halliday, Notional Functional, and the EU Halliday and extreme urgency in the 1960s of the Indian subcontinent's immigration to the UK. EU's Mistake. Denis Girard's double mistake. Languages are easier to learn if there is any urgency and motivation. 4- How can we create urgency for foreign languages in a school environment? a- The top best: Virtual Reality. b- Chatbot and Artificial Intelligence. c- Telephone: one-on-one student-teacher on a previously assigned or chosen document or subject. d- Balancing act: machine or teacher vs student/students (no more than three). In presential one-on-ones or several-on-ones versus distant learning/teaching. The use of Artificial Intelligence - Facial recognition cameras - capturing body and facial language. e- All along we have to understand that the learners have to be encouraged to speak of what they like or dislike, and the teacher must be able to follow and respond to the requests and provocation of the students. 5- Beyond the pandemic a- The mistake: to go back to what it was before. The pandemic must be seen as an opportunity. b- Teaching foreign languages: a Public-Private Partnership (PPP), with UNESCO, UNICEF, all companies dealing with the hardware, software, and similar projects

scholarly journals HOW CAN WE TEACH FOREIGN LANGUAGES IN THIS POST-PANDEMIC DIGITALIZED AND GLOBALIZED WORLD?

2021 ◽  
Vol 3 (5) ◽  
pp. 5-47
Author(s):  
Jacques COULARDEAU ◽  
Keyword(s):  
Artificial Intelligence ◽  
Foreign Language ◽  
School Environment ◽  
First Language ◽  
Foreign Languages ◽  
Distant Learning ◽  
The 1960S ◽  
The Uk ◽  
Globalized World ◽  
The Eu

1- What are foreign languages? First language, second language, Bilingualism. 2- Foreign language and the learner's age Before 6 - after 6 - after 12 - grown up (after 18, and older) 3- Halliday, Notional Functional, and the EU Halliday and extreme urgency in the 1960s of the Indian subcontinent's immigration to the UK. EU's Mistake. Denis Girard's double mistake. Languages are easier to learn if there is any urgency and motivation. 4- How can we create urgency for foreign languages in a school environment? a- The top best: Virtual Reality. b- Chatbot and Artificial Intelligence. c- Telephone: one-on-one student-teacher on a previously assigned or chosen document or subject. d- Balancing act: machine or teacher vs student/students (no more than three). In presential one-on-ones or several-on-ones versus distant learning/teaching. The use of Artificial Intelligence - Facial recognition cameras - capturing body and facial language. e- All along we have to understand that the learners have to be encouraged to speak of what they like or dislike, and the teacher must be able to follow and respond to the requests and provocation of the students. 5- Beyond the pandemic a- The mistake: to go back to what it was before. The pandemic must be seen as an opportunity. b- Teaching foreign languages: a Public-Private Partnership (PPP), with UNESCO, UNICEF, all companies dealing with the hardware, software, and similar projects.

English as the nativized foreign language and its impact on Serbian

English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 13-20 ◽  
Author(s):  
Tvrtko Prćić
Keyword(s):  
Foreign Language ◽  
American Studies ◽  
First Language ◽  
Foreign Languages ◽  
Official Language ◽  
International Conference ◽  
The Past ◽  
World Communication ◽  
Expanding Circle ◽  
The Status

The concept of English as the nativized foreign language – or ENFL, for short – was first proposed in 2003, at the 13th International Conference on British and American Studies, in Timişoara, Romania, in a presentation entitled ‘Rethinking the status of English today: is it still a purely foreign language?’, and subsequently published as Prćić, 2003 and 2004. Identified and described in these papers are new, additional properties of English, which have developed over the past few decades, concurrently with the establishment of English as the first language of world communication and as today's global lingua franca (for accounts of this phenomenon, see Jenkins, 2007; Mauranen & Ranta, 2010; Seidlhofer, 2011). Viewed from the perspective of the Expanding Circle (Kachru, 1985), English can no longer be considered a purely, or prototypically, foreign language, usually characterized by three defining properties: not the first language of a country, not the official language of a country and taught as a subject in schools (cf. Richards & Schmidt, 2002). Three newly emerged defining properties of English, over and above the three customary ones, set it uniquely apart from all other purely foreign languages and they will be briefly summarized below (for more extensive discussions, see Prćić, 2003, 2004, 2011a: Chapter 2, 2011b, 2014).

scholarly journals Model Pemerolehan Bahasa Arab Sebagai Bahasa Asing Pada Peserta Didik Non-Native Speaker (Kajian Teori Psikolinguistik)

2017 ◽  
Vol 2 (2) ◽  
pp. 84-94
Author(s):  
Nafiul Huda
Keyword(s):  
Nervous System ◽  
Language Acquisition ◽  
Foreign Language ◽  
Human Brain ◽  
Language Learning ◽  
Native Speaker ◽  
First Language ◽  
Foreign Languages ◽  
Two Sides

The language acquisition model of a person is one of the most interesting themes to be discussed. Especially the process of obtaining foreign languages, because in addition to the concept of acquisition of the first language in children, also has a linkage, between the process of learning the language to the acquisition of foreign languages. Of course there is a difference between the process of language learning with the process of language acquisition, especially foreign languages. At least the process of acquisition of language can be seen from two sides, namely from the side of the process of obtaining a foreign language in the frame of psycholinguistics and from the side of the process of obtaining foreign languages in the sociolinguistic framework, or in its development can also be seen in the neurolinguistic side that examines the nervous system in the human brain to the process of acquisition foreign language.

scholarly journals Review of Literature on Learners' Personality in Language Learning: Focusing on Extrovert and Introvert Learners

2020 ◽  
Vol 10 (11) ◽  
pp. 1478
Author(s):  
Maryam Cheraghi Shehni ◽  
Tahereh Khezrab
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Primary Students ◽  
Foreign Languages ◽  
English Learning ◽  
Review Of Literature ◽  
The Subject ◽  
Globalized World ◽  
Learning English

The improvement in learning English is based on how students are enthusiastic about the subject of English. Learning languages, mainly English, is a great need, even for our primary students who have the responsibility to develop in the globalized world (Muñoz, 2002). These traits are the critical parts of one’s personality because they make him unique, and what psychologists have desired to study and measure in the process of learning English as the foreign or second language. Indeed, the variations between individuals, their learning situations and the contexts where they learn are some features that can illustrate the complexity of learning a foreign language. Conversely, in research on the acquisition of foreign languages, it is essential to consider the differences between individuals, their different ways of learning styles and the environment where they are involved.

Divergence from EU on AI rules may hurt UK firms

2021 ◽  
Keyword(s):  
Artificial Intelligence ◽  
United Kingdom ◽  
New Technologies ◽  
Digital Economy ◽  
Content Type ◽  
The United Kingdom ◽  
Uk Government ◽  
The Uk ◽  
The Eu

Significance Freed from the EU’s control, London insists, the United Kingdom could become a hub for new technologies. To this end, besides setting out some other objectives, it has prepared a ten-year strategy to foster innovation in artificial intelligence (AI) systems. Impacts UK plans to adapt GDPR to favour business and innovation will be opposed by consumer and privacy activists, possibly in courts. Regulatory divergence with the EU in critical sectors such as the digital economy will hurt UK-EU ties. The UK government may struggle to benefit from partnerships developed in the EU-US Trade and Technology Council.

The importance of quality language preparation as an inseparable part of education of the Police Force members in favour of not only troublefree carrying out their job

2021 ◽  
Vol 12 (1) ◽  
pp. 65-65
Author(s):  
Peter Losonczi ◽  
Vladimír Klimo ◽  
Monika Jánošová
Keyword(s):  
Foreign Language ◽  
Police Officers ◽  
Communication Skill ◽  
Focal Point ◽  
Mother Tongue ◽  
Police Force ◽  
Foreign Languages ◽  
The European Union ◽  
Teachers And Students ◽  
The Eu

The necessity of having a good command of a foreign language is at the present time emphasized by the membership of Slovakia within the European Union. This fact is reflected both in advantages and in disadvantages following from the mentioned membership. Foreign languages represent not only an inseparable part of economic and legal processes, but in connection with law also the need for solving criminality following from various commitments within the EU. Learning of how to communicate in a foreign language should not consist in unreasonable duty of memorizing some phrases leading to the effect of their minimal or no using in practice. Communication skill, however, necessitates competent teachers having a good command of a particular foreign language, mother tongue (not only being possessor of a degree certificate) and translating techniques (not only being possessor of the so-called certified translator stamp). Each of the Slovak Police Force members has been obliged to get basic police education providing knowledge necessary for carrying out this kind of occupation. Focal point of the mentioned kind of education is a sufficient familiarization with the respective laws and, on the basis of the skill gained in such a way, the ability of implementing the gained knowledge in practice. Focusing on a particular law depends on the specialization of the future Police Force members, e.g. public order police, traffic police, border police or alien police. Eucating future police officers include also other, not less important subjects, that provide information necessary for carrying out this occupation. May schools in general tend to providing any quality education, no school is perfect just like people are not, in this case students and teachers. The effort of every school is to approach the attribute “perfect“ as much as possible. This is a process that in the “dialogue“ teacher vs. student depends on teachers themselves representing a particular school. Education success is crowned by gaining a particular certificate and is conditioned by cooperation of both participants of the “dialogue“, i.e. teachers and students. Keywords: Foreign language, Police, Memorizing

scholarly journals Tactical Language and Culture Training Systems: Using AI to Teach Foreign Languages and Cultures

AI Magazine ◽  
2009 ◽  
Vol 30 (2) ◽  
pp. 72 ◽  
Author(s):  
W. Lewis Johnson ◽  
Andre Valente
Keyword(s):  
Artificial Intelligence ◽  
Foreign Language ◽  
Evaluation Studies ◽  
Training System ◽  
Foreign Languages ◽  
Communicative Skills ◽  
Language And Culture ◽  
Learner Performance ◽  
Training Systems ◽  
Run Time

The Tactical Language and Culture Training System (TLCTS) helps people quickly acquire communicative skills in foreign languages and cultures.  More than 40,000 learners worldwide have used TLCTS courses.  TLCTS utilizes artificial intelligence technologies during the authoring process, and at run time to process learner speech, engage in dialog, and evaluate and assess learner performance. This paper describes the architecture of TLCTS and the artificial intelligence technologies that it employs, and presents results from multiple evaluation studies that demonstrate the benefits of learning foreign language and culture using this approach.

scholarly journals Am I truly monolingual? The importance of understanding linguistic experiences in monolinguals

2021 ◽  
Author(s):  
Sofía Castro ◽  
Zofia Wodniecka ◽  
Kalinka Timmer
Keyword(s):  
Foreign Language ◽  
Cognitive Functioning ◽  
Language Processing ◽  
Online Survey ◽  
Foreign Languages ◽  
Language Experience ◽  
The United Kingdom ◽  
English Speaking ◽  
The Uk ◽  
The Impact

Monolingualism has typically been understood as a homogeneous phenomenon. The linguistic experiences of monolinguals are usually overlooked when analysing the impact of foreign language experiences on language processing and cognitive functioning. In this study, we analyse the linguistic experiences of 962 English-speaking individuals from the United Kingdom (UK) who identified as monolinguals. Through an online survey, we found that more than 80% of these monolinguals had in fact learned at least one foreign language, dialect, or type of jargon. More than half of this 80% of monolinguals also used languages they had learned at some point in their lives. Moreover, nearly 40% of all the studied monolinguals confirmed that they had been exposed to foreign languages or dialects in their environment; approximately a fourth of these monolinguals who declared exposure to at least one foreign language (or dialect) confirmed that they also used these languages. Furthermore, activities that involved passive use of languages (e.g., watching TV) were occasionally carried out in foreign languages: around 26% of these monolinguals confirmed the passive use of more than one language. Lastly, around 58% of them who had visited one or more non-English-speaking countries declared the active use of foreign languages during their stay(s). These results suggest that the linguistic experiences of monolinguals from the UK often include exposure to and use of foreign languages. Moreover, these results show the need to consider the specificity of the monolingual language experience when analysing the impact of foreign languages on cognitive functioning, as differences in the language experiences of bilinguals also have divergent impacts on cognition. Lastly, monolingual experiences are different from bilingual experiences; therefore, questionnaires that target the particular linguistic experiences of monolinguals should be developed.

scholarly journals Foreign language portfolio and EU funded foreign language courses in Poland

2018 ◽  
Vol 60 (1) ◽  
pp. 59-80
Author(s):  
Joanna Kic-Drgas ◽  
Małgorzata Sikora-Gaca
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Private Life ◽  
Foreign Languages ◽  
External Financing ◽  
The European Union ◽  
Generation Z ◽  
Language Courses ◽  
Foreign Language Courses ◽  
The Eu

Abstract Due to globalization processes, the importance of the knowledge of foreign languages in almost every field of professional and private life is constantly growing. This has had an impact on the policy of many international institutions, including those in the European Union. Supporting language pluralism has been an explicit aim of the European strategy for multilingualism since 2008. The following paper presents the results of an interdisciplinary research study initiated by representatives of two different fields of science: linguistics and political science. Among the generation of young people aged between 18-24, who belong to the so-called Generation Z (White 2017: 224) and were brought up as EU citizens, the study points to a conflict between the perception of foreign language skills and opportunities to develop them using EU funds. The research aims to analyze the awareness of the EU language policy in Poland, combining questions related to people’s foreign language portfolio and knowledge about existing possibilities of learning foreign languages, as well as the ability to obtain external financing. The survey was conducted among 100 students of linguistic and non-linguistic studies and enabled the formulation of initial conclusions that are the basis for further research.

22. Joining, Leaving, Transitioning: The UK’s Relationship With the European Union

Public Law ◽  
2019 ◽  
pp. 794-835
Author(s):  
Andrew Le Sueur ◽  
Maurice Sunkin ◽  
Jo Eric Khushal Murkens
Keyword(s):  
Transition Period ◽  
The European Union ◽  
Northern Irish ◽  
European Court ◽  
Stage Process ◽  
Irish Case ◽  
The 1960S ◽  
Article 50 ◽  
The Uk ◽  
The Eu

This chapter discusses the constitutionalization of EU law, which was led by the European Court of Justice from the 1960s using the twin principles of direct effect and supremacy. These principles were fully developed by the time the UK joined the European Community in 1973. The chapter will examine the UK’s accession process with particular reference to the European Communities Act 1972 before turning to the complex three-stage process of withdrawing from the EU. In that context, the 2016 referendum, Article 50 TEU, and the UK Supreme Court’s hearing of the English case of Miller and the Northern Irish case of McCord and Agnew, will be considered. In addition, the chapter will focus on the constitutional status of the Withdrawal Agreement, the transition period, and the constitutional importance of Northern Ireland for the current and future relationship between the UK and the EU.

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