scholarly journals Content and Language Integrated Learning (CLIL): present and future (as a Finnish innovation)

2021 ◽  
Vol IX(256) (100) ◽  
pp. 34-38
Author(s):  
K. Ye. Stupak
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Higher Education Institutions ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Integrated Learning ◽  
Council Of Europe ◽  
Specialized Schools

The paper considers Content and Language Integrated Learning (CLIL) as one of the approaches to achieve the purpose of learning foreign languages, represented in the Common European Framework of Reference for Languages adopted by the Council of Europe in 2001. To acquire a language means not merely to obtain communication skills in one, two or even three languages, studied separately, but “to develop a linguistic repertoire in which all language skills are present,” as mentioned in the European Recommendations on Language Education. People who possess even little knowledge can achieve a certain level of communication proficiency using all their linguistic “tools”, experimenting with alternative forms of expression in different languages and dialects, using paralinguistic means (mimics, gestures, facial expressions, etc.) and radically simplifying their use of language [1; P. 19]. Researchers in Finland, whose success in the education system is recognized worldwide, are searching for methods and approaches to achieve this purpose of foreign language education. One of their attempts is Content and Language Integrated Learning (CLIL). The paper reveals: the history and the origins of CLIL. According to C. Nieminen it includes the method of immersion, created and widely used in Canada. This research also outlines the advantages and factors limiting the usage of CLIL, as well as the prospects for further implementation of this approach to the study of foreign languages in different countries. In Ukraine this training method has not yet become widely applied, only some cases of CLIL implementation take place in specialized schools and in higher education institutions at foreign language departments. Therefore, according to national scholars Ukraine focuses on improving the level of foreign language proficiency, profound research and implementation of the CLIL methodology in schools and higher education institutions all over the country.

scholarly journals The development of future teachers’ foreign language education in the context of the European Council strategic documents

2021 ◽  
pp. 88-95
Author(s):  
Iryna Onishchuk ◽  
Anastasiia Petrova ◽  
Nataliia Tonkonoh ◽  
Neonila Partyko ◽  
Diana Kochmar ◽  
...  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
Development Program ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Council Of Europe ◽  
Professional Activities ◽  
Education Science

Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.

scholarly journals Contemporary practices of foreign language preparation of future international relations specialists at universities

2021 ◽  
Vol 9 (4) ◽  
pp. 25-34
Author(s):  
Nataliia Vasylyshyna ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
International Relations ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Language Training ◽  
Methods Of Learning

The article analyzes the changes taking place in Ukrainian education during the last five years, are compared with the processes taking place in Europe, and an attempt is made to identify the main trends in the development of domestic foreign language education in the near future, allowing us to: predict probable challenges and prepare for overcoming them; focus on the main areas; to formulate new tasks, review the content, and possibly approaches to methodological training foreign language teachers taking into account these trends. Special attention is paid to the training of specialists in the field international relations is due to the fact that the process intercultural communication is significantly complicated problems due to certain differences and differences in perception of the world around us native speakers of different languages and cultures, which often leads to misunderstanding of each other, and in some cases becomes the cause of undesirable situations. The purpose of the article is to analyze the peculiarities of the development of foreign language education in Ukraine, to investigate the tendencies of the influence of the European educational system on the development of foreign language education in our country. The article highlights the results of the study of trends in the development of foreign language education in Ukraine, them influence on the formation of methods of learning foreign languages in higher education, their effective used during foreign language training of future specialists in non-language specialties in modern times stage. Some aspects of the formation and development of foreign language education at different stages of it are analyzed formation in the context of the subject of research and their relevance in modern conditions of preparation for the future specialists in the humanities in higher educational institutions of Ukraine. The main directions are clarified development of trends in foreign language education through analysis of works and research of leading experts in the field. In the frame of the study, it was revealed that the concepts of "bilingualism", "plurilingualism", and "multilingualism" in the system of higher education in Ukraine have become the significant components of foreign language training of future specialists in a particular field. The research concluded that, at the present stage of Ukraine's entry into the European educational space foreign language education is an element of cultural interaction, that promotes the formation of interests in another mentality, increases motivation, and expands the scope of international cooperation. We see the conclusions and prospects for further research in this area in a more in-depth approach to creative development and finding new ways to improve efficiency of the educational process of students of the faculties of international relations in the light of the latest requirements of the Ministry of Education and Science of Ukraine for teaching foreign languages at a qualitatively new level.

scholarly journals FOREIGN LANGUAGE TRAINING OF STUDENT YOUTH IN THE EUROPEAN UNION: ANALYSIS OF SOME RESEARCHES

2021 ◽  
pp. 105-111
Author(s):  
Roman Bezliudnyi ◽  
Vita Bezliudna
Keyword(s):  
Higher Education ◽  
European Union ◽  
Foreign Language ◽  
Higher Education Institutions ◽  
Language Education ◽  
Foreign Language Education ◽  
European Countries ◽  
Institutions Of Higher Education ◽  
Language Training ◽  
The European Union

The article presents a theoretical generalization of the researches on the problem of foreign language training of student youth in the European Union. Today in the institutions of higher education of Ukraine there is a tendency to intensify the foreign language training of each applicant for higher education. Among the many aspects in the content of education, foreign language training of higher education in Ukraine focuses on itself special attention. At the same time, it was found out that currently in Ukraine there is a complex multi-level contradiction of the following nature: The European Union prepares graduates of schools that speak a foreign language at the B2 level, and Ukrainian pedagogical higher education institutions graduate students who do not speak a foreign language at the B2 level; Ukrainian schools require from students B2 level which their teachers do not have, and therefore, in a sense, Ukrainian students may be more competent than their teachers, which is unacceptable. The analysis of foreign language training of student youth in the European Union allowed the authors to identify the achievements and features of foreign language training of student youth in some European countries in order to outline the required by the domestic education system trends in foreign language training at higher education institutions. The authors of the article analyzed the professional training of future foreign language teachers in such European countries: Germany, Poland, Slovakia, France, Italy. It was found out that such training is thoroughly researched by Ukrainian comparative scientists and is gradually introduced into the domestic system of higher education.But taking into account such tasks, problems and challenges facing Europe and Ukraine in the field of foreign language education, as well as permanent forms of cooperation within the Bologna Process, the prospects for further research the authors see in a deeper study of the process of reforming foreign language education, which brings obvious benefits to Ukrainian higher education. Keywords: foreign language education; foreign language training; student youth; European Union countries; higher education; foreign language; institutions of higher education; Ukraine.

scholarly journals Modern Regularities and Principles of Foreign Language Education of Future Specialists in International Relations in the Process of Professional Training

2021 ◽  
Vol 9 (3) ◽  
pp. 31-40
Author(s):  
Nataliia Vasylyshyna ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
International Relations ◽  
Higher Education Institutions ◽  
Language Education ◽  
Foreign Language Education ◽  
Necessary Condition ◽  
Successful Implementation ◽  
Careful Study ◽  
Developmental Potential

The relevance of this study is that in Ukraine, foreign language education acquires a special status, which is argued by the fact that language creates an effective basis for international and intercultural understanding. However, the problem of implementing intercultural foreign language education in higher education institutions needs further comprehensive analysis and solution. This is evidenced by the analysis of the state of intercultural foreign language education in the works of national and foreign scholars, which demonstrated the numerous views and scientific achievements on the successful implementation of foreign language education in Ukraine. The study of foreign languages in higher education institutions of Ukraine is an indisputable positive feature of curricula, based on the recognition that the study of languages along with significant practical, educational, educational and developmental potential is a necessary condition for the education of modern specialists in international relations. On the other hand, today it is an urgent need in terms of the chosen socio-economic vector of development of our state, as the implementation of the concept of "learning languages during life" is impossible without careful study of languages by future experts in international relations. The study allows us to identify the leading patterns and principles of foreign language education in the European Higher Education Area. In the course of the research it was found out that foreign language education of specialists in international relations is based on regularities and general didactic principles that reflect the main approaches to the organization of education, namely: developmental and educational nature of education; scientificity; regularity and consistency; accessibility; connection of theory with practice; individualization. The research concluded that an open European educational space highlights significant prospects, while requiring efforts to remove barriers and upgrade foreign language teaching and learning systems in higher education. The formation of a single European cultural and economic space actualizes the creation of parameters of "europeanness" of modern Ukrainian science, culture and education.

Development of Plurilingual Competencies through Vocationally Oriented Language Learning in Sweden

2014 ◽  
Vol 4 (3) ◽  
pp. 44-50 ◽  
Author(s):  
Larysa Movchan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Educational Institutions ◽  
International Mobility ◽  
Council Of Europe ◽  
Upper Secondary ◽  
Higher Educational

Abstract The article tackles the problem of developing plurilingual competencies through vocationally oriented foreign language in Sweden. The author analyses the pedagogical conditions of realization of plurilingual education at upper-secondary schools, vocational and higher education establishments and the aspects of teacher education for this purpose. The vocational foreign language education in Sweden is determined by the country’s multilingual policy and English is given much priority in many societal domains including educational. English and other foreign languages are used as the medium of instruction while teaching the content of other subjects. At the higher educational level students are encouraged to write research papers in English. Participation of Sweden in numerous multilingual initiatives of the Council of Europe providing the opportunities for both teachers and learners of vocational and higher educational institutions with the opportunities of the cross-border cooperation in this sphere and international mobility. Still, there is a problem of teacher’s training for teaching foreign languages in professional spheres. Using skills as a framework of foreign languages for specific purposes teachers are provided with the necessary knowledge and tools to deal with their own students’ specializations.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

Modern technologies of teaching a foreign language in the higher education system.

2021 ◽  
Author(s):  
Tat'yana Dmitrenko
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Education System ◽  
Language Education ◽  
Educational Process ◽  
Foreign Languages ◽  
Higher Education System ◽  
Intercultural Communications ◽  
Language Classes ◽  
Modern Technologies

The textbook is devoted to the consideration of modern technologies of teaching foreign languages in the conditions of updating language education in higher education. The article presents modern innovative technologies of teaching foreign languages that contribute to the intensification of the educational process and the activation of educational activities in foreign language classes. It is recommended for students studying for a master's degree — future specialists in the field of intercultural communications.

scholarly journals A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

2018 ◽  
Vol 8 (4) ◽  
pp. 72 ◽  
Author(s):  
Sevil Filiz ◽  
Aycan Benzet
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Flipped Classrooms ◽  
Performance Perceptions

Teaching foreign languages via flipped classrooms, in which the typical elements of a course are reversed, has been apopular pedagogy recently as the modern digital technology is flourishing unprecedentedly. The aim of this study isto review a selected sample of 50 studies on flipped classroom instruction in foreign language education publishedfrom 2014 to 2018 in Turkey and abroad. A content analysis was conducted for each study in terms of study years,study types, study locations, foreign languages taught, language skills taught, research methods, sampling, data tools,data analysis procedure and variables through a ‘Research Classification Form’. Results showed that studies weredone mostly as articles in 2016 in 14 countries mostly in Turkey using quantitative research designs commonly. Inthese studies, flipped classroom instruction was implemented for teaching all skills of English as a foreign language.Samples generally consisted of higher education students with lower than 50 as a sample size. In these studies, asquantitative data collection tools, achievement tests were utilized and as for analysis procedures, mean and standarddeviation were used predominantly. Additionally, the variables of Attitudes towards Foreign Language Lessons,Academic Performance, Perceptions, and Writing Performance were frequently researched. The findings obtainedfrom this study are expected to contribute to future studies conducted on flipped classrooms in foreign languageteaching.

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

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 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.

Sign in / Sign up

Export Citation Format

Share Document