scholarly journals CONTENT LANGUAGE INTEGRATED LEARNING. THE NEW APPROACHES TO COMPETENCES DEVELOPMENT

2016 ◽  
pp. 60-64
Author(s):  
I. I. Filipovich
Keyword(s):  
Foreign Language ◽  
Age Groups ◽  
Integrated Learning ◽  
Language Teacher ◽  
New Approaches

The aim of the article is to analyze the criteria of evaluation of a Foreign Language teacher. It reviews professional and personal set of characteristics which affect the quality and the result of his work. The article uses the results of the surveys conducted among students of different abilities and age groups.

Psychological and pedagogical conditions for the implementation of content and language integrated learning (CLIL) as a method of professional orientation of secondary school students of the humanities classes

2021 ◽  
pp. 164-172
Author(s):  
Arthur S. Belousov
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Proficiency ◽  
Secondary School Students ◽  
Current Trend ◽  
Integrated Learning ◽  
School Students ◽  
Language Teacher ◽  
Professional Orientation ◽  
Foreign Language Proficiency

The current trend of changing education has affected all stages of education. Innovations have affected the secondary school classes (grades 10–11) of an ordinary Russian school. Now we are dealing with a model of specialized classes, which consists in dividing students into classes according to main subjects. It should be noted that the current state of grades 10–11 is characterized by an increasing interest in the humanities profile of education, which encourages methodologists to search for new and optimal methods of teaching foreign languages. Recently, the content and language integrated learning (CLIL), which consists in studying a school subject through a foreign language, has become especially popular. The article considers the main psychological and pedagogical conditions for the use of content and language integrated learning for the purpose of professional orientation of students of the secondary school humanities classes. The analysis of the existing methodological literature allowed the author to identify certain psychological and pedagogical conditions that allow teaching secondary school students a foreign language on the basis of content and language integrated learning. These include: the use of tasks that reflect the specifics of the preparation of the corresponding profile of higher school education, which allows students of the humanities classes of secondary school to get acquainted with future activities in a foreign language by performing problem tasks; professional orientation of training; the required level of foreign language proficiency of secondary school students at the moment of graduating from school at the B2 level; the distribution of students by the level of foreign language proficiency; intra-profile diversity, which takes into account the development of various branches of the humanities; competences of a foreign language teacher; motivation of secondary school students to learn a foreign language through content and language integrated learning. Special emphasis in the paper is placed on the competence of a foreign language teacher who conducts his course on the basis of content and language integrated learning.

scholarly journals Mind the Gap: Age-Related Differences in Students’ Perceptions of English Foreign Language Teacher and Motivation

2021 ◽  
Author(s):  
Morana Drakulič
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
English Language ◽  
Age Groups ◽  
Personal Characteristics ◽  
Teaching Methodology ◽  
School Students ◽  
Language Teacher ◽  
Age Related ◽  
Context Of Learning

The present paper addresses the age issue in the context of learning English as a foreign language in instructional settings. Our attention has been directed towards the examination of potential differences in students’ perceptions of their foreign language teacher and motivation in relation to age. A total of 592 participants attending higher grades of elementary school participated in the research. The results have shown that students’ perception of English language teacher characteristics and competences varies in relation to age. Although elementary school students perceive their language teacher to be the most competent in the area of instructional competences, younger students seem to put more emphasis on teacher’s personal characteristics over professional competences. The study also indicates differences in motivation, with an accentuated decline in relation to students’ age. The study offers a valuable information for teachers and policy makers and emphasizes the need for further adjustment of teaching methodology to various age groups.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

scholarly journals Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

2021 ◽  
pp. 136216882110317
Author(s):  
Amparo Lázaro-Ibarrola ◽  
Raúl Azpilicueta-Martínez
Keyword(s):  
Foreign Language ◽  
School System ◽  
Primary Schools ◽  
Positive Attitude ◽  
School Context ◽  
Great Influence ◽  
Motivation To Learn ◽  
Integrated Learning ◽  
Young Learners ◽  
Regional Language

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group ( n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group ( n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.

Bilingual, Esol and Foreign Language Teacher Preparation: Models Practices, Issues

1979 ◽  
Vol 13 (1) ◽  
pp. 105
Author(s):  
Marilyn McDivitt ◽  
John F. Fanselow ◽  
Richard L. Light
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Language Teacher
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