scholarly journals Aufgabentypen bei der Didaktisierung von Materialien zu den Spuren der deutschen in der Geschichte von Kiew

2020 ◽  
Vol 54 (2) ◽  
pp. 7-19
Author(s):  
Svitlana M. Amelina
Keyword(s):  
Language Education ◽  
German Immigrants ◽  
Historical Materials ◽  
European Guidelines ◽  
The Common ◽  
Design And Construction

The article is devoted to the problem of didactization of linguistic and historical materials about the activities of German immigrants in the territory of Kyiv. The main focus is on the choice and justification of the types of tasks for using these materials during German classes. It is determined that semi-open and open types of tasks are optimal in the process of didactization of these materials. A number of tasks have been developed on the basis of materials on the contribution of German architects to the design and construction of recognized architectural monuments of Kyiv. It has been found that the proposed assignments are appropriate to use for students at B1 + level in accordance with the Common European Guidelines for Language Education. The developed tasks are based on the following principles: communicative orientation, activity orientation, intercultural sensitization, and scaffolding.

Design Flexibility of Growing and Transformable House in Malaysia

2010 ◽  
Vol 168-170 ◽  
pp. 545-548 ◽  
Author(s):  
Nangkula Utaberta ◽  
Nurhananie Spalie ◽  
Nurakmal Goh Abdullah
Keyword(s):  
Affordable Housing ◽  
Third World ◽  
Property Development ◽  
Housing Type ◽  
Design Flexibility ◽  
The Common ◽  
Cultural Tensions ◽  
The Masses ◽  
Design And Construction

The ubiquitous terrace house is undeniably the most popular and affordable housing type in Malaysia. It has long been considered as one of the densest forms of property development and has become the common typology of accommodating the masses for this country. However, in Malaysia (like other third world countries), the design of a house has never grow from novelistic idea of style and revivalism. As stated by Tajuddin Rasdi (2003), housing in Malaysia has been plague with various issues for decades. We are currently living separate and individual lives in the sea of congested modern housing and we will be forever plagued by the mercy of crime, climate, cultural tensions and threats from accidents. For the last 50 years it has never grown to create the idea of community and fulfill the true need of a family with its culture and context called ‘Malaysia’. Based on our paper N. Utaberta (2009), we have identified the ability of traditional Malay house to grow and transform based on the need and interest of one family. This paper tries to study and evaluate the flexibility of a low rise house in Malaysia. It will explore some design and construction framework based on the flexibility of our traditional (timber) Malay house of growing and transformable house.

scholarly journals THE COUNCIL OF EUROPE, THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES AND ENGLISH PROFILE

2019 ◽  
Vol 1 (1) ◽  
pp. 35-38
Author(s):  
A. Green
Keyword(s):  
Human Rights ◽  
Language Teaching ◽  
Language Education ◽  
Council Of Europe ◽  
Member States ◽  
The Common ◽  
Communicative Approach

The Russian Federationis one of the forty-seven member states that make up the Council of Europe. The Council is probably best known for its work in the fields of human rights and legal affairs, but it has also played a key role in language education with many important initiatives, most notably its central role the introduction and promotion of the ‘communicative approach’ to language teaching.

scholarly journals WIELOJĘZYCZNOŚĆ I MIĘDZYKULTUROWOŚĆ W POLSKIM KONTEKŚCIE EDUKACYJNYM – REALISTYCZNE CELE CZY MITY EDUKACYJNE?

Neofilolog ◽  
2018 ◽  
pp. 153-172
Author(s):  
Mirosław Pawlak
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Empirical Studies ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Conference Presentations ◽  
Or Methodology ◽  
The Common ◽  
Everyday Realities

Over the last decade or so, mainly under the influence of the Common European Framework of Reference for Languages, it has been assumed, often entirely uncritically, that the key goals of foreign language peda-gogy should be the development of multilingualism and multicultural-ism. Although these goals are barely mentioned in the current core cur-riculum and they do not really find a reflection in coursebooks or every-day teaching practice, the pedagogical recommendations stemming from numerous conference presentations, research studies or methodology textbooks for pre-service and in-service teachers indicate that such a sit-uation should be subject to change because it is not sufficiently reflective of the latest theoretical proposals. A question arises, however, to what extent these goals can in fact be accomplished in our educational context in which additional languages are taught and learned as foreign rather than second, and, despite increasing opportunities in this respect, out-of-school contact with such languages is often still very limited. The pa-per aims to address this question, mainly focusing on the difficulties in-volved in fostering multilingualism and multiculturalism, both with re-spect to the relevant regulations concerning language education in Po-land, everyday realities of foreign language teaching and learning, the limitations of teacher training as well as problems involved in conducting empirical studies.

scholarly journals Culture and the Common European Framework for Languages: A Comparative Corpus Analysis of 2001, 2018 and 2020 Texts

2021 ◽  
Vol 8 (4) ◽  
pp. 15-27
Author(s):  
Mustafa Dolmaci ◽  
Hatice Sezgin
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Corpus Analysis ◽  
Target Language ◽  
Common Basis ◽  
Curriculum Guidelines ◽  
The Common ◽  
N Gram

In order to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”, The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the “new culture” formed by the encounters of people coming from different cultures.

scholarly journals From Yasashii Nihongo in non-disaster times towards a plurilingual language education approach: an outlook from the perspective of “reasonable accommodation”

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 52
Author(s):  
Hideaki Ito ◽  
Alexander Tokarev
Keyword(s):  
First Language ◽  
Language Education ◽  
Disaster Mitigation ◽  
Reasonable Accommodation ◽  
Council Of Europe ◽  
Psychological Burden ◽  
Language Minorities ◽  
Alternative Approach ◽  
The Common ◽  
Communicative Space

In order to address labor shortages, starting April 2019 the Japanese government introduced two new visa categories, and it can be expected that the growing number of foreign residents living and working in Japan will be increasing further in the foreseeable future. Within this context, the notion of Yasashii Nihongo or Simplified Japanese has been gaining attention over recent years. Originally designed as a tool for transmitting information in disaster-related situations and proposed for disaster mitigation purposes, at present it is being advocated as a means of communication to be used in non-disaster situations as well. The authors argue that ultimately Yasashii Nihongo for non-disaster situations may be just a means to an end. Seen from the perspective of “reasonable accommodation”, a concept prevalent in the domain of disability studies, they assert that by de facto creating a new linguistic category making it a tacit prerequisite to communicate in “Japanese only”, Yasashii Nihongo is but a concept geared towards the language majority (speakers using Japanese as their first language) and is potentially serving no other purpose than to alleviate the psychological burden of having to speak in a language other than Japanese, thus potentially leading to a new form of discrimination towards language minorities. Offering an alternative approach for improving multicultural communication aimed at establishing a communicative space based on openness, equality, and mutual respect for each other’s cultural, linguistic and ethnic identities, the authors propose the introduction of language education based on the notion of plurilingualism, as outlined in the Common European Framework of Reference for Languages (CEFR) by the Council of Europe.

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