scholarly journals Edward August Landié, author of Polish coursebooks for French language teaching, and Samuel Orgelbrand, his publisher

2019 ◽  
Vol 13 ◽  
pp. 197-222
Author(s):  
Teresa Maria Grabowska
Keyword(s):  
Significant Contribution ◽  
Language Teaching ◽  
Publishing House ◽  
French Language ◽  
Book Market ◽  
Language Teacher ◽  
High Position

The article presents Edward Landié (1788-1853), author of popular coursebooks for French language teaching, and its publisher, Samuel Orgelbrand (1810-1868), who highly contributed to the development of the book market in the Kingdom of Poland, in the years 1840-1868. Landié was of French origin and Orgelbrand – of a Jewish one. Both started their activities in Warsaw in the years 1829-1930. E. Landié reached the high position of the Warsaw French language teacher and became an outstanding author of coursebooks. S. Orgelbrand managed an outstanding Warsaw publishing house. Their cooperation is an example of a significant contribution of different environments into the development of education and culture not only in Warsaw but the whole trapped Poland.

scholarly journals Understanding Language Teaching: An Educational Perspective

2014 ◽  
Vol 2 (1) ◽  
pp. 80-83
Author(s):  
Ravi Bhushan
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
Empirical Studies ◽  
Educational Theory ◽  
Language Learner ◽  
Classroom Teaching ◽  
Second Language Teaching ◽  
Language Teacher ◽  
Personal Qualities ◽  
Educational Treatment

Notwithstanding the prolonged debate on teaching methods, the concept of language teaching as such has remained less developed. It is not only gradually emancipating itself from the method debate through conceptual schemes, empirical studies and classroom observation, a more deliberate interpretation of second language teaching in terms of educational theory is needed. An educational interpretation of language teaching is clearly interdisciplinary; linguistics, sociolinguistics, cultural studies and educational theory. The model developed by two educational researchers Dunkin and Biddle (1974) for the study of classroom teaching distinguishes four main categories of variables; presage, context, process and product. In their seminal book The Study of Teaching, Dunkin and Biddle critically examine classroom teaching in terms of these essential factors/ relationships. Moreover this model identifies two principal actors; the language teacher and the language learner. The teacher like the learner brings to language teaching certain characteristics which have bearing on educational treatment; age, sex, previous education and personal qualities and social context. This paper would examine the educational dimension of second language teaching with an aim to equip a language teacher with effective tools of ELT.

scholarly journals Moving Beyond Self Introductions to Sharing Self Exploration and Expression

2012 ◽  
Vol 36 (6) ◽  
pp. 27
Author(s):  
Ellen Motohashi
Keyword(s):  
Language Acquisition ◽  
Language Teaching ◽  
Learning Task ◽  
Language Teachers ◽  
Language Teacher ◽  
Teachers And Students ◽  
Based Instruction ◽  
Opening Up ◽  
And Task

Language teachers can easily get caught up in the mechanics and outcome-based instruction of language teaching. Too often, the pedagogic relationship between the language teacher and learner are defined according to the narrowly defined discourse and task-based nature of the learning task designed for language acquisition. Pushing back the boundaries on this relationship and opening up opportunities for self-expression and self exploration through an introductory task termed Self Maps helps teachers and students to move beyond formulaic introductory exchanges and express themselves more deeply in their unique and singular individuality. 語学教師は授業の際、文の構造や学習の成果についとらわれがちである。また多くの場合、語学教師と学習者の関係は、言語習得のためにデザインされた、狭義でのディスコースやタスクに基づく学習活動の性質によって決まってしまう。この両者の間の境界を押し広げ、セルフマップという自己紹介活動を通して自己表現と自己探求の機会を与えることにより、教師と学習者は紋切り型の自己紹介を超え、個々の唯一無二の個性をより深く表現できるようになる。

Language teacher research engagement

2010 ◽  
Vol 43 (4) ◽  
pp. 391-429 ◽  
Author(s):  
Simon Borg
Keyword(s):  
Professional Practice ◽  
Teacher Research ◽  
Language Teaching ◽  
Language Teachers ◽  
Research Knowledge ◽  
Language Teacher ◽  
Reading Research ◽  
Professional Activities ◽  
Research Engagement ◽  
Educational Literature

The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.

Book review: Farrell, T.S.C. (2017). Sociolinguistics and Language Teaching. Alexandria, Virginia. TESOL Press, vi + 50 pp.

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
William Lake
Keyword(s):  
Teacher Development ◽  
English Language ◽  
Language Teaching ◽  
Language Teacher

Sociolinguistics, an area not traditionally grouped into TESOL curricula, occupies the limelight in Farrell's fresh addition to the English Language Teacher Development series. Here, educators will find the relevance of sociolinguistics for themselves and their students via accessible summaries of established sociolinguistics research and poignant reflective discussion questions.

Founder of the Kazan Dermatological School, Professor A.G. Ge (To the 150th anniversary of his birth)

1993 ◽  
Vol 74 (2) ◽  
pp. 171-173
Author(s):  
G. G. Nureyev ◽  
R. Z. Zakiev
Keyword(s):  
Medical Faculty ◽  
French Language ◽  
Venereal Diseases ◽  
Language Teacher ◽  
150Th Anniversary ◽  
The Family ◽  
The Right ◽  
Compulsory Subject

The teaching of skin and venereal diseases as a compulsory subject at the medical faculty of the Kazan Imperial University began in 1872. Previously, this discipline was considered optional and its teaching was entrusted to obstetricians-gynecologists, surgeons and other specialists. The first head of the department was Alexander Genrikhovich Ge. He was born on October 26, 1842 in the family of a French language teacher at the 1st Kazan gymnasium. In 1865 he graduated from the Faculty of Medicine of Kazan University with the right to present a thesis for the degree of Doctor of Medicine. From the fall of 1866 A.G. Ge worked in the Kazan provincial zemstvo hospital, where he headed the women's syphilitic department. In 1868, Alexander Genrikhovich defended his thesis for the degree of Doctor of Medicine and in 1870 was sent abroad at the expense of the Ministry of Iarod Education for 2 years abroad to study skin and venereal diseases. During this time, he worked in the clinics of the largest dermatologists - Gebra, Siegmund and Zeisl, in the laboratories of Stricker and Brcke (in Vienna and Wrzburg).

A Love of Learning

2017 ◽  
Author(s):  
Samir Simaika ◽  
Nevine Henein
Keyword(s):  
Early Education ◽  
Arabic Language ◽  
French Language ◽  
English Teacher ◽  
Language Teacher ◽  
The Bible ◽  
European Languages ◽  
Love Of Learning ◽  
The Church

This chapter describes Marcus Simaika's early education. Marcus began his education at the Coptic Patriarchal School, founded by Patriarch Cyril IV and entirely maintained by the Coptic patriarchate. At school, Marcus studied the Bible and learned Coptic, Greek, and Arabic. His father forbade him to learn any European languages, believing that they would distract Marcus from ecclesiastic studies and interfere with his plan of consecrating him to the service of the Church. In his memoirs, Marcus recollects most of his teachers, including Sheikh Muhammad al-Kinawi, his Arabic language teacher, and Mikhail Effendi Abd al-Sayed, his English teacher. The chapter also discusses Marcus's time at the Collège des frères des écoles chrétiennes, where he studied the French language.

Core Practices for World Language Teaching in the United States During the COVID-19 Pandemic

2022 ◽  
pp. 24-40
Author(s):  
Francis John Troyan ◽  
Emre Başok ◽  
David R. Carr
Keyword(s):  
United States ◽  
Teacher Education ◽  
Language Teaching ◽  
The United States ◽  
Language Teachers ◽  
World Language ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Core Practices ◽  
Based Instruction

This chapter presents the results of a nationwide questionnaire of world language teachers in the United States (n=135) that sought to examine how they perceived the impact of the COVID-19 pandemic on their ability to enact certain “core practices” for world language teaching. Quantitative analysis of Likert items and qualitative analysis of open-ended questions allowed for the examination of the teacher's perceptions of their practice related to three core practices that have been identified as essential to the work of contextualized, standards-based instruction. The findings contribute to an understanding of the realities of world language teaching during the COVID-19 pandemic, the disruptions created by it, and the challenges faced in carrying out the work of world language teaching. Given these insights, suggestions are made for ways forward for the work in core practices in world language teacher education, as well as for pedagogies for practice-based world language teacher education.

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