scholarly journals CONCILIER FORMATION INITIALE ET PRATIQUE D’ENSEIGNEMENT DU FLE EN CONTEXTE KENYAN

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Caroline C. A. Oyugi
Keyword(s):  
Foreign Language ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Continuing Professional Development ◽  
Social Contexts ◽  
Language Teachers ◽  
School Level ◽  
Initial Training ◽  
Authentic Materials ◽  
Evolving Context

Language facilitates the sharing of one’s personal experiences with another. Thus, teaching and learning a language is anchored on interaction. The learner learns to communicate through authentic communication; in the context of a foreign language, the language is therefore both the tool and object of learning. Thematic training for teachers in the field of foreign language is scanty. The usual initial training course offers future instructors theoretical baggage in methodology, linguistics, and some literary areas. In some instances, exposure to cultural studies and emerging practices such as the use of authentic materials in language classes may take place. While the existing models largely target the adolescent public, the observations and practices meant to allow trainees to acquire baseline experience remain insufficient. The proliferation of tertiary institutions where foreign languages are taught has in turn spurred teacher mobility in response to the new opportunities. This mobility, based on the desire for professional growth, has seen teachers trained for the secondary school level moving on to adult teaching post-secondary establishments. Supposing that each public has specific learning and language needs which correspond to diverse social contexts, a number of questions need addressing: in the context of evolving needs, are instructors aware of their roles? How do they ensure that learning takes place? What mechanisms are put in place to ensure learning that responds not only to administrative demands but also to learners’ needs? In order to operate effectively across different academic and linguistic levels, are there methodological techniques that allow differentiated perception of the material at hand and more specifically in our context, facilitate learning of French as a Foreign Language? This paper is born of a study on the gaps existing between the theoretical expectations of initial training of instructors in the field of French as a foreign language and the reality on the evolving context on the ground. This paper makes certain proposals regarding the recruitment and continuing professional development of French language teachers, all with the intention of enhancing their efficiency in the field.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals Effectiveness of the use of open educational resources in the development of students’ foreign language speech skills

2021 ◽  
Vol 102 (2) ◽  
pp. 164-170
Author(s):  
G. Sarzhanova ◽  
◽  
A. Toleuzhan ◽  
S. Turbaeva ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Open Educational Resources ◽  
Language Teachers ◽  
Educational Resources ◽  
Free Access ◽  
Massachusetts Institute Of Technology ◽  
Authentic Materials ◽  
Frequent Use ◽  
The World ◽  
Institute Of Technology

The article discusses the importance of using open educational resources (OER) and the need to use the technology for the development of speaking skills in the foreign language as well. The concept of OER first emerged in the 1990s and Open Educational Resources Movement announced in 2001 that MIT's entire course catalog was being put online and the project was going to be launched at the Massachusetts Institute of Technology in 2002. This technology has a number of advantages. For example, the use of OER provides free access to textbooks, allows maximizing time efficiently, increases the interest and motivation of students and helps teachers transform classes. However, it is difficult to deny the existence of some problems regarding OER. The main disadvantages include the quality of the educational resource and the lack of Internet access in all regions of the world. But shortcomings are a ‘temporary issue’ and in the future OER will be adapted in all countries of the world to a greater extent. It will be productive to develop foreign language speech skills using OER, since it allows students to acquire new knowledge more quickly and effectively. The developments of such skills will undoubtedly occurre directly as a result of the continuing use of various authentic materials and the frequent use of these materials by foreign language teachers in the classes is a topical issue. As a result, teachers may encounter problems related to lack of suitable language teaching materials. An important condition for solving the problem is the use of OER, which helps the teacher to develop students’ required skills in the learning process.

scholarly journals La formazione degli insegnanti di italiano in Austria

2018 ◽  
Author(s):  
Cristina Gavagnin
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training System ◽  
Language Teachers ◽  
Initial Training ◽  
Apprenticeship Programs ◽  
Teachers Training ◽  
The Way

This paper describes language teachers’ training in Austria where, following a 2013 law, in 2016-17 a new initial training system was implemented nationwide. The paper then focuses on the training of Italian teachers in Carinthia, where the new training system was first tested. In this region, cornered between Latin, German and Slav Europe, Italian is, notably, the second most studied foreign language after English. Finally, Austria’s old and new initial teacher trainings are compared, and particular attention is paid to the structure of the apprenticeship programs and to the way the guidelines set out in the EPOSTL and the EPLTE, the two EU documents on teacher training, are implemented.

scholarly journals WASHBACK TO LANGUAGE TEACHERS: A REVIEW OF MODELS AND EMPIRICAL RESEARCH IN AND BEYOND VIETNAM

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Dinh Minh Thu
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
The Past ◽  
Key Innovation ◽  
Teachers Professional Development

Washback, i.e., test effects on teaching and learning, has been emerging as an attractive research topic in language training and assessment for over the past 20 years for its significant implications of test validation and fairness for both policy-makers and practitioners. Presently, it deserves more Vietnamese researchers' interest in the context of the enactment of the National Foreign Language Project 2020 (extended to 2025), which puts language assessment as a key innovation requirement. Washback operates either positively or negatively; i.e. promoting or inhibiting learning. Teachers are considered the precursor in the washback mechanism. There is only one washback model on the washback effects on teachers, which is proposed by Shih (2009). This paper aims to critically browse other washback models besides Shin’s (2009) to generate a washback framework on teachers' perceptions and practices. Previous empirical washback research on teachers in and beyond Vietnam is, then, investigated in alignment with the aspects illustrated in the framework to point out achievements and gaps in the field. A qualitative approach of document analysis of over forty studies of differing types, i.e. books, dissertations and articles, has been adopted to reach the research aim. The discussion is divided into two major parts, including the washback models pertaining to teachers to scaffold a model for teachers' perceptions and practices, and the results in empirical research in terms of the aspects mentioned in the model. Findings show that washback on teachers' perceptions ranges from perceptions of the test itself, students' language ability, teaching contents and methodology to teachers' professional development. Plus, washback on teachers' practices concerns their selections of teaching contents and methodology in class as well as their involvement in professional development. The element of professional development can be considered a new light in the reviewed washback model. This has a significant meaning by raising teachers' awareness of developing themselves professionally. The current paper expects to contribute to elaborating the scenario of washback research for interested researchers, practitioners and policymakers not only in but beyond the context of Vietnam.

Intercultural Awareness in Foreign Language Teaching: A Chinese Perspective

2016 ◽  
Vol 7 (4) ◽  
pp. 768
Author(s):  
Yinghao Li
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Intercultural Awareness ◽  
Chinese Perspective ◽  
Culture Teaching ◽  
The Status ◽  
English Culture

The paper discusses the status quo of the English culture teaching and learning in Chinese colleges. In the pedagogical level, most foreign language teachers have very vague idea of what the culture should be and what should be taught in terms of English culture. Lacking in the principled methodology in promoting students’ intercultural awareness, teachers either turn deaf to the new trend or frustrated by the communicative approach, somehow falling back to the more traditional but effective grammar-translation approach. The changing scenario of language teaching has constituted new challenges for the English educators in China. The paper proposes that more research should be channeled to the research of the paradigm of the English as an International Language (EIL) through intercultural awareness.

A review of recent research (2000–2008) on applied linguistics and language teaching with specific reference to L2 Spanish

2010 ◽  
Vol 44 (1) ◽  
pp. 78-112 ◽  
Author(s):  
Marta Antón
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Applied Linguistics ◽  
Foreign Language Learning ◽  
Social Contexts ◽  
Specific Reference ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
L2 Spanish

Esta reseña presenta una visión general de los estudios sobre español como segunda lengua en contextos educativos. La temática y el ámbito geográfico es amplio a fin de captar la diversidad de alumnos y contextos de aprendizaje de español L2 a sólo dos décadas de que la enseñanza de este idioma adquiriera ímpetu a nivel global. Los alumnos tradicionales de segunda lengua o lengua extranjera, hablantes de herencia, inmigrantes y niños indígenas presentan una variedad de contextos de investigación que contribuye y expande las disciplinas de enseñanza y aprendizaje de segunda lengua/lengua extranjera, lingüística aplicada y sociolingüística. Siguiendo tendencias iniciadas en años anteriores en adquisición de segunda lengua, y en relación con investigaciones sobre otros idiomas, los temas principales en este periodo reciente han sido la adquisición y enseñanza del sistema lingüístico, procesos de aprendizaje y su contexto social. La reseña se organiza temáticamente según estas categorías principales.This review presents a broad picture of recent work on L2 Spanish1in educational contexts. The thematic and geographic scope of the review is wide, in order to capture the diversity of learners and learning contexts of L2 Spanish, just two decades after teaching and learning the language gained impetus worldwide. Traditional second or foreign language learners, heritage learners, immigrants and indigenous children provide a variety of contexts for research that builds on and expands the fields of second and foreign language learning and teaching, applied linguistics and sociolinguistics. Continuing the trend from previous years in SLA, and in connection with research on learners of other languages, main themes in this time period have been the acquisition and teaching of the language system, learning processes, and social contexts of learning. The review is organized thematically according to these main categories.

scholarly journals O papel do professor de línguas como um agente interculturalista e humanizador em um contexto de ensino de português língua estrangeira: implicações para a formação docente

2015 ◽  
Vol 14 (1) ◽  
Author(s):  
Marta Lúcia Kfouri-Kaneoya
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Well Being ◽  
Cultural Development ◽  
Language Teachers ◽  
Discursive Practice ◽  
Academic Context ◽  
Reflective Process ◽  
Education Process

Resumo Neste artigo, discutimos a formação de professoras de línguas atuantes em um projeto de extensão de português língua estrangeira (PLE), oferecido a estrangeiros inseridos em um contexto brasileiro de imersão acadêmica. Propomo-nos a investigar o papel do professor de línguas, a partir de uma diretriz comunicativo-humanizadora de ensino/aprendizagem. Os dados da pesquisa constituem-se de reuniões pedagógicas gravadas, realizadas semanalmente entre a coordenadora e professores do projeto, no sentido de se analisar o processo de reflexão docente em busca da promoção de uma prática humanizadora em sala de aula, do bem-estar, da valorização de uma comunicação criativa, do esclarecimento dos choques culturais e do desenvolvimento de uma competência linguístico-cultural nos estrangeiros aprendizes de PLE. Tais reuniões são tomadas como ambiente potencial para a formação inicial docente crítico-humanizadora de professoras de PLE, já que sua formação acadêmica não contemplou a possibilidade de atuarem no ensino de sua língua materna como estrangeira. Os resultados também sugerem que as práticas discursivas das professoras podem, de fato, promover um ambiente humanizador de ensino/aprendizagem de PLE. Palavras-chave: português língua estrangeira; contexto acadêmico; formação intercultural e humanizadora do professor de línguas   Abstract In this article, we discuss the education process of language teachers in a Portuguese as a foreign language (PFL) institutional project, which is offered to foreigner students in a Brazilian context of academic immersion. We aim at investigating the role of language teachers from a communicative and humanizing teaching and learning approach. The research data are constituted by the recordings of pedagogical meetings between the coordinator and the teachers from the project, in order to analyze the teachers’ reflective process in search of promoting some aspects such as a humanizing practice, the students’ well-being, the valorization of creative communication, the comprehension of intercultural impacts and the linguistic and cultural development of foreign students’ competence in classroom. Such meetings are held as a potential environment to a critical and humanizing PFL teachers education process, since they do not have this kind of education during their under graduation course. The results also suggest that the PFL teachers’ discursive practice can, indeed, promotes a humanizing PFL teaching and learning environment. Keywords: Portuguese as foreign language; academic context; intercultural and humanizing language teacher education

scholarly journals “I feel like it’s giving me a lot as a language teacher to be a learner myself”: Factors affecting the implementation of a multilingual pedagogy as reported by teachers of diverse languages

2021 ◽  
Vol 11 (4) ◽  
pp. 579-606
Author(s):  
Raees Calafato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Language Learners ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Development Programs ◽  
Factors Affecting

To boost the foreign language learning process, language teachers need to know how to implement a multilingual pedagogy, that is, they should be able to draw on their and their students’ knowledge of other languages during lessons. This qualitative study explored the extent to which 21 foreign language teachers in Norwegian and Russian upper-secondary schools were willing and able to implement multilingual teaching practices and the factors that they thought affected this implementation. The findings revealed three main factors, namely, their language knowledge, their positioning as language learners, and the level of support they received, which the participants reported as strongly influencing the extent to which they were able and willing to draw on their and their students’ multilingualism as a pedagogical resource. The findings also indicated that participants did not implement multilingual teaching practices differently based on the languages they taught, although there were differences between the participants from Norway and Russia concerning the teaching of English. The study has important implications for research on language teaching and learning in multilingual environments, educational institutions, and teacher development programs.

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