scholarly journals FOREIGN LANGUAGE TEACHING/LEARNING IN THE DIGITAL ERA

2019 ◽  
Vol 31 (6) ◽  
pp. 1687-1691
Author(s):  
Kujtim Ramadani

Language is generally perceived as the medium of communication of ideas and thoughts. Recent technological advancements have aided the processes of language communication. When we speak about technology, we normally refer to computers and digitalization. However, technology indeed refers to anything that is produced, assembled and that makes our lives easier. Social media previously related through television programs of any kind, can now be easily accessed through mobile devices, computers, and video conferencing software. Language teaching and learning in general, and foreign language teaching and learning in particular, have evolved in the digital age, especially as we move from single language users to a more bilingual or even plurilingual society. Foreign language takes on a new meaning in the digital age. With the emergence of Information and Instructional Technologies and their influence on teaching and learning it becomes a must to equip faculty members and students with the necessary skills to handle these developments and utilize their benefits in teaching and learning. The swift development of new technologies and their universal application in education requires innovative methods and approaches in teaching and learning a language in the digital age. This paper provides an overview of how technology has evolved in time and how it contributes to language communication, alongside political, economic and social lines in the Republic of Macedonia in general and at the Southeast European University in particular. The Mission of the University is to seek excellence in teaching and research within the higher education system in the Republic of Macedonia, by offering equal opportunities for all based on impartiality and merit. One of the key elements of the mission of the University includes active cooperation with universities in the Republic of Macedonia as well as with international universities. The main aim under which the university is governed and managed is to contribute to higher education in the Albanian language, through a mutual interethnic understanding and aims to provide a multilingual and multicultural approach to teaching and research by developing study programs according to broad European and international standards. In this respect, we will also focus on the latest trends in the area of language learning in the digital age and the efforts that our university is making in order to keep in step with them, especially through several of its units that have been specifically established with this mission in mind, such as the e-learning center and the language center.

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.


Author(s):  
Galina Grigor’evna Korsakova ◽  
◽  
Natal’ya Vyacheslavovna Zinevich ◽  
Zhanna Petrovna Popadina ◽  
◽  
...  

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.


Author(s):  
Luiza Ciepielewska-Kaczmarek

The following factors have contributed to arising new target groups in teaching foreign languages: the European Union’s claim concerning the multilingualism of its members, migrations, common mobility. As a consequence of this situation new handbooks for teaching and learning foreign languages have appeared on the market. Thus, the teacher is often confronted with the necessity of choosing the handbook, which is most adequate for the needs of a particular group of learners. The present article aims at defining the criteria of handbook selection in the light of the latest trends in foreign language teaching methodology.


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