scholarly journals Mobility in Learning: The Feasibility of Encouraging Language Learning on Smartphones

2011 ◽  
pp. 228-233 ◽  
Author(s):  
Keith Barrs
Keyword(s):  
Language Learning ◽  
Daily Life ◽  
Language Education ◽  
Proper Place ◽  
Language Curriculum ◽  
Cultural Phenomenon ◽  
Learning Contexts

Technology can be defined as anything which humans have created to shape their environment, from individual tools used in daily life to the systems and institutions which guide and define our societies. As such, technology is a “social and cultural phenomenon” (Kukulska-Hulme, 2009, p. 158) which “cannot but influence the ways in which people learn” (Beetham & Sharpe, 2007, p. 6). Within language learning contexts, one of the main discussions about technology is in the integration, or normalisation (Chambers & Bax, 2006), of the technology into the language curriculum. This concept of normalisation is when the technology is “as invisible and natural as whiteboards and pens” (p. 466) and it is only with this invisibility that technology will “have found its proper place in language education” (p. 466).

CLIL, Bilingual Education, and Pluriliteracies

2020 ◽  
pp. 1-13
Author(s):  
Leonor María Martínez Serrano
Keyword(s):  
Language Learning ◽  
Bilingual Education ◽  
Language Education ◽  
European Language ◽  
Pedagogical Tools ◽  
Public And Private ◽  
Language Curriculum ◽  
The Public ◽  
The World ◽  
European Language Policies

The so-called language gap is not a modern invention, since language is power and a form of taking dominion over the world in humans' intellectual confrontation with reality. Historically, there has been inequality in language learning and mastery as a way to access knowledge and to achieve self-fulfillment in both the public and private spheres. This chapter explores the concept of language gap from a diachronic perspective and the way in which the Andalusian education system has taken actions emanating from European language policies, aimed at bridging the language gap among young people through initiatives of great impact on content and language education, such as the consolidation of bilingual education programmes through the CLIL approach and pedagogical tools like the Integrated Language Curriculum, the European Language Portfolio, and the School Language Project.

scholarly journals Translation as Adaptation for Language Pedagogy

Linguaculture ◽  
2014 ◽  
Vol 2014 (1) ◽  
pp. 63-72
Author(s):  
Sara Laviosa
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Transformative Power ◽  
Language Curriculum ◽  
Language Pedagogy ◽  
Making Sense ◽  
Cultural Exchanges ◽  
Chinese Learners ◽  
Teaching Unit

Abstract This paper explores, within an ecological perspective on language learning (cf. van Lier 2004), the valuable role that translation as adaptation can play in mediating and making sense of cross-cultural experiences in the multilingual language classroom. The aim is to develop a multilingual pedagogy that includes translation as adaptation as an integral part of the language curriculum in order to foster translingual and transcultural competence, this being the goal of foreign language education in the 21st century (cf. MLA 2007:2). The first part of the paper introduces the theoretical framework that conceptualises translation as being closely related to adaptation. It then analyses salient scenes from Gianni Amelio’s bilingual drama La stella che non c'è/The Missing Star/L'Étoile Imaginaire (2006) filmed in Italy and China and screened in competition as part of the 2006 Venice Film Festival. Moving on from research to pedagogic practice, the final part of the paper outlines a teaching unit that is based on the film and is aimed at undergraduate L1 Chinese learners of Italian and L1 Italian learners of Chinese. The objective of the pedagogic unit is to raise awareness of the transformative power enshrined in linguistic and cultural exchanges mediated by audio-visual translation as an eminent example of adaptation.

scholarly journals MATERIAL EVALUATION AND NEED ANALYSIS IN SYLLABUS DESIGNING

2017 ◽  
pp. 128-134
Author(s):  
Shailendra Pandey
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
General Term ◽  
Modern World ◽  
World Language ◽  
Language Curriculum ◽  
Material Development ◽  
Print Materials ◽  
Definition Of

The study draws insights to teacher and learners in terms of teaching material development. Teaching of the second language has been an important issue in modern world. It is not only an area of teaching but also an area of economic concerns. As a natural outcome that brings out, there is a hard competition among the publishers to obtain the high quality of the teaching materials. Any language learning process traditionally needs print materials or non-print materials (Reinders and White, 2010; Richards, 2001, p. 251; McGrath, 2002, pp. 125-136). The current paper is an assessment of the English Language curriculum that is taught in the colleges across Gujarat. Through this paper, it is focused on whether the curriculum fulfills learners’ needs. Curriculum is used as a general term for the entire organized teaching plan of a subject. Syllabus refers to a pre-defined teacher and supervisor definition of how the curriculum will be accomplished over a predefined period. A curriculum can consist of a number of syllabi. In many parts of the world, language education programs are designed following a syllabus-driven approach, that is, the syllabus determines what kind of materials will be prescribed and in what ways they can be implemented for the classroom teaching. In certain educational contexts, the syllabus even determines how materials should be designed in the first place.

Understanding Learner and Instructor Attitudes Toward and Use of Mobile-Assisted Language Learning

2020 ◽  
pp. 1-34
Author(s):  
Ana Gimeno-Sanz ◽  
Valentina Morgana ◽  
Julie Van de Vyver
Keyword(s):  
Language Learning ◽  
Mobile Apps ◽  
Language Education ◽  
Point Of View ◽  
Target Groups ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Mobile Assisted Language Learning ◽  
Research Areas

This chapter offers insights into the benefits and drawbacks of adopting mobile learning in language education, both from a theoretical as well as a practical point of view. A survey was designed to explore pedagogically sound practices and provide a better understanding of the current and future role of MALL on language learning, specifically in higher education (HE). Comparison between the two target groups (learners and teachers) produced results to aid in aligning and narrowing distances between the learners' independent usage of MALL in informal learning and the instructors' perception of how mobile apps can or should be integrated into the language curriculum. The chapter proposes a number of research areas that require further exploration in MALL and with a set of recommendations in terms of embracing MALL practices in language learning and teaching.

CLIL, Bilingual Education, and Pluriliteracies

2022 ◽  
pp. 1503-1515
Author(s):  
Leonor María Martínez Serrano
Keyword(s):  
Language Learning ◽  
Bilingual Education ◽  
Language Education ◽  
European Language ◽  
Pedagogical Tools ◽  
Public And Private ◽  
Language Curriculum ◽  
The Public ◽  
The World ◽  
European Language Policies

The so-called language gap is not a modern invention, since language is power and a form of taking dominion over the world in humans' intellectual confrontation with reality. Historically, there has been inequality in language learning and mastery as a way to access knowledge and to achieve self-fulfillment in both the public and private spheres. This chapter explores the concept of language gap from a diachronic perspective and the way in which the Andalusian education system has taken actions emanating from European language policies, aimed at bridging the language gap among young people through initiatives of great impact on content and language education, such as the consolidation of bilingual education programmes through the CLIL approach and pedagogical tools like the Integrated Language Curriculum, the European Language Portfolio, and the School Language Project.

scholarly journals Language as a Socio-Cultural Phenomenon in the Native Language Teaching System of Basic and Secondary Schools

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 105-109
Author(s):  
Vilija Salienė
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Language Learning ◽  
National Culture ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Language Education ◽  
Analytical Description ◽  
Cultural Literacy ◽  
Cultural Phenomenon

The 2010–2014 strategy of schools that implement Lithuanian language general education programmes lists the key objectives and tasks of Lithuanian studies teaching and education as well as criteria for evaluating the results of implementation. It is stated in the strategy that when pupils perceive and create the Lithuanian language as their own, they strengthen their identity, self-esteem and dignity. The Lithuanian language curricula in secondary schools should therefore reflect the key provisions of the Lithuanian language education strategy. It is stated in the secondary education programme that in addition to general knowledge and skills in various academic subjects, secondary school should encourage socio-cultural literacy. Language learning in general education schools is one of the main fields of general education. Sociocultural literacy is understood in the programme as the development of social maturity, formation of national and civil identity, preparation for living in a multicultural world, development of tolerance towards cultural diversity, and development of trust in one’s own national culture. When the purpose of the Lithuanian language as an academic subject in basic schools is discussed, it is stated that one of its main tasks is to learn about the language as part of national culture, understand cultural traditions, and develop these traditions in a creative manner. The objective of the present article is to study what requirements for the analysis of language as a socio-cultural phenomenon are raised in the general curricula of basic and secondary schools and how the requirements raised correspond to the Lithuanian language teaching strategy in general education schools. To achieve this objective, the following tasks were set: 1) to discuss the topic of language as a socio-cultural phenomenon within the framework of the general Lithuanian language curricula in terms of content; 2) to analyse how curricula requirements and school textbooks reflect the provisions of the Lithuanian language curricula and Lithuanian language teaching strategy. The object of the research covers the general Lithuanian language curricula in secondary and basic schools, textbooks, and the Lithuanian language teaching strategy. The methods of the research include analysis of professional and methodological literature and analytical description methods.

Taalonderwijs Aan Buitenlandse Kinderen op de Kleuterschool; (Een Stukje) Praktijk en Theorie.

1977 ◽  
Vol 2 ◽  
pp. 36-43
Author(s):  
René Appel
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Migrant Workers ◽  
Second Language Learning ◽  
Hidden Curriculum ◽  
Language Education ◽  
Language Curriculum ◽  
Second Language Education ◽  
Basic Characteristics

This article discusses some ideas regarding the second-language education at the kindergarten for migrant workers children. The ideas are based on opinions about the nature of the second-language-learning process and on the results of a small experiment on the usage of Dutch by foreign children. It is argued that there are a lot of similarities between the first- and the second-language-learning processes. In the first-language-learning process the parents present the child with a kind of hidden curriculum which facilitates the acquisi-tion of the syntax, semantics and pragmatics of a language. The basic characteristics of this hidden curriculum can also be used for a second-language curriculum for foreign children in the kindergarten.

Flourishing in a Second Language (FL2)

2017 ◽  
Vol 40 (2) ◽  
pp. 121-139 ◽  
Author(s):  
Antonella Strambi ◽  
Ann Luzeckyj ◽  
Antonia Rubino
Keyword(s):  
Second Language ◽  
Positive Psychology ◽  
Language Learning ◽  
Language Education ◽  
Learning Activities ◽  
First Year ◽  
Language Curriculum ◽  
Social Wellbeing ◽  
First Year University ◽  
Trial Implementation

Abstract This paper presents findings from the Flourishing in a Second Language (FL2) project – a language curriculum for first-year university students which integrates Positive Psychology (Seligman, 2002), Transition Pedagogy (Kift, 2009a), and CLIL principles (Coyle, 2006). The project aims to create learning experiences that are personally relevant, and that facilitate alignment between learners’ interests, linguistic goals, and cognitive challenges posed by the tasks, in order to increase the perceived value of language learning and sustain students’ motivation. More specifically, the project involves re-designing language learning activities typically found in beginners’ level classes, to include strategies and contents believed to facilitate transition, as well as enhance students’ psychological, emotional, and social wellbeing. In this paper, we evaluate the trial implementation of the FL2 activities integrated into the beginners’ curriculum at two different universities. Feedback obtained from language experts and practitioners in language education and Positive Psychology is also briefly discussed.

Didattica delle lingue in prospettiva interculturale: innovazione e potenzialità

2009 ◽  
Vol 14 ◽  
pp. 189-198
Author(s):  
Manuela Derosas
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Intercultural Communicative Competence ◽  
New Paradigm ◽  
Language And Culture ◽  
Learning And Teaching ◽  
Vast Literature ◽  
The Creation

Since the early ’80s the adjective "intercultural" in language learning and teaching has seemed to acquire a remarkable importance, although its meaning is strongly debated. As a matter of fact, despite the existence of a vast literature on this topic, difficulties arise when applying it in the classroom. The aim of this work is to analyze the elements we consider to be the central pillars in this methodology, i.e. a renewed language-and culture relation, the Intercultural Communicative Competence, the intercultural speaker. These factors allow us to consider this as a new paradigm in language education; furthermore, they foster the creation of new potentialities and configure the classroom as a significant learning environment towards the discovery of Otherness.

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