Short videos on the “TikTok” platform as a means of developing sociocultural skills in English language learners

2021 ◽  
pp. 25-34
Author(s):  
Evgeny V. Gorobtsov ◽  
Roman D. Lopatin ◽  
Peter J. Mitchell
Keyword(s):  
English Language Learners ◽  
Distance Learning ◽  
Language Learners ◽  
English Language ◽  
Educational Process ◽  
Educational Institutions ◽  
Rapid Spread ◽  
Pedagogical Innovations ◽  
Educational Potential

The tense epidemiological situation caused by the extremely rapid spread of COVID-19 has accelerated the transition of educational institutions to distance learning, which, in turn, has entailed colossal changes in the choice of teaching tools and made pedagogical innovations an in-tegral part of the educational process. However, the importance of online communities in learning was noted even before the transition to distance learning, since many teachers used social net-works as an effective channel of communication with their students. In addition to communication, social platforms can be used to achieve other goals, including solving educational problems. Despite the fact that social platforms were initially created for group communication and creativity and were not associated with education, every year they are becoming an increasingly common means of exchanging information and organizing the educational process. Social platforms may help managing a wide variety of educational tasks and solve the problem of organizing a productive learning process. The study considers the role of videos in foreign language teaching and the educational potential of short videos from TikTok, their advantages and possibility of integration into the educational process in order to increase the efficiency and quality of education, and the role of the teacher in organization of such activities.

scholarly journals Educational potential of the topic "Media" for developing students’ lexical competence: the case of British course books

2019 ◽  
pp. 183-188
Author(s):  
Yelena Yu. Filimonova ◽  
Dzhamilya Kh. Godina ◽  
Yekaterina V. Kaliberdina
Keyword(s):  
Language Proficiency ◽  
Cognitive Abilities ◽  
English Language ◽  
Proficiency Level ◽  
Language Courses ◽  
The Media ◽  
Publishing Houses ◽  
Lexical Competence ◽  
Educational Potential

This paper examines lexical and thematic characteristics of the topic "Media" as presented in integrated English language courses by leading British publishing houses. The authors give reasons for the necessity to determine the scope of contents pertaining to this topic, its structure, intrinsic problems and its didactic specifics for lexical competence development of students of non-language related fields. The empiric material of the paper is comprised of intermediate to advanced level course books. Based on their analysis, the authors have prepared the general thematic classification of the discovered aspects of this conceptual domain and have described the distribution of thematic elements within each major aspect indicating the language proficiency level. The thematic elements are exemplified by lexical units and tasks aimed at speaking practice. The authors conclude that the content component of the "Media" topic in the analysed courses is not just topical, but also possesses remarkable potential for developing students’ communicative competence, creative and cognitive abilities.

scholarly journals The educational potential of podcasts in the context of formation human legal culture: a new format and new opportunities media sphere

2021 ◽  
Vol 54 (6) ◽  
pp. 443-459
Author(s):  
Olga N. Tomyuk ◽  
◽  
Anna V. Diachkova ◽  
Alexander A. Kerimov ◽  
Andrei Yu. Dudchik ◽  
...  
Keyword(s):  
New Media ◽  
English Language ◽  
Personality Development ◽  
Legal Culture ◽  
Cultural Development ◽  
Educational Process ◽  
Time Period ◽  
The Media ◽  
English Speaking ◽  
Educational Potential

Problem and goal. The development of new media, new modern IT technologies is also aimed at promoting legal content. New formats of the media sphere create new opportunities for dialogue on legal culture. The aim of the article is to study the educational potential of podcasting in the context of the formation of the human legal culture. Materials and research methods. Methodological approaches: cultural-historical approach for revealing personality as a product of cultural development, contextual approach for understanding the role of public opinion in personality development, competence-based approach for identifying the educational process in podcasts and selecting content for the construct “legal culture”, personality-oriented approach for understanding self-developing and self-regulating personality in the process of forming a legal culture. An empirical study was carried out using the GetPodcast application on search queries for podcasts by words or phrases correlated with the theoretical construct “legal culture” in Russian and English, the time period for placing a podcast in the application was measured; the research is based on measuring, systematizing, comparing, summarizing, monitoring, interpreting the results of researching the audio content of podcasts. Research results. In 2020, on average, more than 2.5 million episodes on legal culture in English and more than 17.5 thousand in Russian were created in the media sphere. The authors calculated that the number of podcasts by one key concept in English is on average 234 times higher than the number of podcasts in Russian, which indicates the active spread of the new format of the media sphere throughout the world, while the demand for English-language podcasts is objectively higher. The growth rate of the number of podcasts in 2020 averages 66% and 58% for Russian-speaking and English-speaking podcasts, respectively, while the growth over the past six months is higher: 97% and 72%, respectively. This can be explained by the pandemic situation and forced self-isolation, as well as digital globalization and digital competencies of the population. Discussion and conclusion. The authors came to the conclusion that podcasts, as a new format of the media sphere, have educational potential, which must be used to a greater extent for the formation of the human legal culture. At the same time, the educational potential reveals the cognitive and epistemological interest of the listener. Podcasts form socially significant and personally necessary knowledge of a legal nature and meaning, which to a greater extent affects the condition and result of the process of forming human legal culture.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Student's Say: ‘What If My Clients End Up With a Chinese Accent?'

ASHA Leader ◽  
2013 ◽  
Vol 18 (3) ◽  
pp. 64-65
Author(s):  
King Kwok
Keyword(s):  
Graduate Student ◽  
English Language Learner ◽  
English Language ◽  
Language Learner

A graduate student who is an English-language learner devises strategies to meet the challenges of providing speech-language treatment.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Children's Nonword Repetition Tasks and English Language Learners

2010 ◽  
Vol 11 (3) ◽  
pp. 73-79
Author(s):  
Sara C. Steele ◽  
Deborah A. Hwa-Froelich
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Language Impairment ◽  
English Language ◽  
Nonword Repetition ◽  
Adopted Children ◽  
Typically Developing ◽  
Bilingual Speakers ◽  
Internationally Adopted Children ◽  
English Speaking

Nonword repetition performance has been shown to differentiate monolingual English-speaking children with language impairment (LI) from typically developing children. These tasks have been administered to monolingual speakers of different languages and to simultaneous and sequential bilingual English Language Learners (ELLs) with mixed results. This article includes a review of the nonword repetition performance of monolingual and bilingual speakers and of internationally adopted children. Clinical implications for administration and interpretation of nonword repetition task outcomes are included.

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