The Culture of Language Education. Foreign Language Teaching in Diverse Instructional Contexts

2020 ◽  
Author(s):  
Hanna Komorowska ◽  
Jaroslaw Krajka
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Instructional Contexts

scholarly journals Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching

2021 ◽  
Vol 49 (1) ◽  
pp. 289-298
Author(s):  
Valentina N. Kartashova ◽  
◽  
Natalia V. Volynkina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Teaching ◽  
Experimental Program ◽  
Skills Development ◽  
Control Group ◽  
Logical Thinking

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.

scholarly journals AN UP-TO-DATE FOREIGN LANGUAGE COURSEBOOK: FROM PAPER TO ELECTRONIC VERSION

2013 ◽  
pp. 62-66
Author(s):  
O. A. Kravtsova ◽  
D. N. Novikov
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Electronic Version ◽  
Foreign Language Teaching ◽  
Integrative Approach ◽  
Full Time ◽  
Proximal Development ◽  
Self Study ◽  
New Generation

The article attempts to articulate the conceptual characteristics of an up-to-date tertiary-level foreign language coursebook. In order to meet the requirements of modern national educational standards and be in line with the aims of foreign language teaching, a new generation coursebook, whether printed or electronic, is to be based on a set of such general didactic principles as competency-based approach, interdisciplinary approach, multilevel approach, modularity, and proximal development as well as such specific language teaching principles as authenticity, up-to-dateness, informativeness, and functionality. The authors substantiate the need for an integrative approach to developing an innovative coursebook, which consists in blending a printed and an electronic version, thus allowing for a more optimal organisation of the teaching-learning process due to a more rational proportion between classroom and self-study activities. The effective organisation of the process, in its turn, is instrumental in achieving the aims and goals of foreign language teaching. New generation coursebooks can be used not only to organise independent and self-study activities of full-time students of higher education, but also to provide a basis for various forms of distant learning, which will enable up-country students to receive high-quality (language) education.

scholarly journals INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)

2013 ◽  
pp. 49-61
Author(s):  
E. B. Yastrebova ◽  
D. A. Kryachkov
Keyword(s):  
Foreign Language ◽  
International Relations ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Per Se ◽  
Basic Features

The article analyzes how professors and students of MGIMO-University’s School of International Relations perceive innovations in language teaching.As a synergy system, language teaching relies on selfdevelopment based to a great extent on innovations, which can be initiated either from the inside or from the outside. To identify the basic features of innovations in foreign language teaching, the authors conducted a survey of professors and students of the School of international Relations. The results suggest that for most respondents the main purpose of innovations in foreign language teaching and learning is to attain a significantly higher level of communicative competence, which is seen as feasible only if fundamentally new teaching materials and computer technologies are used. According to the survey, the success of innovations largely depends on their source (innovations ‘from the top’ and innovations ‘from the bottom’) and commitment on the part of professors and students to participate in them, the latter being often prompted by their discontent with the state of play. Innovations ‘from above’ tend to be more encompassing and affect the entire system of language education, whereas innovations ‘from the bottom concern the teaching process per se. Though the survey suggests that it is innovations ‘from the top’ that tend to be more successful, the authors conclude that language education as a synergy system adopts only non-shattering innovations that address its most vital needs, thus encouraging its sustainable development.

DISCOURSE APPROACH AS METHODOLOGICAL BASIS OF A FOREIGN LANGUAGE TEACHING AT UNIVERSITY AND TECHNOLOGY OF TRANSLATION DIDACTICS

2021 ◽  
pp. 35-44
Author(s):  
О.И. Уланович
Keyword(s):  
Foreign Language ◽  
Professional Practice ◽  
Conceptual Analysis ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Intercultural Dialogue ◽  
Methodological Basis ◽  
Translation Practice ◽  
Technology In Teaching

В статье представлены результаты концептуализации ключевых положений дискурсного подхода как современной дидактической технологии в обучении иностранному языку в вузе в целом и в дидактике перевода в частности. Знание и владение иностранным языком для участия в межкультурном диалоге оценивается автором в параметрах владения дискурсом как единством деятельности, действительности и соответствующих коммуникативных жанров и речевых форм. Автором осуществлен понятийный анализ ключевых категорий и предлагаются дефиниции конститутивных понятий - «дискурсивный подход», «дискурсный подход», «дискурсивная компетенция», «дискурс-компетенция», «дискурсная компетенция», что позволило концептуализировать содержательное пространство дискурсного подхода в языковом образовании и унифицировать специализированный предметный язык для его дальнейшего системного описания и методического моделирования. Как частный случай дискурсного подхода в языковом образовании рассматривается его проекция в дидактике перевода, содержательное пространство которого предстает в аналогичных концептуальных категориях. Специфика переводческой деятельности акцентирует специфичные компоненты в структуре дискурсной переводческой компетенции: владение жанровым многообразием текстов в дискурсивном пространстве профессионального перевод, владение технологиями транскодирования дискурсообразующих элементов переводимого текста, знание социальной реальности в актуальных сферах современной переводческой практики. The results of conceptualization of key provisions of discourse approach as a modern didactic technology in teaching a foreign language in a university as a whole and in didactics of translation in particular are presented in the article. Knowledge and proficiency in a foreign language for participating in intercultural dialogue is assessed by the author in terms of discourse mastery, where discourse is viewed as a consistency of activity, reality, and corresponding communicative genres and speech forms. The author carried out conceptual analysis of key categories - discursive approach, discourse approach, discourse competence, discursive skills, discourse knowledge, which allowed to substantialize the existential content of discourse approach in language education and unify a particular subject language for its further systemic description and methodological modeling. As a particular case of discourse approach in language education is considered its actualization in didactics of translation, the framework of which is determined by the same conceptual categories. Specificity of translation as professional practice emphasizes specific components in the structure of discourse translation competence: mastery in genre diversity of texts in the discursive area of professional translation, skills of transcoding technologies application (for rendering key discourse-forming elements of the translated text), knowledge of social reality in timely areas of modern translation practice.

scholarly journals Competences for democratic culture: An empirical study of an intercultural citizenship project in language pedagogy

2017 ◽  
Vol 22 (5) ◽  
pp. 499-516 ◽  
Author(s):  
Leticia Yulita
Keyword(s):  
Human Rights ◽  
Foreign Language ◽  
Language Teaching ◽  
Empirical Test ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Human Rights Education ◽  
Democratic Culture ◽  
United Nations Declaration ◽  
Level Of Analysis

This article reports on a pedagogical intervention in foreign language teaching in higher education. It analizes the competences developed by Argentinian and UK-based students as they used Skype to design a leaflet that addressed a real world issue: the Argentinian military dictatorship and its manipulation of the 1978 Football World Cup. The data consists of students’ discussions of this highly disturbing human rights issue. A first level of analysis focused on identifying evidence of competences using the Council of Europe’s conceptual model of ‘competences for democratic culture’ (2016). In a second level of analysis, the data was categorized within the framework of Article 2.2 of the United Nations Declaration on Human Rights Education and Training (2011). This research study provides an empirical test of these two frameworks in the field of language education, an aspect that has not been investigated before. It also contributes to our understanding of the potential of intercultural citizenship projects in achieving the goals of human rights education in foreign language teaching. Results indicate the development of substantial competences for democratic culture defined in the Council of Europe’s model.

scholarly journals The Use of the Educational Function of Media in Foreign Language Teaching

2018 ◽  
Vol 4 (1) ◽  
pp. 48-57
Author(s):  
Kinga Bajorek ◽  
Sławomir Gawroński
Keyword(s):  
Mass Media ◽  
New Media ◽  
Foreign Language ◽  
Language Learning ◽  
Mass Communication ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Mobile Technologies

Abstract The use of mass communication in the field of foreign language teaching is not a new phenomenon, because traditional media have been in use in this area for a few decades. Nowadays, however, several tendencies confirming the scale of this phenomenon can be observed. Mass media, and new media in particular, are used both in the process of self-education and as an important tool used by foreign language teachers. Technological progress, the communication revolution, the spread of the Internet, and the development of new media and mobile technologies offer modern and more effective methods of language education. This article reviews the conditions relating to the relationship between mass media and language learning, taking into account the possibility of using one of the key functions of mass communication, namely its educational function. The authors, using literature analysis, defined and analyzed the causes of specific symbiosis between media tools and technologies as well as the methodology used in the field of foreign language teaching.

scholarly journals Implementation of plurilingual approach into the foreign language teaching

2020 ◽  
Vol 8 (2) ◽  
pp. 1-18
Author(s):  
Zuzana Straková
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
School Context ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Target Language ◽  
The European Union

Abstract Teaching foreign languages has adopted various approaches over the history. The last decades of dominance of the Communicative language teaching brought the tendency to insist on the target language use in the classroom in order to allow the immersion into the language. The European Union, however, started to support linguistic diversity more than two decades ago and it has left an imprint on the way foreign language teaching is approached today. Inclusion of plurilingualism in traditional school context requires the readiness of language teachers to use other languages as well as encourage learners to use their prior language experience. The present study presents the results of a questionnaire survey among student teachers measuring their attitudes and readiness to implement more than one additional language in their practice. The participants of the study (n = 118) are all future teachers of English language at both undergraduate and graduate level. The results of the survey indicate a generally positive attitude towards plurilingualism and at the same time ability of the students to rely on more than one language while teaching. The results, however, raise quite a few questions and imperatives for the content of teacher training programmes as well as for the organisation of language education in general.

Inclusion and foreign language education

2016 ◽  
Vol 167 (2) ◽  
pp. 159-189 ◽  
Author(s):  
Heiko Motschenbacher
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Present Article ◽  
Inclusive Education ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Special Environment ◽  
Educational Inclusion

Prompted by the increased visibility of inclusive pedagogies, the present article discusses the concept of “inclusion” in relation to foreign language teaching from a linguistic perspective. The foreign language classroom constitutes a special environment that poses specific language-related challenges to inclusive education. In an effort to face these challenges, the present article elaborates how linguistic research and insights can contribute to an implementation of inclusive foreign language education. In terms of theorisation, the narrower and broader senses of educational inclusion are outlined, the notion of “linguistic barrier” is introduced, and various ways in which linguistic exclusion may manifest itself are identified. It is argued that purely cognitivist approaches to second language acquisition are insufficient for achieving higher levels of inclusivity, as they do not cater for the social and contextual aspects that shape practices of exclusion and inclusion. Alternative approaches such as sociocultural theory are shown to be better equipped for this purpose. Various prominent exclusion-related dimensions are discussed with respect to their repercussions in language and linguistic practices, among them exclusion related to learners with special needs, ethnicity, gender, sexuality and non-native language users. Suggestions are made of how to proceed methodologically in linguistic investigations of exclusionary practices, with the aim of creating effective, linguistically based inclusion strategies. It is suggested that typological, discourse analytic and ethnographic linguistic approaches are most promising in this respect. The concluding section recapitulates central aspects that have surfaced in the theoretical and methodological discussion, calls for inclusion-oriented changes in foreign language teaching and highlights conspicuous parallels between the inclusive EFL classroom and English as a lingua franca communication.

scholarly journals The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

2021 ◽  
pp. 335-362
Author(s):  
Mateusz Bogdanowicz
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Background Knowledge ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Historical Background ◽  
Learning And Teaching

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

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