scholarly journals BILINGUALISM IN CHILDREN’S LITERATURE ENTITLED 25 BEAUTIFUL FRIENDSHIP

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Adek ◽  
Lilia Zahra Asifa
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Education Program ◽  
Verbal Communication ◽  
Foreign Languages ◽  
Data Description ◽  
Entry Level ◽  
Food Items ◽  
Basic Level ◽  
The Way

Indonesia is one of the countries that has implemented a bilingual education program through English lessons since entry level. Therefore, this study aims to describe the effect of bilingual education on children’s language used. The object of research is a novel entitled 25 Beautiful Friendship by Annisa Zhahrotushama Balqis. Data description is managed by showing facts related to the influence of bilingualism (foreign language) on the language used by the author in her novel, such as giving names of titles, characters, places, food items, events and others. Based on the findings and results of the analysis above, it can be concluded that the massive teaching of foreign languages such as English into basic-level education has a significant impact on the way children convey their feelings and experiences in verbal communication.

scholarly journals Fremdsprachendidaktik anhand von Literatur: Reflexion über Stereotype

2016 ◽  
Vol 79 (5) ◽  
Author(s):  
Gesa Singer
Keyword(s):  
Foreign Language ◽  
Empirical Studies ◽  
The Self ◽  
The Other ◽  
Foreign Languages ◽  
Model Concept ◽  
Teaching Literature ◽  
Productive Work ◽  
The Way

Stereotypes are often based on concepts of mentalities and ‘images of the self’ and the ‘other’. This is the way they appear in language. In modern didactics of foreign language the focus is mostly set on cultural contrast. Meanwhile a more profound analysis and reflexion on stereotypes is lacking. This piece of work intends to illustrate, based on practical examples (in German as a foreign language), how the use of literature can contribute to a critical and productive work and discussion on stereotypes. Recent research on intercultural didactics of foreign languages as well as empirical studies are applied in this part of a model concept of teaching literature through dialogue and interaction. Students learn to comment thoughtfully on ‘self’ and ‘foreign’ imagery. It is, from here on, a didactical proposal for different intercultural settings.

scholarly journals PRZEKONANIA HAMULCEM INNOWACYJNEGO MYŚLENIA

Neofilolog ◽  
2018 ◽  
pp. 29-43
Author(s):  
Maciej Smuk
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Individual Variables ◽  
The Way

Beliefs reflect the way we think about different issues, attitudes and behaviours. Many of them are wrong, or – at best – simplified. Beliefs also relate to the didactics of foreign languages. This paper discusses the qualities, sources and consequences of these beliefs and presents the results of research conducted on a group of 434 students regarding beliefs among other individual variables and the process of learning a foreign language.

scholarly journals Electronic language Portfolio in bilingual education as the latest method of presenting a pupils' foreign language activities

2021 ◽  
pp. 113-119
Author(s):  
Mariya Vynarchyk
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Language Skills ◽  
Educational Process ◽  
Foreign Languages ◽  
Scientific Article ◽  
European Language ◽  
Present Stage ◽  
Education Development

The scientific article explores the problem of using the electronic language Portfolio in bilingual education as the latest method of presenting a pupils' foreign language activities. Its importance at the present stage of education development is substantiated. The role of the electronic platform in the educational bilingual process is analyzed, as with the development of the latest digital technologies there have also been changes in its organization. It is established that the electronic Portfolio is used in bilingual education as the latest method of storage and presentation of the works carried out by the pupils. It presents feedback, recommendations of teachers regarding foreign language activities of the student. It is a kind of platform for discussions, as the Portfolio can serve in the educational environment to connect the pupil and the teacher, to present the achievements and successes of the pupil in foreign language activities. It is established that in the context of bilingual education, the European language Portfolio offers clear, systematic descriptors of pupils' knowledge and skills in mastering foreign languages, and is also used to assess student achievement. This motivates them to work better, allows them to identify gaps in their learning. In the context of bilingual education, the Portfolio can be used to compare and evaluate the level of foreign language skills of the pupils, which allows the teacher to adjust their intervention in the bilingual educational process. It is stated that in today's conditions the electronic language Portfolio is especially effectively used in bilingual education, as it provides interaction between peers, serves as a means of communication between the pupil and the teacher, the teacher and the parents. The use of electronic language Portfolio in bilingual education promotes the integration of positive experience of foreign language activities, encourages pupils to implement its practical aspects, establishes the foundation for professional development.

scholarly journals Philosophy on bilingual education: Sociocultural competence and Identity

2020 ◽  
Vol 54 (2) ◽  
pp. 198-212
Author(s):  
Aleksandra A. Sulik
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Language And Identity ◽  
Human Identity ◽  
The Way

In this article the author views philosophy questions of language and identity on bilingual education. There are two philosophies of bilingual education: maintenance and transitional, which influence on the way of learning foreign language and, as a result, on a person’s development in society — awareness of human identity. The author describes functions and structures of a bilinguism, a sociocultural competence, a language and an identity and says that learning languages and personality formation are connected. So that way what language and how we learning it define us in society.

Looking at language in bilingual education

1987 ◽  
Vol 10 (2) ◽  
pp. 68-82
Author(s):  
Howard Nicholas
Keyword(s):  
Language Development ◽  
Primary School ◽  
Bilingual Education ◽  
Education Program ◽  
The Third ◽  
English Bilingual ◽  
Partial Analysis ◽  
The Way

Abstract This paper examines the place of language descriptions in the evaluation of bilingual education. Based on a partial analysis of data derived from the third year of a study of a Macedonian/English bilingual education program in a primary school in Melbourne, the paper suggests that the variation between children both in the forms of language which they use and in the way In which they express the knowledge available to them will have to be one of the major features of the analysis. The paper examines the varying relations between conceptual awareness and the forms of expression used by some of the children. The paper argues for a framework of the description of language development which takes account of the variation within and between individuals.

Dynamic adaptive audio training tests as a means of monitoring bilingual education

2019 ◽  
pp. 46-54
Author(s):  
M. V. Noskov ◽  
I. P. Peregudova ◽  
P. P. Dyachuk ◽  
O. I. Denisenko
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Educational Activities ◽  
Adaptive Tests ◽  
Evaluative Feedback ◽  
Adaptive Test

The article discusses the conditions for the use of computerized dynamic adaptive tests to provide developing training and monitoring in the field of foreign language education. Dynamic adaptive test simulators used as a tool for personalizing and monitoring foreign language education are still insufficiently represented in the educational practice of the Russian Federation. The authors of the article offer recommendations on the use of dynamic adaptive audio test simulators for monitoring foreign language education. As indicators of monitoring, the parameters characterizing the learning ability of students are considered: feedback coefficient; the complexity and time pace of learning activities of students of a foreign language.The purpose of the article is to present authors’ recommendations on the implementation of dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education, providing for monitoring the quality of bilingual education based on the integration of individualized learning and dynamic adaptive testing of educational activities.The research methodology is an analysis of the use of existing dynamic adaptive test simulators in the field of foreign language education; studying the results of interdisciplinary studies of domestic and foreign scientists on the creation and use of dynamic adaptive tests for the learning process as a whole and the creation of dynamic adaptive tests for foreign education in particular; analysis and generalization of the author’s experience of using dynamic adaptive audio tests simulators as a tool for monitoring educational activities in the field of foreign language education.Results of the reseach are: authors developed computerized dynamic adaptive audio test simulators based on evaluative feedback in the field of foreign language education; indicators of monitoring the learning process in the field of foreign language education are identified, including the total feedback coefficient, actiograms, time pace and laboriousness; testing was carried out and recommendations were given for the use of dynamic adaptive audio test simulators for monitoring educational activities in the field of foreign language education.Analyzing the results of testing dynamic adaptive audio test simulators in a foreign language, the authors conclude that their use in practice implements personalized dynamic monitoring of the process of teaching foreign languages, thereby improving the quality of teaching foreign languages. Dynamic adaptive audio test simulators can provide monitoring of the dynamics of the process of teaching native and foreign languages.

scholarly journals Teaching and Learning English as a Foreign Language

2018 ◽  
Vol 5 (2) ◽  
pp. 57
Author(s):  
Thara Mahmoud Ali Al-oglah
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Model ◽  
Foreign Languages ◽  
Public Pedagogy ◽  
Specific Language ◽  
The Way ◽  
Learning English

The teaching and learning of a specific language whether it's considered foreign or second, has changed throughoutthe years. It began to transfer from a setting where the teacher was the basic and the role model into a setting wherethe learner would become the center or the focus. If we take in consideration all of these findings, methods, andapproaches, in addition to the experiences which were created and further emphasized in an environment wherelearning will take place. Then this language would be used anywhere to create a sense of engagement. Particularly, incertain tasks which are of communicative nature while focusing on the interactive aspect. There had been a change inthe way foreign languages came to be taught. That is, from the way the foreign language would be specified to acertain approach where we would calculate the competence and the performance of a learner. This has led to a shiftfrom the tutor being the figure of authority, the specialized person, and the role model into the facilitator where hewould guide students in the learning process to bring about change. The enhancements of today's time tend to focuson social media in addition to the current research being carried out. Moreover, public pedagogy is also veryimportant and always creates a path towards constructing, bettering and increasing the level of competence of thelearner when acquiring a specific language.

scholarly journals Verbal and Non-verbal Means of Communication in Teaching Foreign Language

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Gulden Tussupova ◽  
Assel T. Temirbekova ◽  
Kamila K. Kerimbayeva
Keyword(s):  
Foreign Language ◽  
Verbal Communication ◽  
Educational Process ◽  
Communication Process ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Wide Range ◽  
Similarities And Differences ◽  
Higher Educational

Teaching foreign languages takes one of the most important places in educational process in Kazakhstan. Nowadays learning foreign language in higher educational institutions is connected with educational aims and wide range of business and cultural communication with foreign countries. Communication in foreign language using appropriate style in definite fields or various situations may vary according to the time and may be considered as an object in scientific project. It is necessary to mention that results of such research are extremely important for development of relations, effectiveness of communication, and achievement of communication goals in professional activity by modern learners. The purpose of study is the selection of educational materials and using them in teaching foreign language, taking into account verbal and non-verbal communicative means which have effect on communication process. Methods used in this study are studying psychological basis of the processes which take place in foreign language communication; eliciting methodically relevant similarities and differences in verbal and non-verbal means of native and foreign languages. Our study has found out that it is very important to create new behavioral ways and eliminate discrepancy of existing behavioral norms by using elicited methodically relevant similarities and differences in verbal and non-verbal means in native and foreign languages. We have been selecting verbal and non-verbal communication means. Then we contrasted them in different situations using various types of means in dialogues and monologues performed by students of our university. We have divided students into two groups: treatment and control. In the result of practical study, the researchers could found out that students who are less aware of using and expressing communication means, make more common mistakes in speech or can even offend other speaker unwillingly. This study could be used in development of communicative competences by using non-verbal means. It will help people to avoid the situations like culture clash or misunderstanding between specific cultural behaviour. Scientific outcomes are good practical examples for teaching foreign language in linguistic institutions. Keywords: Development of communicative competence; ; Higher educational institutions; Teaching foreign language; Verbal and non-verbal communication mean

scholarly journals Evaluating Georgian, as a Foreign Language Writing textbooks for the Georgian Language

enadakultura ◽  
2021 ◽  
Author(s):  
Nana Shavtvaladze
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learner ◽  
Foreign Languages ◽  
Learning Materials ◽  
Official Document ◽  
Language And Literature ◽  
Language Writing ◽  
Methodological Approaches ◽  
The Way

The interest towards studying Georgian, as a foreign language, has been highly established in our century. This interest was stated much earlier as well, which became a reason of publishing the Georgian Language learning materials. It needs to be indicated, that many foreign people have showed interest in speaking Georgian language during past two decades. Teaching Georgian as a foreign language is much more different than teaching Georgian as a second language. Several textbooks have been published past several years. It needs a huge work to create a textbook, especially for the Georgian language. There are many books to study foreign languages, which are tested and result oriented. Nowadays we clearly see that there`s no problem to find new materials and attitudes by using internet sources. Having got introduced to other languages` learning materials, many authors desired, with a belief in themselves, to create textbooks for teaching ‘’Georgian, as a Foreign Language”. Every author has a different attitude, which leads us to a diversity of choices and competitions. Even if there are many resources, paths of learning, methods and strategies shared among people, should be admitted that the structure of the language and methodological approaches must be considered, otherwise, the result won`t be achieved. In order to declare the level of mastering the language, the authors have been using a book “Description of the levels of Georgian language” published by Marika Odzeli in 2006. It`s highly appreciated that the parliament passed a resolution №394 to affirm the terms of Georgian Literature Language. Appendix 4 generally describes the levels of Georgian Language. This official document is very encouraging; It is a support for the indicators and proofs of the Georgian language evaluation. It gives an opportunity to declare the compliance of the materials, textbooks, results in accordance with the language. Main goal of the textbooks must be determined; the way of teaching must be represented; the textbooks must follow the logic; every single assessment must be structured; methodological linkage must be provided; a lead from simple to more complex, must be preserved; lexicology must be put in order with the goal. Georgian language learner has a great choice, one can study with free textbooks uploaded on the Internet, as well as with books printed by different authors. Also, many philologists of Georgian language and literature or non-philologists, teachers of different foreign languages, teach Georgian as a foreign language. It is also very important for them to choose a textbook so that the teaching process is targeted and they do not have to spend time preparing specific materials along the way. The questions is how to choose a curriculum, textbook or how to figure out which book will be useful? It's a difficult process, but crucial for the outcome.When evaluating a textbook, we should describe the book, we should agree with ourselves, and we should set out the criterias; Focused questions are crucial for evaluation; It is now possible to prove our vision with the evidence.

Sign in / Sign up

Export Citation Format

Share Document