Integrating Recent CALL Innovations into Flipped Instruction

2017 ◽  
pp. 161-167 ◽  
Author(s):  
Edo Forsythe
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Research ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Language Classroom ◽  
The World ◽  
Foreign Language Classroom ◽  
Educational Methodology

With flipped learning becoming a normalized part of foreign language educational methodology, it is important to understand its past so that we, as teachers, can consider the future. This chapter reviews the pedagogical basis supporting flipped learning and discusses the recent research into the use of flipped learning methodology, primarily in the foreign language classroom. This survey encompasses studies done in Japan and around the world. Recent studies were analyzed to develop general guidelines for how to flip instruction, which are provided herein with suggestions for administrators to institutionalize the practice of flipped education. This chapter concludes with suggestions for future research into the field of flipped learning in foreign language education.

Integrating Recent CALL Innovations into Flipped Instruction

2016 ◽  
pp. 270-277
Author(s):  
Edo Forsythe
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Research ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Language Classroom ◽  
The World ◽  
Foreign Language Classroom ◽  
Educational Methodology

With flipped learning becoming a normalized part of foreign language educational methodology, it is important to understand its past so that we, as teachers, can consider the future. This chapter reviews the pedagogical basis supporting flipped learning and discusses the recent research into the use of flipped learning methodology, primarily in the foreign language classroom. This survey encompasses studies done in Japan and around the world. Recent studies were analyzed to develop general guidelines for how to flip instruction, which are provided herein with suggestions for administrators to institutionalize the practice of flipped education. This chapter concludes with suggestions for future research into the field of flipped learning in foreign language education.

On Development History of Australia’s Language Policy and the Enlightenment to China’s Foreign Language Education

2017 ◽  
Vol 7 (5) ◽  
pp. 366 ◽  
Author(s):  
Ye Zhou ◽  
Li Zou
Keyword(s):  
Education Policy ◽  
Foreign Language ◽  
Language Education ◽  
Developed Countries ◽  
Foreign Language Education ◽  
Language Education Policy ◽  
Affecting Factors ◽  
Development History ◽  
The World ◽  
History Of

As is well-known, Australia is the first English country to officially make and efficiently carry out multi-lingual and plural culture in the world, whose language education policy has been highly spoken of by most linguists and politicians in the world in terms of the formulation and implementation. By studying such items as affecting factors, development history, implementing strategies of Australian language education policy under the background of multiculturalism, researchers can get a clue of the law of development of the language education policy in the developed countries and even the world. To be specific, through studying the development history of Australian language education policy under the background of multiculturalism, the paper puts forward some enlightenment and presents some advice on the China’s foreign language education.

Recent foreign language education policies in Palestine

2003 ◽  
Vol 27 (3) ◽  
pp. 217-232 ◽  
Author(s):  
Muhammad Hasan Amara
Keyword(s):  
Foreign Language ◽  
Identity Formation ◽  
Real Option ◽  
Language Education ◽  
Foreign Language Education ◽  
Primary Concern ◽  
Education Policies ◽  
Learning And Teaching ◽  
The World ◽  
Foreign Language Education Policies

The paper investigates the development of foreign language education policies in Palestine, at a time when the establishment of a Palestinian state has become a real option, and when, following the Oslo agreements, the Palestinians have become responsible for Palestinian education. As the New Palestinian Curriculum shows, an international orientation is clearly part of the policy, and accordingly the learning and teaching of languages are a primary concern in identity formation. Through Arabic the relations with the Arabic countries in the region can be maintained, while Hebrew and also English will serve as the medium of communication with Israel, which will remain part of the Palestinian reality. Knowledge of other foreign languages will be needed to maintain contacts with other parts of the world. For historical reasons, Palestine has been in contact with many different countries all over the world, probably more than most other Arabic-speaking countries. It remains to be seen how the current battle between Arabization and Muslim fundamentalism on the one hand, and westernization and desecularization on the other will be resolved, but, whatever the outcome, Palestine cannot allow itself to turn away from the rest of the world.

scholarly journals Fighting covert discrimination by concept learning. A study of the pedagogical value of one Pestalozzi training resource in Norway.

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Inger Langseth
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Concept Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Democratic Citizenship ◽  
University Of Technology ◽  
Language Classroom ◽  
Teacher Students

This article discusses approaches to teaching democratic citizenship in English and foreign language education (FLE) in Norway. The article is based on a training resource developed within the Council of Europe Pestalozzi programme (Huber Mompoint-Gaillard, 2011; Huber, 2012). The aim of the training resource is to develop an understanding of how to teach covert discrimination. The objective is to understand to what extent conceptual understanding and collaborative learning can empower students’ democratic citizenship and contribute to fighting discrimination, bullying violence, racism, extremism, xenophobia and intolerance in society. Qualitative data was gathered during one seminar for ten teacher students held at the Norwegian University of Technology and Science in November 2013. The case study shows that the Pestalozzi approach to Education for Democratic Citizenship and Human Rights Education has the potential to deepen Norwegian teacher students’ understanding of covert discrimination and inspire them to include democratic citizenship in their foreign language teaching. One important result is that concept learning, in combination with collaborative learning, strengthens the awareness of covert discrimination and prepares the ground for fighting covert discrimination in the foreign language classroom.

scholarly journals Good and Poor Summary Writers' Strategies: The Case of Japanese High School EFL Learners

2018 ◽  
Vol 9 (6) ◽  
pp. 1199
Author(s):  
Makiko Kato
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Research ◽  
General Belief ◽  
Efl Learners ◽  
Summary Writing ◽  
The Relationship

Despite general belief about the importance of summary writing in foreign language education, and in the field of teaching Language for Academic Purposes (LAP) (e.g., Swales, 1981; 2000), it is shown that the development of this skill is one of the most difficult skills for learners (e.g., Brown and Day, 1980; Hirvela & Du, 2013; Shi, 2012). This study is part of a larger project and its main purpose is to open the black box by exploring the relationship between performances of summary writing in English as a Foreign Language (EFL) and the strategies used for summary writing in EFL. A total of 74 Japanese high school EFL learners were asked to write a summary of one-third of approximately 230 word-long English passage and were subsequently asked to respond to the summary strategy inventory adapted partly from Li (2014). The data analysis showed that there was indeed a relationship between the quality of the students' summaries and the frequency of their implemented strategies. In this study, along with the results of in-depth analyses, various implications are offered to EFL education as well as future research studies.

scholarly journals Cooperative and Collaborative Learning in the Language Classroom

2015 ◽  
Vol 39 (3) ◽  
pp. 22
Author(s):  
Yoshitaka Kato ◽  
Francesco Bolstad ◽  
Hironori Watari
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Relevant Literature ◽  
Language Education ◽  
Foreign Language Education ◽  
Extensive Review ◽  
Group Activities ◽  
Language Classroom

Cooperative learning and collaborative learning are two of the central approaches to utilize pair or group activities in the language learning classroom. However, despite the fact that these approaches have been developed under different historical backgrounds and thus have different pedagogical aims to be pursued, a tendency to use the two terms interchangeably has obscured their respective merits in foreign language education. This paper therefore attempts to differentiate them through an extensive review of the relevant literature. It reveals that cooperative learning, which emphasizes the necessity of developing learners’ social skills, tends to be described as a more structured and teacher-centered approach than collaborative learning, which presupposes the learners’ autonomy to a greater extent. This paper, rather than arguing any primacy of one of the two approaches, introduces some issues to assist practitioners and researchers to identify which approach would be most beneficial for their individual teaching and research goals. 「協同学習」と「協調学習」は、言語学習におけるペア・グループ学習を有効活用するための2つの中心的なアプローチである。しかし、両者が異なる歴史的背景、教育目的のもとで発展したにもかかわらず、これら2つの用語は外国語教育において混同されて用いられる傾向があり、互いの利点が十分に活かされてはこなかった。そこで本論は、従来の先行研究を幅広く概観することで、両者の相違点の明確化を試みた。その結果、学習者の社会スキルの向上を重視する「協同学習」は、学習者の自律性を前提とする「協調学習」に比べ、より構造的で、教師中心のアプローチとして記述される傾向があることがわかった。本論は、これらのアプローチいずれかの優位性を示すものではない。言語教育の実践家や研究者が、各々の教育や研究の目的にとってより有益なアプローチを見出すための指針を提供するものである。

scholarly journals Ethnographic approaches to developing intercultural competence through intercultural interactions in the higher education context in China

2020 ◽  
pp. 11-36
Author(s):  
Yi’an Wang ◽  
Liyang Miao
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Classroom ◽  
Language Classrooms ◽  
Intercultural Interactions

With the recent developing trend of redefining ‘culture’ across disciplines in intercultural and foreign language education (Corbett, 2003; Shaules, 2007; Spencer-Oatey & Franklin, 2010), it is widely agreed that culture requires a broader definition to improve the teaching and learning of it. Wilkinson (2012) suggests “a redefinition of culture in anthropological rather than aesthetic terms” (p. 302) to ensure that intercultural and language learning leads to Intercultural Competence (IC). Others (Buttjes, 1991; Risager, 2006) also note the importance of anthropological conceptualization when culture is taught in foreign and/or second language classrooms, because motivation to learn the language is increased. Byram (1991) similarly emphasized the need to include active ‘cultural experience’ in the foreign language classroom, and provided examples including cooking and geography lessons, in which students learn about the food and geography of the country whose language they are studying. A crucial element in research within the anthropology field is ethnography. Thus, to achieve a fuller understanding of culture “as the full gauntlet of social experience that students of foreign languages both learn and participate in” (Wilkinson, 2012, p. 302), including Holliday's (2004) concept of ‘small culture’, students should take on the role of ethnographer too; ethnography practices, in a variety of forms, have become central to intercultural approaches to culture and language teaching and learning (Corbett, 2003).

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