Intercultural Pragmatics as Part of Intercultural Education for Teachers

2019 ◽  
pp. 228-243
Author(s):  
Agnieszka A. Strzałka
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Core Curriculum ◽  
Language Education ◽  
Language Teachers ◽  
Intercultural Education ◽  
Foreign Language Teachers ◽  
The Core ◽  
Language Classes ◽  
Intercultural Pragmatics

Intercultural education, as an idea to understanding and respect other cultures, has been suggested as an important element of educational endeavor across the curriculum for primary and secondary schools in many countries worldwide, including Poland. If such key elements of intercultural education, as knowledge of other cultures, skills of negotiating meaning, or the attitude of tolerance and openness are to become the new goals in language education, it is incumbent on teachers and, first and foremost, on teacher trainers to be interculturally aware themselves before they can introduce the dimension into their foreign language classes. Thinking specifically about teaching intercultural pragmatics, that is acting with words in an intercultural context, neither the core curriculum nor the coursebooks provide sufficient encouragement and guidance for foreign language teachers.

scholarly journals SCIENTIFIC AND PEDAGOCICAL APPROACHES TO THE FORMATIONOF PROFESSIONAL METACOMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN A SPECIALIZED SCHOOL

2020 ◽  
Vol 66 (2) ◽  
pp. 89-94
Author(s):  
Z.K. Zhanazarova ◽  
◽  
T.A. Kulgildinova ◽  
Keyword(s):  
Foreign Language ◽  
Working Conditions ◽  
Language Education ◽  
Component Composition ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Specialized School ◽  
Basic Approaches

The article discusses the scientific and methodological platform for the formation of professional metacommunicative competence of foreign language teachers in a specialized school. The content of the article reveals the basic approaches and principles of the formation of professional metacommunicative competence, which refers to the ability of students to use a foreign language for educational purposes as a tool for the development of foreign language education in a professional metalanguage aspect. The features of the component composition in determining the level of formation of professional metacommunicative competence of students are revealed. The tactical goal of training a foreign language teacher for specialized classes are described, which provides for improving the quality of training for students with the goal of mastering such technologies that give the prospect to a future teacher the ability to speak a meta- branch language in various working conditions.

The assessment competence of university foreign language teachers: A Ukrainian perspective

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Olga Kvasova ◽  
Tamara Kavytska
Keyword(s):  
Foreign Language ◽  
Bologna Process ◽  
Language Education ◽  
Language Testing ◽  
Language Teachers ◽  
Assessment Instruments ◽  
Foreign Language Teachers ◽  
Common Framework ◽  
Language Testing And Assessment ◽  
The Bologna Process

AbstractThis article considers the assessment challenges and prospects faced by foreign language teachers in Ukrainian universities in the context of the country's joining the Bologna Process. A major problem relates to adapting higher education to a common framework designed to facilitate comprehension and comparison of the content and outcomes of degree programmes and devising methods of quality assurance in foreign language teaching. The implementation of reforms in the area includes the improvement of assessment standards, the creation of new assessment instruments, and ensuring that teachers' professional repertoire includes skills in accurately measuring students' performance. Given the increased role of assessment in Ukrainian language education and the challenges this new demand poses to teachers, we investigated university foreign language teachers' readiness to carry out complex and multifaceted functions related to formative and summative assessment. Specifically, we replicated the European Survey of Language Testing and Assessment Needs and carried out a survey of our own design to identify specific strengths and weaknesses in the assessments performed by university foreign language teachers. The surveys yielded results that are broadly comparable with the European data, but with minor variations that mostly have to do with newly introduced forms of assessment. Our study shows that Ukrainian university foreign language teachers are quite test-wise and prepared to do a good job in language testing and assessment. The insights drawn from the data can contribute to developing syllabi for pre- and in-service teacher training in the area.

“Das bin ich...”: Corporeality and early German language education in (Slovak) kindergarten

Human Affairs ◽  
2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Ondrej Kaščák ◽  
Branislav Pupala ◽  
Iveta Kovalčíková
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Cultural Anthropology ◽  
Language Education ◽  
The Body ◽  
Language Teachers ◽  
German Language ◽  
Foreign Language Teachers ◽  
Foreign Language Acquisition

AbstractThis paper, based on ethnographically obtained data, discusses German language acquisition at an early age: the discovery of the interconnection between language and corporeality is the key component of the analysis based on videostudies. The body—conceived as an intermediary and content element of education, becomes an essential base for foreign language acquisition. This will be documented by tangible data and subsequent theoretical analysis with respect to relevant terminology of cultural anthropology (Körper and Leib). The principle of corporeality is further used as a means of perceiving German language education in the sense of the so called language propaedeutic concept and as a means of the legitimisation of particular qualification and the role of foreign language teachers in preschool institutions.

scholarly journals Necessity of improvement of foreign language teaching in the Slovak Republic

2021 ◽  
Vol 12 (2) ◽  
pp. 251-263
Author(s):  
Marcela Šarvajcová ◽  
Monika Štrbová
Keyword(s):  
Focus Group ◽  
Foreign Language ◽  
Language Learning ◽  
Information Technologies ◽  
Slovak Republic ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers

Aim. The aim of the research study was to investigate the opinions of the Slovakian secondary school foreign language teachers and learn about their views on the system of education in the field of enhancement of teachers` professional qualifications. Methods. To perform the results of the study the method of focus group was used. Results. The results of the presented research show the differences between the perception of foreign language education in the past and how it appears today through the views of selected number of foreign language teachers in Slovakia. The pivotal role is played by the technological skills of the students and their ability to use information technologies instructed in foreign languages. The research results also indicate the possibilities of teachers to get in direct contact with the target foreign language as a part of their professional development. The research participants also specified the factors that they considered the most influential in the process of foreign language learning. Conclusion. The purpose of the article is to discuss the urge to achieve highly professional foreign language education in today`s technological society. As shown by the results obtained from the focus group, the teachers/participants agreed on a single highly impactful factor: family.

scholarly journals KSZTAŁTOWANIE POSTAWY OTWARTOŚCI INTERKULTUROWEJ NAUCZYCIELI JĘZYKÓW OBCYCH W ŚWIETLE ZALECEŃ UNII EUROPEJSKIEJ I NA PRZYKŁADZIE ASYSTENTURY COMENIUSA

Neofilolog ◽  
2019 ◽  
pp. 265-277
Author(s):  
Anna Grabowska
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Academic Research ◽  
Language Education ◽  
Language Teachers ◽  
National Language ◽  
The European Union ◽  
Foreign Language Teachers ◽  
Intercultural Awareness ◽  
Foreign Language Learners

Learning a foreign language is not only limited to the development of linguistic competences. Learning a language also means learning about the culture and life of another country, which very often may be a future destination for educational or professional purposes for foreign language learners. Teaching intercultural competences within foreign language education is a subject of academic research. Official documents of the European Union, which affect the national language education strategies, also confirm the importance developing intercultural competence. Experts agree that foreign language teachers play a crucial role in building intercultural awareness of their pupils. Thus, in order to act as intercultural mediators they should acquire intercultural skills and competences themselves. This article analyses the development of future foreign language teachers’ intercultural competences as a consequence of their participation in Comenius Assistantship, a component of the Lifelong Learning Programme.

scholarly journals O USO DA LITERATURA NAS AULAS DE LÍNGUA ESTRANGEIRA ATRAVÉS DA PEDAGOGIA DESENVOLVIMENTAL DE DAVYDOV

2016 ◽  
Author(s):  
Carlos Eduardo De Araujo Placido
Keyword(s):  
Foreign Language ◽  
Short Story ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Literary Texts ◽  
Foreign Language Teachers ◽  
Language Classes ◽  
Language Schools

O acesso ao texto literário é um direito de todos (CANDIDO, 1995). Entretanto, há ainda pouco uso do texto literário para o ensino e aprendizagem de línguas estrangeiras, tanto no Ensino Médio quanto em escolas de idiomas no Brasil. Por isso, o objetivo principal deste artigo é o de investigar a aplicabilidade do uso de textos literários em aulas de língua estrangeira, mormente em língua inglesa por meio de técnicas de Escrita Criativa (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) com base direta na teoria do ensino desenvolvimental de Davydov (1988). A primeira parte deste artigo esboça rapidamente a pedagogia de Davydov (1988) e sua importância para o ensino de língua estrangeira nos dias atuais. Já a segunda parte foca na relevante contribuição da teoria do ensino desenvolvimental davydoviana e suas seis principais ações que podem ser usadas no ensino de língua estrangeira. A terceira e última parte traz exemplificações tanto de teoria de Davydov (1988) quanto indicações de websites os quais podem ser utilizados pelo professor de língua estrangeira dentro (e fora) da sala de aula.Abstract: The access to the literary text is a right of every human being (CANDIDO, 1995). However, there is still little use of literary texts for teaching and learning foreign languages, both at high schools and at language schools in Brazil. Therefore, the main objective of this article is to investigate the applicability of using literary texts in foreign language classes, especially in the English language ones through Creative Writing techniques (MANCELLOS, 2000; MURRAY, 2003; POPE, 2005) based directly on the theory of developmental teaching by Davydov (1988). Thus, the first part of this article briefly outlines the pedagogy of Davydov (1988) and its importance to foreign language teaching today. The second part focuses on the relevant contribution of the Davydovian theory for education as well as its six key actions that may be used for teaching foreign languages. The third and final part brings exemplifications of both Davydovian theory (1988), through a ciberliteray short story, and indications of websites, which may be used by foreign language teachers inside (and outside) the classroom.

scholarly journals Homogenous Representations, Diverse Realities: Assistant Language Teachers at Elementary Schools

2021 ◽  
Vol 45 (3) ◽  
pp. 3
Author(s):  
Daniel Pearce
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Classroom Practice ◽  
Native Speakers ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Cultural Backgrounds ◽  
Language Classes ◽  
Native Speakers Of English

As of 2020, foreign language as a subject has become compulsory for upper grades in Japanese elementary schools, and MEXT recommends the use of assistant language teachers (ALTs) in foreign language classes. While ALTs represent diverse linguistic and cultural backgrounds, MEXT documents for Japanese teachers portray them as homogenous monolingual native speakers of English. To better understand the linguistic repertoires of ALTs, this study investigates the languages ALTs know. The findings suggest that, contrary to MEXT portrayals, most ALTs have ability in at least one language other than English. With reference to the goals of foreign language education, this paper argues that MEXT should more accurately represent the diversity of ALTs in their literature and actively promote the inclusion of their other languages in classroom practice. 2020年度より、日本の小学校高学年には教科としての外国語が必修化された。文部科学省は外国語の授業における外国語指導助手（Assistant Language Teachers: ALTs）の積極的な導入を勧めている。多くのALTが様々な言語や文化的背景を持っているにもかかわらず、文部科学省の教員向け資料における記述の多くは、未だにALTをモノリンガルの英語母語話者としてのみ想定している。ALTの運用可能な言語について調査した先行研究が不足しているため、本研究は、小学校勤務のALTを対象に、使用言語に関するアンケート調査を実施した。結果として、ALTのほとんどが英語以外に1つ以上の言語を使用できることが判明した。本論文は、外国語科目の目標に照らして、文部科学省のALTに関する資料の更新の必要性を示すとともに、ALTの持つ英語以外の言語の知識をも外国語の授業に取り入れることの重要性を主張する。

RESEARCH SKILLS DEVELOPMENT OF FUTURE FOREIGN LANGUAGE TEACHERS THROUGH PROJECT-BASED LEARNING

2021 ◽  
Vol 76 (2) ◽  
pp. 94-100
Author(s):  
A.A. Golovchun ◽  
Keyword(s):  
Foreign Language ◽  
Project Based Learning ◽  
Educational Process ◽  
Language Teachers ◽  
Learning Assessment ◽  
Skills Development ◽  
Foreign Language Teachers ◽  
Research Skills ◽  
The Core ◽  
Theoretical Project

We hope to believe that this article makes a certain theoretical and practical contribution to the development of research skills of future foreign language teacher. By research skills of future foreign language teachers,we understand a complex and multifaceted concept that had not received the detailed consideration in the existing literature before. We have studied and identified abilities comprising the core of the research skills. The principles of the educational process aimed at the development of research skills of future foreign language teachers on the basement of project-based learning have been highlighted. The steps of future foreign language teachers’ research skills development has been constructed using theoretical project-based learning background; essential features of project-based learning assessment have been suggested and recommendations were provided to show the efficiency of the research skills development on the basis of project-based learning.

Sign in / Sign up

Export Citation Format

Share Document