Improving Teachers' Digital Competence to Bridge the Language Gap

2020 ◽  
pp. 67-82
Author(s):  
Manuela Caravello ◽  
Cristina A. Huertas-Abril ◽  
María Elena Gómez-Parra
Keyword(s):  
Flipped Classroom ◽  
Language Teachers ◽  
Basic Knowledge ◽  
Digital Competence ◽  
Foreign Language Teachers ◽  
Digital Innovation ◽  
Knowledge And Skills ◽  
Digital Skills ◽  
The Times ◽  
Set Up

This chapter aims to examine the digital skills that foreign language teachers must have in our global interconnected society and the ways in which they can acquire them. Pedagogical and digital innovation has been traveling along the same lines for some time. In recent years, however, in all fields of education—and more specifically in the didactic of foreign languages—several methods and techniques that increase the use of digital technology have been developed. Consequently, all teachers must keep up with the times. In this light, the objective of this chapter is to reflect on the pedagogical scenario that the digital age has set up, as well as on the ideal portrait that teachers must have. Then, the authors will focus on the specific digital skills that teachers who want to “flip” their teaching process should have: What are the basic knowledge and skills that a teacher must master if they wish to rethink their practices and embark on a flipped classroom approach?

scholarly journals Activating the Research Methods Curriculum: A Blended Flipped Classroom

2019 ◽  
Vol 52 (4) ◽  
pp. 749-753 ◽  
Author(s):  
Natascha van der Zwan ◽  
Alexandre Afonso
Keyword(s):  
Student Performance ◽  
Research Methods ◽  
Flipped Classroom ◽  
Social Science Research ◽  
Science Research ◽  
Basic Knowledge ◽  
Methods Course ◽  
Face To Face ◽  
Set Up ◽  
Mini Games

ABSTRACTThe blended flipped classroom is a partially online, partially offline course to teach social science research methods. Online, students watch video lectures, do readings, and complete short exercises to acquire basic knowledge of research methodologies and academic skills. Being set up modularly, the online environment offers flexibility regarding not only when to study but also what to study: students choose the methods they find useful for their thesis project. They then apply these methods and skills in a series of face-to-face workshops, which incorporate several forms of active learning, such as small-group work, mini-games, and in-class writing. Although more demanding than a traditional lecture course, the blended flipped classroom has had a positive effect on student performance in the research methods course as well as in subsequent thesis projects.

Fostering Student Engagement and Oral Practise in an Online French Course During COVID-19

2022 ◽  
pp. 270-287
Author(s):  
Annelise Ly
Keyword(s):  
Student Engagement ◽  
Foreign Language ◽  
Language Learning ◽  
Sense Of Community ◽  
Flipped Classroom ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Target Language ◽  
Foreign Language Teachers ◽  
Class Time

Effective foreign language learning requires students to be engaged and to interact with the teacher and peer students in the target language during class. How can this be achieved effectively when the course is suddenly moved online? This chapter reports on the implementation of a Business French course in a business school in Norway using the flipped classroom method online during COVID-19. The author designed the course focusing on two key elements: fostering student engagement and creating a space for oral practise. Several measures were implemented: grammar and vocabulary lessons were moved out of class time, classes were synchronous and not recorded with activities in breakout rooms, and digital lunches were held to build a sense of community. The chapter provides an empirical case of course adaptation and draws on this experience to offer some recommendations that other foreign language teachers can use to implement an engaging course online.

To the Issue of Netiqette in the Modern Educational Process of Institution of Higher Education in the Context of Foreign Language Teaching

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
S Tsymbal ◽  
◽  
N Skrypnyk ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Higher Education Institutions ◽  
Online Communication ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Digital Competence ◽  
Foreign Language Teachers

Introduction. The development of information technologies, the need to move to blended or distance learning and digitalization of education have caused considerable increasing of online communication and interaction between students and teachers of higher education institutions recently. The introduction of netiquette in the educational process of a modern higher education institution in general and in the practice of learning foreign languages in particular becomes more and more relevant. Many educators, including foreign language teachers, continue to use online tools of communication that have proven to be effective in blended or distance learning format. One of such tools for foreign language teachers is found to be mobile applications for instant messaging, or messengers. The purpose of the paper is to summarize the experience gained in the introduction of netiquette and the use of messengers in the context of teaching foreign languages in higher education institutions of Ukraine. Learning the netiquette and its introduction into educational process in this context is considered as one of the ways to avoid violations and use modern materials when teaching foreign languages. The following research methods as a survey, method of analysis and synthesis of scientific and methodological literature and survey results are used. Results. The approaches of scientists to the culture of communication of participants in the educational process, interpreting the concept of "netiquette", the use of messengers in higher education and teaching of foreign languages in particular are covered. The results of the survey dedicated to the use of messengers in the educational process in which seventy two foreign language teachers from thirteen institutions of higher education of Ukraine took part are analyzed. Using messengers in the educational process was found to be quite common in the practice of teaching foreign languages both in terms of classroom management and as a learning tool. Despite the popularity, convenience and certain advantages of using messengers, there are some negative situations that can be considered as violations of netiquette. The reasons for students' violations may be lack of knowledge about netiquette rules, insufficient level of development of digital competence and practice of online communication in the educational environment. The introduction of netiquette guidelines at the beginning of a foreign language course can help teachers prevent violations. However, topics related to netiquette in the foreign language course in domestic higher education institutions are not sufficiently studied. Originality. The scientific originality of the research results is based on the fact that learning and introduction of netiquette has not been considered in the context of teaching foreign language yet. Despite netiquette is a part of digital competence, it has not received sufficient coverage in methodology of teaching foreign languages. Conclusion. The research has shown that the study of netiquette rules in a foreign language course can contribute to development of students' digital competence on the basis of modern language material. The development and establishment of netiquette guidelines to prevent its violations is appropriate in terms of methods of organizing the educational process in foreign languages, taking into account the increase of its online part in modern conditions.

scholarly journals Development of future foreign language teachers’ information literacy and digital skills in Ukrainian context

2020 ◽  
Vol 166 ◽  
pp. 10009
Author(s):  
Tetiana Konovalenko ◽  
Yuliia Nadolska
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
The Sustainable Development ◽  
Learning And Teaching ◽  
Digital Skills ◽  
Information And Communication

The aims of this paper are to share the results of the action research of the future foreign language teachers’ information literacy and digital skills development and to demonstrate the opportunities for their development while pre-service teacher training process in the course of Methodology of foreign language teaching and practical course of foreign language. The article discusses the skills of information and communication technologies use in learning and teaching as an important component of future teachers’ training and a contribution to the sustainable development of the country. The projects which influenced the action research elaborating are described. A short overview of relevant experience within the studied issue is presented. The procedure of action research is described, the examples from author-tailored course are given.

scholarly journals ІНФОРМАЦІЙНО-ЦИФРОВА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ ЯК КЛЮЧОВА ВИМОГА НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ

2019 ◽  
pp. 169-178
Author(s):  
А. В. Черненко
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Digital Competence ◽  
Foreign Language Teachers ◽  
Advantages And Disadvantages ◽  
Information And Communication

The use of information and communication technologies in the educational process today is one of the main tools for ensuring the success of New Ukrainian School. The importance of introducing modern ICT into the educational process is due to the need to the formation of the information and digital competence of foreign language teachers, which is recognized as one of the key competencies. It reflects the research topicality. The article is devoted to the problem of forming one of the important competences of foreign language teachers - information and digital.The purpose of the article is an analysis of the use of information and communication technologies by foreign language teacher and their influence on the formation of information and digital competence. To achieve the purpose the general theoretical scientific methods are used such as analysis, synthesis and systematization of researchers’ works where the problem of the information and digital competence is described; logical-systemic, problem-targeted, comparative analyses as for theoretical basics of the peculiarities of ICT using. There are some research results. The competence approach concept in the educational process at a current stage of educational sphere reformation was revealed. The main functions of information and communication technology using in the educational process and possibilities of its successful using were mentioned. The ICT tools classification according to their application in teachers’ activity was proposed. The formation of information and digital competence in foreign languages future teachers, as a core component in current educational process was indicated. The article contains the characteristics of skills necessary for the successful formation of information-digital competence and a set of activities for teaching foreign languages with the help of ICT. The particular attention was paid to the ICT using at foreign languages classes that gives new opportunities to pupils, as well as supports teachers to solve some didactic tasks. The ways of ICT using according to the need of the specific lesson were presented. Also the advantages and disadvantages of ICT using at foreign language lessons were discussed.

scholarly journals USE OF IT FOR FUTURE FOREIGN LANGUAGE TEACHERS’ LINGUISTIC SELF-EDUCATION

2020 ◽  
Vol 75 (1) ◽  
pp. 269-278
Author(s):  
Олександр Леонідович Шумський
Keyword(s):  
Foreign Language ◽  
Cognitive Activity ◽  
Independent Study ◽  
Language Teachers ◽  
Learning System ◽  
Global Network ◽  
Foreign Language Teachers ◽  
Educational Activities ◽  
Knowledge And Skills ◽  
Wide Range

The article substantiates that large-scale implementation of information technologies will facilitate methodological support of future foreign language teachers’ linguistic self-education. The main functions and advantages of the author’s multimedia training package “English for Self-Education”, designed to support future foreign language teachers’ linguistic self-educational activities, are characterized. It is defined that the package is an open-ended multipurpose programmatic learning system, containing didactic, methodological, informational and reference materials. The package is based on general pedagogical, ergonomic and specific principles of informatization of education. It has a dual structure, which includes two levels. The first level contains 1) lexical-informational component that provides working with lexical and theoretical material, 2) training element, which enables practicing knowledge and skills, as well as mastering methods and means of autonomous managing, regulating and correcting the process of linguistic self-education, 3) control aspect, which allows realizing independent monitoring and evaluating the degree and quality of acquired knowledge and skills. The second level considerably extends didactic possibilities and educational resources of the package. It covers a wide range of extra learning materials of theoretical and practical nature that are available both in the package itself and beyond its limits through providing the access to the “virtual reality” within external resources of global network. All the above not only makes for activating students’ cognitive activity but also significantly enriches their language and sociocultural practice. The package enables comprehensive independent study of a foreign language, exercising self-diagnostics in order to detect gaps in the student’s foreign-language competence, performing intensive linguistic self-educational activities, constant monitoring the level of autonomously mastered foreign-language material, carrying out search for information, etc. Thus, the package provides optimal conditions for future foreign language teachers’ linguistic self-educational activities. Students have an opportunity to actualize the adaptive algorithm of building the individual trajectory of linguistic self-education in accordance with their psychological features and personal educational needs. It is shown that working with the package results in students’ receiving an external and internal educational products, namely improving foreign-language knowledge and skills, along with gaining personal experience of linguistic self-educational activities. It is grounded by the example of the proposed package that comprehensive use of IT significantly optimizes the process of linguistic self-education.

scholarly journals Problems and Solutions in Testing Future Teachers' Knowledge in the National System of Foreign Language Proficiency

2021 ◽  
Vol 8 (12) ◽  
pp. 209
Author(s):  
Aziza Botirovna Musoyeva
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Prospective Teachers ◽  
Language Skills ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Knowledge And Skills ◽  
National System ◽  
Foreign Language Proficiency ◽  
Problems And Solutions

This article is devoted to the analysis of the test National System of Assessment of Foreign Language Proficiency, taking into consideration its importance on future foreign language teachers. It also concentrates on the requirements for foreign language teachers in Uzbekistan and the exercises which are essential for the professional development of prospective teachers. Apart from that, it shows the module "Types and criteria for assessing language skills".  Last, it covers suggestions on how to improve the students’ knowledge and skills. 

scholarly journals METHODOLOGY OF FLIPPED LEARNING TECHNOLOGY APPLICATION IN THE PROCESS OF TRAINING OF PROSPECTIVE FOREIGN LANGUAGE TEACHERS

2019 ◽  
pp. 153-160
Author(s):  
Oksana Kovtun ◽  
Valentyna Krykun
Keyword(s):  
Foreign Language ◽  
Flipped Classroom ◽  
Professional Training ◽  
Educational Process ◽  
Language Teachers ◽  
Learning Technology ◽  
Flipped Learning ◽  
Foreign Language Teachers ◽  
Technology Application ◽  
Advantages And Disadvantages

The modernization of Ukrainian education and its orientation towards the preparation of a new generation of teachers, integration into the European educational space in the context of dynamic growth of information and mass communication in social networks, constant updating of social and humanitarian knowledge require new approaches to the organization and content of professional training of future teachers. The article actualizes the necessity of introducing new methods and technologies in teaching that would meet the challenges of the time; the methodology of application of the flipped learning technology is considered. The instrumental possibilities of the introduction of the «flipped learning» technology in the process of preparation of future foreign language teachers are revealed. The essence of the technology of «flipped classroom» and the relevance of its integration into the teaching of a foreign language in modern higher education institutions are investigated. The advantages and disadvantages of its use for teachers and students are highlighted. Possibilities of introduction of the model of the flipped classroom in the educational process of HEI are determined. The algorithm for ensuring the effectiveness of flipped learning is outlined. It is stated that the use of the «flipped learning» technology if it is methodologically correctly applied, will contribute to the development of the digital competence of the teacher and the development of students' scientific skills, enhancing their motivation and success.

Simulation through virtual exchange in teacher training

2021 ◽  
pp. 65-89
Author(s):  
María Laura Angelini ◽  
Rut Muñiz
Keyword(s):  
Foreign Language ◽  
Classroom Management ◽  
Lesson Study ◽  
Flipped Classroom ◽  
Learning Experience ◽  
The United States ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Web Based ◽  
University Teachers

The project presented here reports a learning experience based on virtual exchange and simulation. It aims to know the potential of virtual exchange amongst pre and in-service teachers, and of web-based simulation to broaden the knowledge of future English as a Second Language or Foreign Language teachers (ESL/EFL) on educational issues such as active methodologies, including flipped classroom, shared teaching through Lesson Study, classroom management and the potential of storytelling. For this reason, pre-service teachers in Valencia carry out a simulation through virtual exchanges with future teachers, in-service teachers and university teachers from seven countries: Austria, Norway, Tunisia, the United States, Argentina, England and Romania. Mixed teams are created and a calendar for synchronous meetings is designed through Microsoft Teams. After the exchanges, the pre-service teachers from Valencia hold a reflection session ‘debriefing’ and answer individually a Likert questionnaire about their experience. Furthermore, in-service teachers and university teachers participate in another reflection session to comment on aspects of the proposal. This session, with the contributions from the professionals, gives shape to the following study.

scholarly journals Engaging foreign language students via hybrid learning

2020 ◽  
Vol 1 (2) ◽  
pp. 28-37
Author(s):  
Brita Banitz ◽  
Patricia Lanners Kaminski
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Flipped Classroom ◽  
Implementation Process ◽  
Hybrid Learning ◽  
Language Teachers ◽  
Target Language ◽  
Learning Needs ◽  
Foreign Language Teachers ◽  
Learner Engagement

Our article aims to encourage foreign language teachers at higher education institutions in Mexico to implement hybrid learning in their classrooms in order to increase learner engagement with the foreign language and to provide more opportunities to practice the target language outside the classroom. We begin by defining hybrid or blended learning and some of its advantages, distinguishing this mixed method from the flipped classroom. We then discuss and exemplify in greater detail which tools we have chosen to support the online component of our classes and how we have implemented them. We conclude our article with a brief discussion of three concrete challenges we faced during the implementation process and how we resolved them reaching our conclusion that the implementation of hybrid learning needs to be well planned if it is to support the language learning process of our students.

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