Inspiring Inquiry With the i2Flex Model in the World Language Classroom

2021 ◽  
pp. 174-187
Author(s):  
Christina J. Rocha
Keyword(s):  
Design Thinking ◽  
Project Based Learning ◽  
World Language ◽  
Inquiry Based Learning ◽  
World Languages ◽  
Language Classroom ◽  
The World ◽  
Constructivist Model ◽  
Global Understanding ◽  
World Language Classroom

This chapter introduces different methods for how to incorporate inquiry-based learning (IBL) practices with i2Flex methodology, both virtually as well as in the traditional world language classroom model using updated and relevant 21st century skills. Using the teacher as a constructivist model, the question formulation technique, design thinking, content and project based learning, learning among others are all explored in depth so the WL teacher can apply theory through practical examples that support a global understanding and context. World languages can be ESL, Spanish, Greek, Nahuatl, or any other WL(s) taught and spoken across cultures.

The use of humor in the foreign language classroom: Funny and effective?

2011 ◽  
Vol 24 (4) ◽  
Author(s):  
Manuela Wagner ◽  
Eduardo Urios-Aparisi
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Multidisciplinary Approach ◽  
World Language ◽  
Long Term Study ◽  
Language Classroom ◽  
The World ◽  
World Language Classroom

AbstractThe present paper deals with the role of humor in world language teaching and learning. The goal is to enable educators and researchers to address the phenomenon of humor in the world language classroom in its complexity by suggesting a multidisciplinary approach and by introducing a coding scheme for investigating the use of humor in the world language classroom. Finally, we will introduce an ongoing long-term study planned with the proposed design.

Investigating Creativity in Online K-12 World Language Classrooms

2022 ◽  
pp. 143-167
Author(s):  
Anne Cummings Hlas ◽  
Jesselyn J. Nadolny ◽  
Christopher S. Hlas
Keyword(s):  
Mixed Methods ◽  
Online Teaching ◽  
Language Teachers ◽  
Mixed Methods Study ◽  
World Language ◽  
Teaching Context ◽  
Language Classroom ◽  
The World ◽  
Language Classrooms ◽  
K 12

This chapter outlines creativity in the world language classroom through the results of a mixed-methods study during the COVID-19 pandemic. While there has been a growing interest in creativity within education, little has been researched related to creative and uncreative factors in the language classroom, specifically in an online teaching context. For this reason, this research study explores creativity in the online world language K-12 classroom by examining teaching artifacts self-selected by K-12 language teachers, as well as interviews with interested participants. Findings suggest that creativity is multidimensional with creative factors overlapping within artifacts. Additionally, teachers have persisted throughout the pandemic to integrate creativity in order to engage students with the content in various ways, harness student attention, and give students choice. In addition, teachers have used various technologies to provide opportunities for students to work asynchronously and synchronously.

scholarly journals Dynamics of the language situation in Belarus and the Belarusian language in the world in the context of the “one belt and one way” initiative

2021 ◽  
Vol 66 (2) ◽  
pp. 188-199
Author(s):  
Yuqin Pan ◽  
A. A. Lukashanets
Keyword(s):  
National Language ◽  
World Language ◽  
Language Functions ◽  
World Languages ◽  
National Minorities ◽  
The World ◽  
The Status ◽  
The Republic ◽  
The One ◽  
The Impact

This paper focuses on the impact of globalization on dynamics of language situations and national language functions in today’s world. The results obtained propose that the definition of modern language situation in the Republic of Belarus should be expanded as endogenous/exogenous closely related state Belarusian-Russian bilingualism (balanced in legal terms and unbalanced, unequal in functional and communicative terms), complicated by the languages of national minorities and national diasporas, and significant expansion of the presence of world languages in the Belarusian national language space. This paper shows the characteristics of language situation in Belarus and the status of Belarusian in the general Slavic background. Taking the language situation of the Republic of Belarus and the Belarusian language as an example, this paper illustrates the impact of the largest international megaproject “one belt and one way” on the dynamics of the language situations, connecting the national languages of Belarus and China into the world language space.

PROJECT-BASED LEARNING АND DESIGN THINKING

2021 ◽  
Vol 12 (2) ◽  
pp. 359-361
Author(s):  
Stoyna Pramatarova ◽  
Keyword(s):  
Design Thinking ◽  
Project Based Learning ◽  
Positive Development ◽  
High Quality ◽  
Key Skills ◽  
The World

Involving children in high-quality projects gives them key skills, stimulates creativity, helps them work together in a team and encourages them to imagine the world in a new way and change it for the better. Project-based learning gives teachers the opportunity to see the skills and character of each of their children and to work freely in the direction of their positive development. Through design thinking, children learn that they have the power to change the world. It gives them confidence that they can take in an unknown direction, courage how to continue with already learned, easy and fun techniques, satisfaction that they are a key part of the decision and the joy to quickly see the result of their work with their team.

scholarly journals The Effects of a Linguistic Tsunami on the Languages of Aceh

2016 ◽  
Vol 3 (2) ◽  
pp. 103 ◽  
Author(s):  
Zulfadli A. Aziz ◽  
Robert Amery
Keyword(s):  
Language Shift ◽  
Lessons Learned ◽  
Warning Signs ◽  
Minority Languages ◽  
Language Loss ◽  
World Language ◽  
World Languages ◽  
Early Warning Signs ◽  
The World ◽  
Regional Languages

The languages throughout the world are in crisis and it is estimated that 50% to 90% will have disappeared by the end of this century (Grenoble, 2012). Colonisation, nationalism, urbanisation and globalisation have resulted in a linguistic tsunami being unleashed, with a few major world languages swamping others. The rate of language loss today is unprecedented as this small number of dominant languages expands rapidly. Small minority languages are mainly in danger, but even large regional languages, such as Acehnese with millions of speakers, are unsafe. Similar to the case of a tsunami triggered by an earthquake, it is generally too late before speakers are aware of what is happening. In most cases language shift will have already progressed and irreversible before people realize it. This paper examines the early warning signs of impending language shift and what can be done for minority languages to have the best chance of survival. We draw on the local situation in Aceh, as well as other parts of the Austronesian speaking world and Australia, where the record of language loss is the worst in the world. Language shift in Australia is well-progressed; in Indonesia it is more recent. Lessons learned from places such as Australia and Taiwan have relevance for Indonesia today.

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