A short history of foreign language education in Europe

2018 ◽  
pp. 19-40
Author(s):  
Pau Bori
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Short History ◽  
History Of

Case method in the students’ university foreign language education

2021 ◽  
pp. 95-106
Author(s):  
Roman A. Danilin
Keyword(s):  
Foreign Language ◽  
Creative Thinking ◽  
Scientific Literature ◽  
Language Education ◽  
Foreign Language Education ◽  
Case Method ◽  
Dominant Type ◽  
Speech Activity ◽  
Analytical Skills ◽  
History Of

The case method is one of the methods of problem learning, which allows, based on the description of the problem, to organize the learning process in order to develop a number of universal skills and foreign language speech skills of students. The history of the case method, the typology of cases, the didactic and linguodidactic potential of the case method are described. Based on the analysis of scientific literature, we distinguish the following typological features: a) the complexity of the case; b) the purpose and objectives of the case; c) the degree of structuredness; d) the volume of the case; e) the presence of the plot; f) temporary space; g) subjectivity; h) dominant type of activity; i) subject-content area; j) the number of participants; k) language of the project. The work describes in detail the types of cases for each type. The case method has a didactic potential, allowing to develop analytical skills, critical thinking, professional creative thinking, practical skills, communication skills, social and reflexive skills. When teaching a foreign language on the basis of foreign language cases of a general cultural or professionally oriented direction, students will be able to develop productive (speaking and writing) and receptive (listening and reading) types of speech activity. A nomenclature of speech skills developed in the process of using the case method for each type of speech activity is presented.

scholarly journals Creative Pedagogy: 30 Years and Counting (In Foreign Language Education and Beyond)

2020 ◽  
Vol 12 (1) ◽  
pp. 127
Author(s):  
Andrei G. Aleinikov
Keyword(s):  
Critical Pedagogy ◽  
Foreign Language ◽  
Creative Thinking ◽  
Language Education ◽  
Foreign Language Education ◽  
Creative Education ◽  
Creative Pedagogy ◽  
History Of ◽  
Educational Trend ◽  
First Time

This paper provides a brief overview of Creative Pedagogy as an educational trend, which was introduced over 30 years ago, in 1989, and has spread extensively around the world since that time. It also demonstrates Creative Pedagogy’s application to Foreign Language Education (FLED) and other subjects. Originally, just as creative thinking is opposed to critical thinking, Creative Pedagogy was opposed to Critical Pedagogy, but it was defined as a formula of invention—absolutely obligatory in patent description in technology and the first time in the history of education—and this made it opposed to all other types of pedagogies.. With the advent of Sozidonics, the science of creativity, where creativity was given a scientific definition, Creative Pedagogy became the only trend in education that is technologically-defined and scientifically-based. When united with Creative Andragogy, it became Creagogy—a generic science of creative 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.

scholarly journals Axiological aspects of foreign language teachers’ preparation for primary foreign language education

2021 ◽  
Vol 284 ◽  
pp. 08010
Author(s):  
Natalya Galskova ◽  
Zinaida Nikitenko
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Developmental Potential ◽  
History Of ◽  
Spiritual Ability

The article outlines axiological basis of professional training of English teachers, capable to develop communicative, cognitive and moral development of junior schoolchildren when they master a new language and facts from a different culture. The article refers both to the history of methodological research, in which the issues of the formation of professionally significant skills of a foreign language teacher were studied, and to the modern problems of the formation of the teacher’s personality and his readiness for pedagogical activity. The article examines linguistic values and substantiates a new goal of professional training of a future foreign language teacher for the primary stage of secondary school, taking into account the priority of his spiritual ability and recognition of professionalism as its fundamental characteristic. The authors associate the formation of professionalism with the disclosure of the personal potential of the future teacher, which is an integrative phenomenon, the components of which are the basis for determining the new content of teacher training as a person capable of realizing the educational and developmental potential of primary foreign language education.

scholarly journals TARGET DIMENSIONS OF BULGARIAN LANGUAGE TEACHING IN CHINA: LANGUAGE SKILLS, GENERAL KNOWLEDGE AND INTERDISCIPLINARITY

2020 ◽  
pp. 96-100
Author(s):  
Wenshuang LIN
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Skills ◽  
Language Education ◽  
Foreign Language Education ◽  
General Knowledge ◽  
Grammatical Knowledge ◽  
Teaching Language ◽  
Language And Literature ◽  
History Of

Teaching Bulgarian language and literature in China has a history of nearly 60 years. During this period, the discussion about the concept and methodology of foreign language teaching has never stopped, which concerns the orientation of language teaching – language skills, general knowledge or interdisciplinary competence. Following the trend for reforming the curriculum, teaching Bulgarian at Beijing Foreign Studies University applies the new concept of teaching within the development of the curriculum and the new teaching methods in order to achieve new goals and requirements. To a great extent, the structural reform of Bulgarian language teaching reflects the evolution of the concept of foreign language education. From 1961 to the 2000s, the main features of the curriculum were generality and skill-based, which focused greatly on basic and linguistic skills, as well as on the grammatical knowledge and the general knowledge related to Bulgaria and the Bulgarian language. From the beginning of the 21st century, even though language skills courses still account for a large proportion of the curriculum, the types of courses have been gradually diversified, reflecting the transition from language skill-based to knowledge-oriented, and then to cross-cultural ability-oriented. By achieving the transition, Bulgarian language teaching in China currently is realized in three target dimensions – language skills, general knowledge and interdisciplinary.

Organization of Teaching New Languages in Real Schools (Based on Materials of Pre-Soviet Period Editions)

2020 ◽  
Vol 15 (5) ◽  
pp. 70-78
Author(s):  
Levchenko Olga Yu. ◽  
Keyword(s):  
Foreign Language ◽  
Practical Importance ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
Educational Activity ◽  
Soviet Period ◽  
History Of ◽  
The Subject

The study of the history of domestic foreign language education continues to remain relevant, since some aspects of this problem have not received their comprehensive description. In this regard, the activity of real schools is of undoubted interest, the understanding of the experience of which has practical importance in the context of improving the quality of teaching foreign languages, developing subject concepts and further improving the mathematical and natural science training of students. The issues of real education, which were the subject of special attention of state and public figures, representatives of the pedagogical community and entrepreneurship, received wide coverage in publications published in the pre-Soviet period. The theoretical analysis of historical and pedagogical editions demonstrates a certain specificity of teaching foreign languages in real schools. The study of ancient languages was the prerogative of classical gymnasiums, while in real schools the emphasis was on the learning of new languages. The training course was aimed at acquiring skills in various types of speech activity and provided for the achievement of not only developing and educational, but also practical goals. The program set tasks for each stage of training and contained recommendations on the organization of educational activities. Much attention was paid to reading. Awareness of the importance of foreign language education contributed to the search for the most effective forms of educational activity on the lesson.

The History of Grammar in Foreign Language Teaching

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Middle Ages ◽  
Teacher Educators ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Original Essays ◽  
History Of

Taking a broadly chronological approach, this volume of original essays traces the origins of the concept of 'grammar'. In doing so, it charts the social, moral and cultural factors that have shaped the development of grammar from Antiquity, via the Middle Ages, Renaissance and Modern Europe, to current education systems and language learning pedagogy. The chapters examine key turning points in the history of language teaching epistemology, focusing on grammar for 'foreign' language teaching across different European cultural contexts. Bringing together leading scholars of classical and modern languages education, this book offers the first single-source reference on the evolving concept of grammar across cultural and linguistic borders in Western language education. It therefore represents a valuable resource for teachers, teacher-educators and course designers, as well as students and scholars of historical linguistics, and of second and foreign language education.

Prospects for the evolution of a foreign language textbook for a non-linguistic university

2021 ◽  
pp. 7-15
Author(s):  
Mary G. Evdokimova
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Contextual Approach ◽  
Educational Environments ◽  
History Of ◽  
Modern Textbook ◽  
Social Communicative

We discuss issues related to rethinking the general status of a textbook as the main aid of teaching, its place and role in the system of teaching a foreign language (FL) at non-linguistic universities. A retrospective analysis of the main trends in the development of the concept of the foreign language textbook, the history of the transformation of its forms, functions and signific-ance is given. The increasing role of modern multimedia textbooks and integrated digital linguistic educational environments as an alternative to the traditional textbook is shown. The need for the textbook authors to take into account modern scientific and methodic ideas about the target, con-tent and procedural aspects of foreign language education is proved. The increasing relevance of intra-university publications is shown. An integrative methodology is proposed as a guideline for the development of the concept of a modern foreign language textbook at a non-linguistic university. The productivity of integrating profession-oriented foreign language training, the competence-based, communicative and intercultural approaches is substantiated. The contextual approach is considered as a way to actualize the profession-oriented vector of teaching foreign language at a non-linguistic university. It is shown that the implementation of the contextual approach requires that departments of foreign languages at non-linguistic universities of various profiles should specify the content of teaching a foreign language, in order to identify and clarify the features of professional communication of the specialists of a particular profile. In this case, it is necessary to take into account not only purely scientific and technical/ontological (subject context), but social, communicative, organizational aspects of communication (social context) as well. Summing up the results of the undertaken analysis, the author formulates the requirements for the content and structure of a modern textbook. A forecast is presented regarding the most probable directions of evolution of a foreign language textbook for non-linguistic universities.

The history of the emergence and main trends in the development of the case-study method in Russian foreign language education: the theoretical aspect of the research problem

2021 ◽  
pp. 131-138
Author(s):  
Natalya A. Goncharova ◽  
Nadezhda V. Hausmann-Ushkova
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Foreign Languages ◽  
Interactive Methods ◽  
Educational Institutions ◽  
Case Study Method ◽  
History Of

The history of the emergence of the “case-study” method as a significant method for the national methodic science is briefly presented in a historical cut. From a theoretical point of view, the main trends in the development of the “case-study” method in the domestic school foreign language education are outlined. It is emphasized that there is a rapid spread of the “case-study” method in the school methods of teaching foreign languages. This method becomes an effective means of organizing the educational and cognitive process, coexists with other interactive methods. The “case-study” method is actively used in teaching foreign languages both in general educational institutions and in higher educational institutions, and is already one of the components of the educational process. It is emphasized that, working with teaching, training and systematizing cases in the process of learning a foreign language, students receive an analysis of the usual situation and a solution to the problems raised by means of a foreign language. The study of cases gives students the opportunity to use a ready-made scheme for solving a communication problem in a certain communicative situation, forms the skills for solving deeper problems. Naturally, students will be able to apply this experience in similar cases in the implementation of future intercultural activities.

Sign in / Sign up

Export Citation Format

Share Document