scholarly journals Reflexiones sobre la idea de comunicatividad para la clase de español como lengua extranjera en Noruega

2022 ◽  
Vol 9 (2) ◽  
pp. 108-125
Author(s):  
Xavier Llovet Vilá
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Curriculum Reform ◽  
Language Teaching ◽  
Compulsory Education ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
Strong Impact ◽  
Development Programs ◽  
Language Teacher

This article is to be conceived as a reflection on communicative oriented foreign language teaching in Norwegian compulsory education. More specifically, the objective is to succinctly examine some key aspects in the implementation of a communicative approach in the Spanish as a foreign language classroom. Based on existing research on foreign language teaching in Norway, it can be affirmed that despite the communicative paradigm initiated half a century ago, the implementation of communicative oriented practices in lower secondary school is limited. This is due, among many other factors, to the strong impact that language teacher schooling beliefs exert on teaching practices over the theoretical principles upon which the curricular reform is based (Kunnskapsløftet-K06). Thus, the success of the recent curricular renovation (Fagfornyelsen-K20) lies in part on how language teacher development programs, both pre-service and in-service, convey the communicative oriented teaching principles to engage teachers in a critical reflexive process of cognition articulation. This reflection examines these principles and suggests an eventual approach for teacher development programs to facilitate the challenge that students face when establishing connections between theory and practice and the articulation of their cognitions. Keywords: teacher cognition, Spanish as a foreign language, curriculum reform, teacher development, communicative language teaching. RESUMEN Este artículo se concibe como una reflexión acerca de la idea central de comunicatividad en la enseñanza de lenguas extranjeras en la educación reglada noruega. Más concretamente, el objetivo es examinar sucintamente los aspectos clave en la implementación de un enfoque comunicativo en la clase de español como lengua extranjera (ELE). Desde la conjunta investigación en didáctica de lenguas extranjeras en Noruega, se constata que cinco décadas después del inicio del paradigma comunicativo, la enseñanza de lenguas en la escuela secundaria noruega muestra una limitada orientación comunicativa. Uno de los factores que explican este fenómeno es la fuerte influencia que ejercen las creencias de los profesores originadas en su periodo de escolarización por encima de los principios teóricos sobre los que se sustenta la reforma educativa vigente (Kunnskapsløftet-K06). El éxito de la nueva renovación educativa (Fagfornyelsen-K20) radica parcialmente en cómo los programas de desarrollo docente, tanto de manera inicial como continua, vehiculan los principios de la enseñanza comunicativa para que los profesores participen en procesos de reflexión crítica en la articulación de sus creencias. Esta reflexión examina estos principios y sugiere un eventual acercamiento en los programas de formación que facilite el reto al que se enfrentan los estudiantes de relacionar conceptos teóricos con su implementación práctica y la articulación de sus creencias.

The actual problems of the theory and practice of Russian as a foreign language teaching

2018 ◽  
Author(s):  
Elena Barkhudarova ◽  
Dmitriy Gudkov ◽  
Lyubov Klobukova ◽  
Lidiya Krasilnikova ◽  
Irina Odintsova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Theory And Practice

scholarly journals Modern Technologies in Foreign Language Teaching: The Case of L.N. Gumilyov Eurasian National University

2019 ◽  
Vol 16 (2) ◽  
pp. 39-45 ◽  
Author(s):  
Akzhan Abdykhalykova
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Theoretical Methods ◽  
National University ◽  
Modern Information ◽  
Modern Technologies

Abstract Research purpose. The teacher of higher education should motivate students to use modern information technology training to study the discipline and develop professional competencies in foreign language teaching. The purpose of this research is to highlight the problem of finding the optimal didactic capabilities of modern information technologies used for improving the system of training specialists in the field of foreign languages teaching and to discuss the results of current studies in this direction. Design/Methodology/Approach. The authors summarized the relevant literature and results of the research and teaching experience. The main theoretical methods of research are modelling and designing the process of incorporating modern information technologies into foreign language teaching at the university. Theoretical methods are supplemented by empirical methods, such as observation, survey, testing, experimental work and methodological analysis. Findings. The article reveals the main components of the system of using modern technologies of foreign languages teaching at Theory and Practice of Foreign Languages Department of L.N. Gumilyov Eurasian National University. The article presents a description of training and monitoring online programs, their approbation in real conditions of pedagogical activity, the results of a pedagogical experiment, which proves the effectiveness of using modern technologies in the training of foreign and second language students. Originality/Value/Practical implications. The electronic educational materials, recommendations developed by the authors, can be used in the teaching of foreign language and can serve as a basis for the development of information, communication and instrumental provision in other subjects. The need for further research is as follows: to create online platforms, multimedia and testing programs and to develop variants of using modern technologies in foreign language teaching.

Language teacher identity

2019 ◽  
Vol 52 (3) ◽  
pp. 281-295 ◽  
Author(s):  
Hayriye Kayi-Aydar
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Teacher Identity ◽  
Classroom Practices ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Pedagogical Choices ◽  
Language Teacher Identity

The topic of language teacher identity receives strong attention in current scholarly literature. Understanding the complexities of identities that second/foreign language teachers construct is crucial because the ways teachers perceive themselves as professionals impact teacher development (e.g., Kanno & Stuart, 2011*), interactions with peers and colleagues (e.g., Kayi-Aydar, 2015*), pedagogical choices or classroom practices (e.g., Duff & Uchida, 1997*), and access to power and ownership of language (De Costa & Norton, 2017*; Varghese et al., 2016*), ultimately undergirding or undermining second/foreign language teaching (Varghese et al., 2016*).

scholarly journals Beliefs, Attitudes, and Reflections of EFL Pre-service Teachers when Exploring Critical Literacy Theories to Prepare and Implement Critical Lessons.

2015 ◽  
Vol 17 (2) ◽  
pp. 179 ◽  
Author(s):  
Claudia Patricia Gutierrez
Keyword(s):  
Teacher Preparation ◽  
Foreign Language ◽  
Critical Literacy ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Language Teacher ◽  
Vast Number ◽  
Efl Teachers

<p>Foreign language teaching and learning is an issue of high relevance nowadays in Colombia. Unfortunately, language teaching has often been reduced to the mastery of language structures, disregarding the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affect their everyday life. Shifting language teaching toward this goal, however, has to start in language teacher preparation programs. To gain a better understanding of the implication of this shift, this study explored the beliefs, attitudes, and reflections of three student-teachers, from a foreign language teaching program at a public university, towards the exploration of critical literacy theories, and the design and implementation of critical lessons. Data collected included audio-recordings of group discussions and individual interviews with the three participants, their reflections in different stages, lesson plans, and class observations of their lesson implementation. Results from this study suggest that exposing future EFL teachers to critical literacy approaches to language teaching can have different effects on their perspectives towards education and their teaching practice. Thus, their beliefs and attitudes towards Critical Literacy Theories can be continuously transformed as they face various situations in the exploration and implementation of these theories.</p><p>Key words: <em>pre-service EFL teachers, Critical Literacies, Language teacher preparation programs, Teaching practicum.</em></p>

scholarly journals طرق تدريس اللغة العربية للناطقين بغيرها

ALSINATUNA ◽  
2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Muhammad Muhlisin
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Learning Material ◽  
Language Teacher ◽  
Professional Teacher ◽  
Teacher Needs

Becoming a professional Arabic teacher needs knowledge, skills, accuracy, strategy, and perseverance. Besides that, a professional teacher of Arabic also needs interesting methods in the teaching and learning process. There are so many teaching methods used in the foreign language teaching and learning. However, some of them are not appropriate to be used. Each of them has strengths and weaknesses, so it is better for a foreign language teacher, especially Arabic teacher not to rely on one method only, but he should choose and determine the appropriate methods which is relevant with the learning material in order to create fun learning process.

scholarly journals A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

2021 ◽  
Vol 13 (12) ◽  
pp. 6721
Author(s):  
Wenxiu Chu ◽  
Honggang Liu ◽  
Fan Fang
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Curriculum Reform ◽  
Language Teaching ◽  
Teaching Profession ◽  
Ecological Systems ◽  
Foreign Language Teaching ◽  
Ecological Perspective ◽  
Systems Model ◽  
Efl Teachers

Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.

scholarly journals ВОХМИНА Л.Л., КУВАЕВА А.С., ХАВРОНИНА С.А. СИСТЕМА УПРАЖНЕНИЙ ПО ОБУЧЕНИЮ УСТНОЙ ИНОЯЗЫЧНОЙ РЕЧИ: ТЕОРИЯ И ПРАКТИКА (НА ПРИМЕРЕ РКИ) СПб.: Златоуст, 2020. – 268 с.

2020 ◽  
Author(s):  
V.V. Molchanovskiy
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Original System ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
Foreign Languages ◽  
Current State ◽  
Wide Range ◽  
Oral Speech ◽  
Wide Circle

В статье представлено описание структуры и содержания книги Система упражнений по обучению устной иноязычной речи: теория и практика (на примере РКИ) Л.Л. Вохминой, А.С. Куваевой, С.А. Хаврониной. Книга рассматривает широкий круг проблем, связанных с историей, развитием и современным состоянием вопроса о создании упражнений по обучению устной иноязычной речи. Как результат изучения предыдущего опыта и собственной практики предложена оригинальная система упражнений, построенная напринципе перехода от простого к сложному в соответствии с психолингвистическими процессами формирования устной речи. Данная работа может быть интересна широкому кругу читателей, связанных с преподаванием иностранных языков, включая русский.The article describes the structure and content of the bookSystem of Exercises for Oral Foreign Language Teaching: Theory and Practice (on the Example of RLT)by L.L. Vokhmina, A.S. Kuvaeva, S.A. Khavronina. The book examines a wide range of problems related to the history, development and current state of the problem of exercises for oral foreign language teaching. As a result of studying previous experience and own practice an original system of exercises is proposed, built on the principle of transition from simple to complex in accordance with the psycholinguistic processes of oral speech formation. This work may be of interest to a wide circle of readers related to the teaching of foreign languages including Russian.

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