scholarly journals Fighting covert discrimination by concept learning. A study of the pedagogical value of one Pestalozzi training resource in Norway.

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Inger Langseth
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Concept Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Democratic Citizenship ◽  
University Of Technology ◽  
Language Classroom ◽  
Teacher Students

This article discusses approaches to teaching democratic citizenship in English and foreign language education (FLE) in Norway. The article is based on a training resource developed within the Council of Europe Pestalozzi programme (Huber Mompoint-Gaillard, 2011; Huber, 2012). The aim of the training resource is to develop an understanding of how to teach covert discrimination. The objective is to understand to what extent conceptual understanding and collaborative learning can empower students’ democratic citizenship and contribute to fighting discrimination, bullying violence, racism, extremism, xenophobia and intolerance in society. Qualitative data was gathered during one seminar for ten teacher students held at the Norwegian University of Technology and Science in November 2013. The case study shows that the Pestalozzi approach to Education for Democratic Citizenship and Human Rights Education has the potential to deepen Norwegian teacher students’ understanding of covert discrimination and inspire them to include democratic citizenship in their foreign language teaching. One important result is that concept learning, in combination with collaborative learning, strengthens the awareness of covert discrimination and prepares the ground for fighting covert discrimination in the foreign language classroom.

scholarly journals Cooperative and Collaborative Learning in the Language Classroom

2015 ◽  
Vol 39 (3) ◽  
pp. 22
Author(s):  
Yoshitaka Kato ◽  
Francesco Bolstad ◽  
Hironori Watari
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Relevant Literature ◽  
Language Education ◽  
Foreign Language Education ◽  
Extensive Review ◽  
Group Activities ◽  
Language Classroom

Cooperative learning and collaborative learning are two of the central approaches to utilize pair or group activities in the language learning classroom. However, despite the fact that these approaches have been developed under different historical backgrounds and thus have different pedagogical aims to be pursued, a tendency to use the two terms interchangeably has obscured their respective merits in foreign language education. This paper therefore attempts to differentiate them through an extensive review of the relevant literature. It reveals that cooperative learning, which emphasizes the necessity of developing learners’ social skills, tends to be described as a more structured and teacher-centered approach than collaborative learning, which presupposes the learners’ autonomy to a greater extent. This paper, rather than arguing any primacy of one of the two approaches, introduces some issues to assist practitioners and researchers to identify which approach would be most beneficial for their individual teaching and research goals. 「協同学習」と「協調学習」は、言語学習におけるペア・グループ学習を有効活用するための2つの中心的なアプローチである。しかし、両者が異なる歴史的背景、教育目的のもとで発展したにもかかわらず、これら2つの用語は外国語教育において混同されて用いられる傾向があり、互いの利点が十分に活かされてはこなかった。そこで本論は、従来の先行研究を幅広く概観することで、両者の相違点の明確化を試みた。その結果、学習者の社会スキルの向上を重視する「協同学習」は、学習者の自律性を前提とする「協調学習」に比べ、より構造的で、教師中心のアプローチとして記述される傾向があることがわかった。本論は、これらのアプローチいずれかの優位性を示すものではない。言語教育の実践家や研究者が、各々の教育や研究の目的にとってより有益なアプローチを見出すための指針を提供するものである。

Integrating Recent CALL Innovations into Flipped Instruction

2017 ◽  
pp. 161-167 ◽  
Author(s):  
Edo Forsythe
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Research ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Language Classroom ◽  
The World ◽  
Foreign Language Classroom ◽  
Educational Methodology

With flipped learning becoming a normalized part of foreign language educational methodology, it is important to understand its past so that we, as teachers, can consider the future. This chapter reviews the pedagogical basis supporting flipped learning and discusses the recent research into the use of flipped learning methodology, primarily in the foreign language classroom. This survey encompasses studies done in Japan and around the world. Recent studies were analyzed to develop general guidelines for how to flip instruction, which are provided herein with suggestions for administrators to institutionalize the practice of flipped education. This chapter concludes with suggestions for future research into the field of flipped learning in foreign language education.

Integrating Recent CALL Innovations into Flipped Instruction

2016 ◽  
pp. 270-277
Author(s):  
Edo Forsythe
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Future Research ◽  
Flipped Learning ◽  
Flipped Instruction ◽  
Language Classroom ◽  
The World ◽  
Foreign Language Classroom ◽  
Educational Methodology

With flipped learning becoming a normalized part of foreign language educational methodology, it is important to understand its past so that we, as teachers, can consider the future. This chapter reviews the pedagogical basis supporting flipped learning and discusses the recent research into the use of flipped learning methodology, primarily in the foreign language classroom. This survey encompasses studies done in Japan and around the world. Recent studies were analyzed to develop general guidelines for how to flip instruction, which are provided herein with suggestions for administrators to institutionalize the practice of flipped education. This chapter concludes with suggestions for future research into the field of flipped learning in foreign language education.

Instructional Guidance for Promoting Creativity in English as a Foreign Language Writing Classrooms: A Korean Case Study

RELC Journal ◽  
2021 ◽  
pp. 003368822110666
Author(s):  
Hyun-Ju Kim ◽  
Stewart Gray ◽  
Christopher Lange
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Mind Mapping ◽  
Instructional Techniques ◽  
Creative Ability ◽  
South Korean ◽  
Instructional Guidance ◽  
Language Writing

As student creativity is increasingly emphasized in English as a Foreign Language education, it is necessary to consider instructional techniques to encourage it. This study examines the effectiveness of two instructional techniques on creative writing performance of English as a Foreign Language students in a South Korean university. These techniques are variations of brainstorming known as mind mapping and SCAMPER. Survey data from the participants ( n = 39) were analysed to determine which technique resulted in higher levels of perceived creative output (essays). Additionally, a creativity rubric was developed and used to assign analytic scores to the essays to examine the relative benefits of the two techniques for high and low creative ability students. Results show that SCAMPER produced statistically significantly higher levels of perceived creative output. The essays written using SCAMPER generally received higher creativity scores than those written using mind mapping, though this difference was not statistically significant. Finally, results suggest that both techniques may help to narrow the performance gap between high and low creative ability students.

Telecollaboration in Foreign Language Curricula

2020 ◽  
pp. 958-980
Author(s):  
Linda van der Kroon ◽  
Kristi Jauregi ◽  
Jan D. ten Thije
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Mutual Understanding ◽  
Intercultural Communicative Competence ◽  
Intercultural Understanding ◽  
Time Space ◽  
Collaborative Construction ◽  
Adequate Understanding

The development of intercultural communicative competence is increasingly important in this globalised and highly digitalised world. This implies the adequate understanding of otherness, which entails a myriad of complex cognitive competences, skills and behaviour. The TILA project aims to study how the use of digital communication means in foreign language education can contribute to the development of intercultural understanding when communicating with peers across borders. Understanding is the result of a collaborative construction of shared knowledge, which can be supported through the use of meta-communicative devices (MCDs) (). This case study investigates how pupils used communication strategies during video communication sessions to achieve intercultural understanding. Results reveal that task-based telecollaboration sessions offer learners the opportunity to achieve mutual understanding by utilizing a variety of meta-communicative devices that help the learners to compare their cultures in relation to time, space and habits, verify meaning and clarify utterances.

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