scholarly journals Reflexiones para una práctica docente de integración de destrezas y contenidos en los programas de español a nivel universitario

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Kari Soriano Salkjelsvik
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Integrated Learning ◽  
Language Programs ◽  
Hispanic Studies ◽  
University Level ◽  
Foreign Language Programs ◽  
Educational Applications ◽  
Object Of Study ◽  
The University

SUMMARY This article is a reflection on the possibilities that the concept of Content and Language Integrated Learning (CLIL), can provide for the teaching of foreign language programs at the university level, using as an example the programs of Hispanic studies in Norway. After reviewing the concept of CLIL, and placing it in the context of Hispanic studies, the article investigates its practical, political, and educational applications. It is argued that integrating skills and content fully at the university level is a task that depends on specific administrative infrastructures, as well as on methodological resources that can make this integration an object of study and reflection. In this context, this work aims to promote the creation of new teaching proposals for university programs of foreign languages ​​that respond to the challenges and demands that are currently facing the humanities. RESUMEN Este artículo se concibe como una reflexión sobre las posibilidades que el concepto de Aprendizaje integrado de contenido y lengua (AICLE), puede aportar para la enseñanza los programas de lenguas extranjeras en las universidades, utilizando como ejemplo los programas de estudios hispánicos en Noruega. Tras revisar el concepto de CLIL, y situarlo en el contexto de los estudios hispánicos, el artículo indaga sobre su aplicación práctica y político-educativa.  Se arguye que integrar destrezas y contenidos plenamente a nivel universitario es una tarea que depende de infraestructuras administrativas específicas, así como de recursos metodológicos que hagan de dicha integración un objeto de estudio y reflexión. En este sentido, este trabajo quiere impulsar la creación de nuevas propuestas docentes para los programas universitarios de lenguas extranjeras que respondan a los retos y exigencias a los que actualmente se están enfrentando las humanidades.

scholarly journals The Development of the Linguistic Persona in the Context of Professionally Oriented University-Level Foreign Language Education

2021 ◽  
pp. 123-136
Author(s):  
Liudmila Konyakhina ◽  
◽  
Lora Yakovleva ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language Programs ◽  
University Level ◽  
Foreign Language Programs ◽  
Foreign Language Instructors

The article discusses a number of issues related to developing the linguistic persona and intercultural competency and focuses on educational ideas, strategies, technologies, and practices that embody intercultural approaches to foreign language education. To ensure the high quality of foreign language education, our priorities must include the development of competences in the area of professional communication in foreign languages. In that regard, the article identifies pedagogical conditions conducive to fostering the socio-cultural competence and the successful development of the learner’s linguistic persona. The authors present mechanisms of implementing the said pedagogical conditions in the following areas: a) developing communication skills and competencies of foreign language instructors; b) modeling situations with communication barriers in diverse ethnocultural environments; c) acquiring and selecting ethnocultural information; d) integrating in-class and out-of-class activities in a foreign language; and e) establishing a good rapport between an instructor and her students. The authors go on to describe the methodological basis for designing the content of foreign language programs, identify optimal approaches to teaching and learning foreign languages, and reflect on the context of the intercultural paradigm in university-level foreign language education.

Changing Patterns in Foreign Language Programs: Report on the Illinois Conference on Foreign Languages in Junior and Community Colleges

1974 ◽  
Vol 47 ◽  
pp. 181
Author(s):  
Rosemary Hyde Thomas ◽  
Wilga M. Rivers ◽  
Louise H. Allen ◽  
Sandra J. Savignon ◽  
Richard T. Scanlan
Keyword(s):  
Community Colleges ◽  
Foreign Language ◽  
Foreign Languages ◽  
Language Programs ◽  
Changing Patterns ◽  
Foreign Language Programs

Alien Wisdoms in English and Foreign Language Programs

PMLA ◽  
2002 ◽  
Vol 117 (5) ◽  
pp. 1245-1247 ◽  
Author(s):  
Claire Kramsch
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Learner ◽  
Common Denominator ◽  
Language Programs ◽  
University Of Texas ◽  
Foreign Language Programs ◽  
Multicultural Experiences ◽  
Global Language ◽  
The University

The changing demographics of higher education are bringing the teaching of English and the teaching of foreign languages closer together. For an increasing number of students, English is a foreign, a second, an international, or a global language, not the language of a unitary mother tongue and culture. Increasingly, students of French, German, or Spanish are learning a foreign language on the background of experiences of migrations, displacements, and expatriations but also on the background of multilingual and multicultural experiences. The typical language learner is, for example, a Nigerian with a Canadian passport learning German at the University of Texas, or a Czech citizen with a knowledge of English, German, and French enrolled in a Japanese class at the University of California, Berkeley. The common denominator among language learners is their interest in language in all its manifestations: literary and nonliterary, academic and nonacademic, as a mode of thought, as a mode of action, and as a symbol of identity. At UC Berkeley, the current success of courses with titles like Language, Mind, and Society; Language in Discourse; Language and Power; and Language and Identity—as they are offered by English programs, foreign language programs, linguistics departments, or schools of education—is a sign of a renewed interest in the way language expresses, creates, and manipulates “alien wisdoms” through discourse.

A CELEBRATION OF FLES*: SEQUENTIAL FLES, FLEX, AND IMMERSION.Gladys C. Lipton (Ed.). Lincolnwood, IL: National Textbook Company, 1998. Pp. x + 226.

2000 ◽  
Vol 22 (2) ◽  
pp. 290-291
Author(s):  
Thomas Lovik
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Foreign Languages ◽  
Elementary Level ◽  
Language Programs ◽  
Language Classroom ◽  
Conference Presentations ◽  
Foreign Language Classroom ◽  
Foreign Language Programs

As indicated by the title of this volume, this collection of public speeches, conference presentations, and practical tips for the elementary foreign language classroom truly celebrates the vibrancy and mission exhibited by many teachers of foreign languages at the elementary level. The designation FLES* (pronounced “flestar”) has been created by Lipton as an “overall term for all types of elementary school foreign language programs” (p. 1), including sequential FLES (Foreign Language in the Elementary School), FLEX (Foreign Language Exploratory), and Immersion. According to Lipton, the term “sequential FLES” subsumes the model usually referred to as FLES.

scholarly journals Virtual Frontiers: How Online Spaces are Redefining the Value and Viability of Performative Foreign Language Learning

2017 ◽  
Vol XI (1) ◽  
pp. 79-93
Author(s):  
Catherine Van Halsema
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Online Classroom ◽  
Language Programs ◽  
Online Spaces ◽  
Foreign Language Programs ◽  
The University

This paper will seek to contrast the rapidly growing commercial industry of digitally-mediated foreign language education with the gradually diminishing support for foreign language programs in American universities. After first analyzing evidence that justifies the need for foreign language education at the university level, it then digs deeper to locate the characteristics of those most successful online classroom models. It will finally draw on theories of language, teaching, and performativity in an effort to explore how digital spaces have and will shape the relationship between instructor and student and the performance of foreign language learning.

Linguodidactic potential of the complex task “Dictogloss”

2019 ◽  
pp. 70-78
Author(s):  
Inga Aksenova
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Complex Task ◽  
Language Programs ◽  
Foreign Language Programs ◽  
Definition Of ◽  
New Forms Of Work

Teaching a foreign language is aimed at the formation of foreign language communicative competence. The purpose of foreign language teaching is the development of speech skills. The methodology of foreign languages teaching continuously searches for new forms of work that increase the productivity of the process and have a large linguodidactic potential. For many years teachers has used one type of work at foreign languages lessons – a dictation. Dictogloss is dicta-tion with more ambitious goals, develop not only writing, but also speaking, reading, listening. The analysis of the Model Foreign Language Programs for Schools shows that it is necessary to develop exercises that help in the shortest possible time to develop as many speech skills as possi-ble, increasing the productivity of the process of foreign language teaching. So we study a number of research of both Russian and foreign authors on dictogloss and derive on their basis the dictogloss technique in stages and a variety of this type of work. We present: 1) the definition of dictogloss; 2) the main stages of its implementation (preparation, dictation, processing, analysis and correction); 3) the dictogloss types; 4) the great linguodidactic potential of the dictogloss, ex-pressed in the application of students' lexical and grammatical not separately, but in a complex for solving practical speech tasks.

scholarly journals Games in foreign language classrooms: Taiwanese students’ perspective

2021 ◽  
Vol 28 ◽  
pp. 159-174
Author(s):  
Natalia Tsai
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Qualitative Data ◽  
Foreign Languages ◽  
Language Games ◽  
Slavic Languages ◽  
Language Classrooms ◽  
University Level ◽  
The University ◽  
Depth Interviews

The study has been designed in order to answer the growing demand for systematic implementation of English language games into FL curriculum at the university level. The purpose of this paper is to analyse how Taiwan-based learners perceive the use of games in the classroom. The qualitative data has been obtained from in-depth interviews with three individuals majoring in EFL and Slavic languages. Among the main benefits of game-supported instruction, students mentioned breaking the routine and raising motivation, along with educational aspects related to introducing, reviewing, and testing the material. They also offered guidance for instructors who plan to deploy games in class. Their overall perception was very positive, which allows the conclusion that it is advisable to introduce games to a wider audience of Taiwanese students. If doing so really can raise motivation to master foreign languages and whether it will translate into measurable progress in Taiwanese students’ linguistic advancement is another issue worth future investigation.

Practical Handbook to Elementary Foreign Language Programs

1993 ◽  
Vol 77 (3) ◽  
pp. 377
Author(s):  
Diane F. Ging ◽  
Gladys C. Lipton
Keyword(s):  
Foreign Language ◽  
Language Programs ◽  
Foreign Language Programs

Specifičnosti onlajn nastave leksikologije i sintakse srpskog jezika na Filološkom fakultetu: izazovi i perspektive

2021 ◽  
Author(s):  
Marija Raković ◽  
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Teaching Process ◽  
Advantages And Disadvantages ◽  
Insufficient Time ◽  
The Subject ◽  
University Level ◽  
The University ◽  
Case Based

The paper deals with the observation of the specifics of online teaching of lexicology and syntax of the Serbian language at the Faculty of Philology of students studying a foreign language. The aim is to notice possibilities of realization of online teaching. The research was conducted on the basis of the implementation of the teaching process in the subject Serbian language 2 (lexicology and syntax) and a survey of students on the advantages and disadvantages of online teaching. The analysis showed that online teaching provides shortcomings in the form of insufficient time for the teacher to deal in more detail with student ambiguities, but also provides numerous opportunities for progress in education – mostly in terms of student time organization and uninterrupted questioning, which is not always the case. Based on the obtained results, we will try to give methodological implications for teaching practice, which concern the possibility of improving online teaching of the Serbian language at the university level.

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