PROFESSIONAL DIGITAL COMPETENCE IN LANGUAGE EDUCATION

Language Teachers ◽

Digital Competence ◽

Exclusion Criteria ◽

Scopus Database

This article aims to unpack the term ‘professional digital competence’ and similar notions in language teacher education, to explore the existing Digital Competence Frameworks and their constituents. We also targeted to identify the most relevant findings in terms of digital competence of university language teachers through the analysis of scientific production in specialized literatures in the last decade (2012-2022). A search was carried out on Scopus database. After applying the inclusion and exclusion criteria, the sample was made up of 11 articles. The main findings helped to reveal the list of aspects investigated in terms of technology enhanced-foreign language teaching.

Spelling Pronunciation versus Relaxed Pronunciation in Foreign Language Teacher Education

Education Reform Journal ◽

10.22596/erj2021.06.01.31.46 ◽

2021 ◽

Vol 6 (1) ◽

pp. 31-46

Author(s):

Mehmet DEMİREZEN

Keyword(s):

Teacher Education ◽

Foreign Language ◽

English Language ◽

English Teachers ◽

Language Teachers ◽

Native Students ◽

Language Teacher ◽

English Language Teachers ◽

The Creation

Accurate pronunciation is an important part of learning any language, and especially when non-native students are trained to be English language teachers. Good pronunciation is more than just mastering individual sounds since it also requires understanding intonation, stress, pitch and junctures. In this respect, first things first, two functional issues come to the stage: Spelling pronunciation versus relaxed pronunciation. Spelling pronunciation depends on the use of a pronunciation that is based on spelling that includes common pronunciation of the silent vowel and consonant letters. The converse of spelling pronunciation is pronunciation spelling which produces the creation of a new spelling form on the basis of pronunciation. In this study, the contrastive positioning of spelling pronunciation versus pronunciation spelling in English words, phrases, clauses, and sentences will be analyzed to train the English teachers.

The Use of the Educational Function of Media in Foreign Language Teaching

Social Communication ◽

10.2478/sc-2018-0006 ◽

2018 ◽

Vol 4 (1) ◽

pp. 48-57

Author(s):

Kinga Bajorek ◽

Sławomir Gawroński

Keyword(s):

Mass Media ◽

New Media ◽

Foreign Language ◽

Language Learning ◽

Mass Communication ◽

Language Teaching ◽

Language Education ◽

Language Teachers ◽

Mobile Technologies

Abstract The use of mass communication in the field of foreign language teaching is not a new phenomenon, because traditional media have been in use in this area for a few decades. Nowadays, however, several tendencies confirming the scale of this phenomenon can be observed. Mass media, and new media in particular, are used both in the process of self-education and as an important tool used by foreign language teachers. Technological progress, the communication revolution, the spread of the Internet, and the development of new media and mobile technologies offer modern and more effective methods of language education. This article reviews the conditions relating to the relationship between mass media and language learning, taking into account the possibility of using one of the key functions of mass communication, namely its educational function. The authors, using literature analysis, defined and analyzed the causes of specific symbiosis between media tools and technologies as well as the methodology used in the field of foreign language teaching.

Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences ◽

Foreign language teacher education in psycho-pedagogical research

10.33310/2518-7813-2019-65-2-170-176 ◽

2019 ◽

Vol 65 (2) ◽

pp. 170-176

Author(s):

Marianna Levrints

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Knowledge Base ◽

Empirical Studies ◽

Language Teachers ◽

Small Scale ◽

Language Teacher ◽

Theoretical Foundations

The unprecedented growth in the quantity, as well as quality of publications on language teacher education supported by the domain’s increasing experiential background opens up new avenues for enhancing the effectiveness of foreign language teacher education in Ukraine. Hence, the present paper aims at analyzing and singling out recurrent research themes, defining the mainstream approaches of the field of language teacher education, which constitute the emerging theoretical foundations of the field’s knowledge base. The review of the state-of-the-art publications has enabled the specification of the following research areas, pertinent to foreign language teacher education: language teacher cognition, the knowledge base of language teachers, language teacher identity, reflection, language teacher research and action research, language teacher professionalism, the role of teacher education, effectiveness of teaching, expertise, competence, teacher development and some others. The analysis of research suggests overall proliferation of the number of studies on the problem of language teacher education during the past 30˗40 years. Nevertheless, the comparison of the volume of studies highlighting general aspects of teacher education to those specifically related to foreign/second language teacher education reveals the quantitative advantage of the former. More efforts are needed at elaborating language teacher focused issues which stem from the nature of foreign language as a discipline, the socio-cultural role of language teachers and the role of foreign language in particular. Further limitations of the field-related research base, include: 1) a rather small proportion of empirical studies, necessary to provide informed answers for important questions of language teacher education; 2) the majority of available empirical studies are small-scale and contextually limited, which excludes the possibility of generalizations; 3) the field’s overall reliance on traditions, intuition and practical experience, with little regard for theoretical foundations; 4) paucity of research that present systematic complex generalizations of the field’s knowledge base;

Handbook of Research on Learning in the Age of Transhumanism - Advances in Educational Technologies and Instructional Design ◽

A Case Study on Pre-Service English Teachers' Perceptions of Self-Efficacy and Integration of Information-Communication Technologies

10.4018/978-1-5225-8431-5.ch017 ◽

2019 ◽

pp. 274-290 ◽

Cited By ~ 1

Author(s):

Ilknur Istifci

Keyword(s):

Teacher Education ◽

Self Efficacy ◽

English Language ◽

Language Education ◽

English Teachers ◽

Comparison Method ◽

Language Teachers ◽

Structured Interviews ◽

Teachers Perceptions

The aim of this study is to find out pre-service English language teachers' ICT self-efficacy perceptions and ICT integration in their lessons. The data were collected from 60 pre-service English teachers in one of the state universities in Turkey via a questionnaire developed by Ekici, Ekici, and Kara. Semi-structured interviews were also carried out with some volunteering pre-service teachers. The questionnaire data were analyzed using the Statistical Package for Social Sciences (SPSS 22). Interview data were analyzed finding emerging themes and categorizing them using constant comparison method. The results showed that they use ICTs in their lessons mostly especially in practicum or macro and micro teaching sessions and they have high self-efficacy on ICT use in language education. Results also revealed some problems they encounter while using ICTs in language teacher education and their suggestions on how to improve their use. Based on the results, certain implications were drawn from the study in order to organize future teacher education programs that utilize ICTs.

Preparing Foreign Language Teachers for Next-Generation Education - Advances in Higher Education and Professional Development ◽

Social Media and Foreign Language Teacher Education

10.4018/978-1-5225-0483-2.ch014 ◽

2017 ◽

pp. 261-277

Author(s):

Jiahang Li

Keyword(s):

Social Media ◽

Teacher Education ◽

Foreign Language ◽

Teaching Practices ◽

Language Teachers ◽

Foreign Language Teachers ◽

Language Teacher ◽

Media Integration ◽

Actual Teaching

This chapter will focus on examining how instructors who are preparing foreign language teachers, both pre-service and in-service, integrate social media in their teaching practices to gain more insights on what beliefs these instructors hold and what differences and similarities between their beliefs and actual teaching practices about social media integration in foreign language teacher education. The chapter will first provide a literature review about the general beliefs that instructors held on the integration of social media and foreign language teacher education. Next, promising examples of the integration of social media in foreign language teacher education will be provided. Last but not least, affordances and challenges of the integration of social media and foreign language teacher education will be discussed, followed by implications and future directions.

The Connotations of Language Teacher Autonomy

English Language Teaching ◽

10.5539/elt.v10n10p134 ◽

2017 ◽

Vol 10 (10) ◽

pp. 134

Author(s):

Ligang Han

Keyword(s):

Teacher Education ◽

Foreign Language ◽

Teaching And Learning ◽

Language Education ◽

Foreign Language Education ◽

Teacher Autonomy ◽

Language Teacher ◽

Education Teacher ◽

Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

Echa Przeszłości ◽

10.31648/ep.6722 ◽

2021 ◽

pp. 335-362

Author(s):

Mateusz Bogdanowicz

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Language Education ◽

Background Knowledge ◽

Language Teachers ◽

Historical Background ◽

Learning And Teaching

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

Interdyscyplinarny charakter nauczania języka niemieckiego a zdobycie kompetencji w drugim przedmiocie jako szansa dla nauczyciela języka obcego drugiego na rynku pracy

Neofilolog ◽

10.14746/n.2018.51.1.8 ◽

2019 ◽

pp. 109-122

Author(s):

Małgorzata Niemiec-Knaś

Keyword(s):

Teacher Education ◽

Labor Market ◽

Foreign Language ◽

Education Reform ◽

Language Teachers ◽

Foreign Language Teachers ◽

School Subject ◽

Teacher Education Reform ◽

Current Perspective

The current perspective of teaching German as a second or foreign language is very important in the context of teacher education reform. This article addresses the questions associated with the notion of interdisciplinarity in foreign language teaching and teacher education. The key question is how to prepare foreign language teachers for the difficult labor market. Two aspects are relevant to a future German teacher: one is professional knowledge on teaching German as a foreign language, the second is the knowledge and ability of teaching the second school subject.

THE ORGANISATION OF RESEARCH IN FOREIGN LANGUAGE TEACHER PREPARATION IN THE US UNIVERSITIES

Scientific Bulletin of Uzhhorod University Series «Pedagogy Social Work» ◽

10.24144/2524-0609.2021.49.79-84 ◽

2021 ◽

pp. 79-84

Author(s):

Marianna Levrints (Lőrincz)

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Foreign Language ◽

Scientific Inquiry ◽

Professional Growth ◽

Language Education ◽

Scientific Publications ◽

Language Teacher ◽

Graduate Research

Although research has been shown to expedite the professional growth and development of prospective specialists, less is known about the effective world practices in undergraduate and graduate research that could be applied in Ukrainian language teacher education. The present article explores the characteristics of student resear ch in US foreign language teacher education. The study focused on the analysis of academic literature, normative resources and the practical experience of language teacher preparation with the aim of extrapolating good practices into the Ukrainian system of language teacher education. It was shown that student research integrates didactic approaches with elements of creative activity, individual research projects, culminating projects, the study of specialised disciplines, individual and group scientific inquiry, not included in the curricula of educational programmes. The organisational forms of the latter are research symposia, seminars, workshops, conferences, preparation of scientific publications and some others. Among the central tasks of undergraduate and graduate research is the preparation of highly qualified, autonomous specialists, who are capable of accumulating and generating scientific knowledge, skillful application of professional knowledge in approaching the task of teaching; familiarising students with the methodology for organising and conducting research in the field of foreign language education; increasing motivation for scientific inquiry and professional development, intensification of learning; promotion of critical and reflective thinking, professional self-identification and self-realisation; stimulating the need for continuous self-development; implementation of individualisation and differentiation principles in language teacher education; replenishment of the cohort of scientific and pedagogical staff. The research competence is developed through diverse didactic forms and approaches; it is characterised mainly by electiveness at the undergraduate level and is a mandatory component of the graduate programmes’ curricula in foreign language teacher education.