Teaching Intercultural Competences During Distance Learning

2021 ◽  
Author(s):  
Petra Ivenz ◽  
Keyword(s):  
Distance Learning ◽  
Foreign Language ◽  
Online Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning Activity ◽  
Intercultural Studies ◽  
The Past ◽  
The World ◽  
Insight Into

In the past year, the world of education in Slovakia went through a significant change due to the worldwide pandemic. At the universities, the subjects got transferred to the online world, and the curriculum, lectures, seminars, and activities within the seminars had to be adapted to this situation as well. This paper will introduce a learning activity that is used to develop the sociocultural knowledge of the students of intercultural studies within foreign language education. It will provide an insight into how the learning is performed when the students are in the classroom and how it had to be adjusted for online teaching. The outcomes of the learning activity will be presented within the paper as well to compare if they change based on the environment in which the learning was performed.

Reexamining the priorities of the National Standards for Foreign Language Education

2008 ◽  
Vol 41 (3) ◽  
pp. 349-366 ◽  
Author(s):  
Sally Sieloff Magnan
Keyword(s):  
Foreign Language ◽  
Communities Of Practice ◽  
Student Learning ◽  
Communicative Competence ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
National Standards ◽  
The Past ◽  
Five Cs

The National Standards for Foreign Language Education offer goals for student learning. During the past decade, they have been used increasingly as objectives for foreign language teaching. In the Standards document, the five Standards are presented in a hierarchical order: 1. Communication, 2. Cultures, 3. Connections, 4. Comparisons, and 5. Communities. Looking to Dell Hymes's portrayal of communicative competence and building on notions from sociocultural theory and the concept communities of practice, this paper questions this hierarchical ordering especially in terms of the primacy of Communication over Cultures and Communities. It is suggested that, of the five Cs, Communities should be considered the most fundamental.

scholarly journals Implementation of the meta-subject approach in the process of foreign language training of future teachers at a pedagogical university

2021 ◽  
Vol 102 (2) ◽  
pp. 195-202
Author(s):  
A. Kabbassova ◽  
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Education ◽  
Foreign Language Education ◽  
Learning Activity ◽  
General Strategy ◽  
Future Teachers ◽  
Learning Skills ◽  
Language Knowledge ◽  
Second Year

A future teacher who speaks foreign language is in more demand by school today than ever before. Pedagogical universities change their activities to meet the school educational system’s requirements. The need of English for future teachers is determined by the necessity of subject activity. In the process of teaching the teacher not only stimulates the mastering of the basics of science, but also creates the opportunity to develop learning skills, critically realize their experience of foreign language usage. First and second year students, while learning foreign language, improve their speaking skills, learn to use the best way to build their learning activity. The goal of the next step of professional training is to master teaching methods, which will let the students use their foreign language knowledge. Teaching English on the basis of meta-subject approach principles will allow to solve these problems. The article is devoted to the analysis of solving the problems of foreign language education of future teachers. The author suggests using the meta-subject potential of a foreign language as a general strategy of foreign language education. The experimental pedagogical work carried out at the Pavlodar Pedagogical University allows us to draw a conclusion about the effectiveness of the proposed ideas.

Research in foreign language education in Hungary (2006–2012)

2014 ◽  
Vol 47 (4) ◽  
pp. 504-537 ◽  
Author(s):  
Péter Medgyes ◽  
Marianne Nikolov
Keyword(s):  
Foreign Language ◽  
Scientific Inquiry ◽  
Academic Career ◽  
Language Education ◽  
Foreign Language Education ◽  
Research Community ◽  
Quarter Century ◽  
The Past ◽  
Research Areas ◽  
Fertile Ground

In the past quarter century, Hungary has offered fertile ground for innovative developments in foreign language (FL) education. The appropriate, albeit disparaging, label applied to Hungary in the mid-1970s – ‘a land of foreign language illiterates’ (Köllő 1978: 6) – no longer applies. In the wake of the dramatic changes of 1989, the number of FL speakers rose quite rapidly. As a beneficial side-effect, applied linguistic and language education research, areas which used to be relegated to the lowest rung of the academic ladder, began to be recognised as legitimate fields of scientific inquiry, offering young researchers the opportunity to embark on an academic career. As a result, Hungarian authors are now regular contributors to distinguished journals, and researchers from Hungary are welcome speakers at international conferences.However, Hungarian authors often choose to publish their research studies in local journals and volumes which are not easily accessible to the international research community, especially if written in Hungarian. The aim of this review, therefore, is to give an overview of such studies to demonstrate the breadth and depth of recent research conducted in Hungary.

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.

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.

Recent foreign language education policies in Palestine

2003 ◽  
Vol 27 (3) ◽  
pp. 217-232 ◽  
Author(s):  
Muhammad Hasan Amara
Keyword(s):  
Foreign Language ◽  
Identity Formation ◽  
Real Option ◽  
Language Education ◽  
Foreign Language Education ◽  
Primary Concern ◽  
Education Policies ◽  
Learning And Teaching ◽  
The World ◽  
Foreign Language Education Policies

The paper investigates the development of foreign language education policies in Palestine, at a time when the establishment of a Palestinian state has become a real option, and when, following the Oslo agreements, the Palestinians have become responsible for Palestinian education. As the New Palestinian Curriculum shows, an international orientation is clearly part of the policy, and accordingly the learning and teaching of languages are a primary concern in identity formation. Through Arabic the relations with the Arabic countries in the region can be maintained, while Hebrew and also English will serve as the medium of communication with Israel, which will remain part of the Palestinian reality. Knowledge of other foreign languages will be needed to maintain contacts with other parts of the world. For historical reasons, Palestine has been in contact with many different countries all over the world, probably more than most other Arabic-speaking countries. It remains to be seen how the current battle between Arabization and Muslim fundamentalism on the one hand, and westernization and desecularization on the other will be resolved, but, whatever the outcome, Palestine cannot allow itself to turn away from the rest of the world.

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