FL Teaching and Learning as a Gateway for Democracy in the 21st Century

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Chiara Fabbian
Keyword(s):  
Social Justice ◽  
Foreign Language ◽  
21St Century ◽  
Teaching And Learning ◽  
The Core ◽  
Information Media ◽  
Multicultural Citizenship ◽  
Media And Technology ◽  
The University ◽  
Career Skills

Responding to the conflicting public perspectives about pedagogical approaches to, and purposes for, language teaching and learning, the authors suggest ways to reconceptualize foreign language (FL) teaching and learning as a springboard toward multicultural citizenship and social justice. The authors propose an approach to FL teaching that aims to develop learners’ information, media, and technology literacies as well as life and career skills, which are vital to succeed in a 21st-century global environment, and to empower them to become engaged citizens and agents of social change in their communities. By reframing FL and culture instruction within a social justice perspective, we devise new and creative ways to make the teaching of FL relevant to collegiate education and at the core of the university mission.

21st Century Teaching and Learning through E-Portfolios

2012 ◽  
pp. 70-83 ◽  
Author(s):  
Yi-Ping Huang
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Technology Skills ◽  
Technological Advancement ◽  
Global Competitiveness ◽  
The Core ◽  
Core Subjects ◽  
Media And Technology ◽  
Career Skills

Forces of affluence, technological advancement and globalization brought about accelerated transitions in the 21st century (Pink, 2006; Naisbitt, 2006; Anderson, 2006). Along with accelerated changes in the economy, culture and polity have become increased demands for global competitiveness and increased urgency to re-envision notions of educational excellence. With the rising focus on accountability by policymakers, accreditation agencies, and the general public, greater expectations are no longer the aspiring ideals of a few educational leaders but the obligations people share for preparing new generations of teachers and learners with the knowledge, skills, and dispositions needed to meet the demands of the 21st century. These demands include expertise in the core subjects, as well as 21st century fluencies, including learning and innovation skills; information, media and technology skills; and life and career skills (Framework for 21st Century Learning, 2007).

A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

scholarly journals L’ENSEIGNEMENT DU FRANÇAIS AU NIVEAU SUPERIEUR AU KENYA

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Milcah M. Chokah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Global Village ◽  
University System ◽  
Institutions Of Higher Learning ◽  
Village People ◽  
Teaching Learning ◽  
The University ◽  
Different Cultures

As technology transforms the world into a global village, people become more and more exposed to different cultures and opportunities. Opportunities for a better life, better education, better employment. Languages – especially foreign languages - have gained a special status in education systems. People want to learn other languages to be able to communicate and take advantage of what other countries have to offer. French as a foreign language was introduced into the Kenyan education system with noble objectives, the main one being to facilitate communication between Kenya and francophone members of the then African Union. In the late 1960s French was introduced into the university system and is today the most popular foreign language studied. Most institutions of higher learning in Kenya offer courses in French either as a main subject or as a support subject. However, the teaching/learning of this language has not been without challenges. The main objective of this paper was to examine the programmes offered, how they are organized and their relevance to the teaching/learning of French as a foreign language. It also investigated the challenges and the new approaches that could enhance the teaching and learning of French in institutions of higher learning

scholarly journals INTÉGRATION DES TIC DANS LA DIDACTIQUE DU FLE À L’UNIVERSITÉ KENYATTA

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Dismas Nkezabera
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
New Technologies ◽  
Foreign Languages ◽  
University System ◽  
Postgraduate Students ◽  
Learning Scenarios ◽  
The University ◽  
Actual Teaching

ICT offers new teaching and/or learning methods, especially in the field of foreign languages. These new technologies develop not only new teaching and learning environments, but also raise the issue of their pedagogical integration in teaching French as Foreign language. This article aims at addressing issues related to the contribution of ICT in an action-oriented perspective “task” and “learning scenario” (Mangenot, 2003). The objective is to identify the pitfalls faced by teachers in their attempt to integrate new technologies in teaching FFL. Our assumption is that ICTs provides the learner a new way of acquiring knowledge and skills. This case study raises a number of concerns with regard to integration of ICT in the teaching of FFL. How for instance do teachers of French integrate ICT in their actual teaching in order to motivate and empower their learners? And then, what are the obstacles to the integration of new  technologies in the university system of teaching? By way of a systematic approach, this study discusses an experiment with undergraduate and postgraduate students who are using learning scenarios in written production activities by following well-defined instructions.

scholarly journals TEN IMPORTANT ASPECTS OF A 21ST CENTURY FOREIGN LANGUAGE TEACHING APPROACH

2021 ◽  
Vol 5 (5) ◽  
Author(s):  
Maripaz Garcia
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Hard Time ◽  
Rapid Changes ◽  
Foreign Language Instructors ◽  
Innovative Techniques

<p>Foreign language instructors want and need to keep up with the rapid changes in the field of foreign language teaching and learning, but sometimes have a hard time identifying which areas they should focus on (and within each area, what to do) to make their instruction in line with 21st century approaches. The present article describes 10 areas instructors should examine and reflect on (technology, culture, collaboration, interaction with native speakers, communication and grammar, materials, skills, content, motivation, and professional development) to assure they are using innovative techniques that reflect modern philosophies in the field of foreign and second language teaching. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0761/a.php" alt="Hit counter" /></p>

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education

2011 ◽  
Vol 1 (4) ◽  
pp. 1-9 ◽  
Author(s):  
Loshini Naidoo
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Educational Achievement ◽  
Marginalised Groups ◽  
The Social ◽  
Subject Content Knowledge ◽  
E Learning ◽  
The University

This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

Embracing Technology and Community Engagement as a Teaching and Learning Medium in Social Justice Education

2013 ◽  
pp. 206-215
Author(s):  
Loshini Naidoo
Keyword(s):  
Social Justice ◽  
Community Engagement ◽  
Teaching And Learning ◽  
Cultural Theory ◽  
Educational Achievement ◽  
Marginalised Groups ◽  
The Social ◽  
Subject Content Knowledge ◽  
E Learning ◽  
The University

This paper examines the varied learning experiences that integrated socio-cultural theory, community engagement and e-learning offered by the “Diversity, Social Justice and Schooling” subject at the University of Western Sydney. This subject engaged university students in the learning process in a reflective and critical way, by responding to a need identified by community. Together with education technology, subject content knowledge and community engagement, the social justice subject aimed to enhance the educational achievement of marginalised groups, while simultaneously supporting pre-service teachers in the context of their development as educators committed to a social justice ethos.

scholarly journals The Constant of Change: Remaining Relevant in 21st Century Higher Education

2021 ◽  
pp. 221-226
Author(s):  
Mandla S. Makhanya
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
21St Century ◽  
New Normal ◽  
Value Of Knowledge ◽  
Current State ◽  
Scientific Innovation ◽  
Role Players ◽  
The University

AbstractWhile the old Heraclitan adage: “The only constant in life is change” remains true, it is the scale and impact of that change that distinguishes the routine from the radical, and the evolution from the revolution. This difference is captured succinctly by Palinkas who asserts:“Change uses external influences to modify actions, but transformation modifies beliefs so actions become natural and thereby achieve the desired result ” (Palinkas 2013). Higher education, in its current state of disruption, is forcing us to revisit everything that we know and believe about education, in pursuit of its continued relevance and sustainability as a “new normal”. Key contributors to the state of disruption are fundamental and influential shifts in geo-socio-economic and political practices, rampant technological and scientific innovation, a multiplicity of role players, many of whom reside outside of the traditional higher education sphere, changing views on the nature and value of knowledge and the role of the university, and compelling contextual realities such as the need (and demands) for equity, social justice and redress.

scholarly journals Team-Based Ingenuity Supporting 21st Century Learners

2012 ◽  
Vol 4 (4) ◽  
pp. 149-164
Author(s):  
Sarah Hutton ◽  
Robert Davis ◽  
Carol Will
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Holistic Approach ◽  
Learning Goals ◽  
Learning Commons ◽  
21St Century Learners ◽  
University Climate ◽  
University Of Massachusetts ◽  
The University

Supporting the active learning process of the 21st century student is one of the main goals of the Learning Commons at the University of Massachusetts Amherst. Building and maintaining effective student learning spaces and academic services requires proactive assessment of University climate, pedagogical direction, and curriculum development. Increasingly instructors are using active, group, and participatory teaching methods and are offering students opportunities to opt in to more creative assignments requiring the use of advanced technologies in support of multimedia projects. The UMass Libraries aim to anticipate the needs of instructors and students by tailoring student spaces to support teaching and learning goals. Collaboration with campus partners is essential in providing a holistic approach to meeting student need; the Office of Information Technologies (OIT) is one of the strongest partners in this collaboration, helping to form the teams that work to research, implement, and assess new academic projects.

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