Why foreign language teachers need to have a multilingual outlook and what that means for their teaching practice

The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of thetrainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.

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IMPLEMENTATION OF COMPETENCE APPROACH IN PROFESSIONAL TRAINING OF FOREIGN LANGUAGE TEACHERS-IN-TRAINING

Educological discourse ◽

10.28925/2312-5829.2021.1.6.11 ◽

2021 ◽

Vol 32 (1) ◽

pp. 156-179

Author(s):

Tetiana Kharchenko ◽

Larysa Udovichenko ◽

Maryna Zvereva

Keyword(s):

Foreign Language ◽

Professional Training ◽

Teaching Practice ◽

Language Teachers ◽

Experienced Teachers ◽

Foreign Language Teachers ◽

Specific Knowledge ◽

Video Recordings ◽

Interdisciplinary Knowledge ◽

The Subject

The paper proves that applying reflexive practices in the training process at the specialized seminar on the analysis of practices is a significant component of the competence approach implementation. It was found out that training students to analyze complicated in-class situations under the supervision of an experienced trainer who observes, sets the paths, supports and assists them in interpreting their own methods of teaching and professional behavior, is an efficient technique of training. Studying the case of the module course called Analysis of Teacher’s Practices, introduced at the Higher National Institute of Education, Nice Academy, France (INSPE) proved that the active participation in the practices analysis seminar helps teachers-to-be develop new specific skills and competences based on their own experience. The paper highlights the principles of the organization of the seminars of practice analysis: the principles of ethics; of sincere interpretation; of contrast. It was stated that themes of seminars should be chosen in accordance with the students’ pedagogical probations. The authors formulate the targets of the seminars on the analysis of practices: making the knowledge of the subjects (including foreign languages) they teach more profound; further integration of interdisciplinary knowledge; mastering and developing narrow and specific knowledge in the subject they teach, as well as transversal knowledge of how help children study efficiently; developing reflexive state of a competent teacher. The paper proved that all the methods of the analysis of practices are based on different activities of the teacher-to-be themselves: memories and comparison of different lesson parts of whole lessons; the analysis of the teaching practices with the help of the supervisor; the analysis of “strengths” of the teaching practice; comparison of practical targets and results; the analysis of video recordings of lessons; the analysis of experienced teachers’ work; modelling and simulation of in-class situations. The perspectives of further research are a detailed study of the content of the course modules and phases of carrying out seminars.

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Dyskurs edukacyjny w kształceniu przyszłych nauczycieli

Neofilolog ◽

10.14746/n.2009.33.16 ◽

1970 ◽

pp. 167-184

Author(s):

Wiesława Burlińska Wiesława Burlińska

Keyword(s):

Foreign Language ◽

Formative Evaluation ◽

Teaching Practice ◽

Language Teachers ◽

Foreign Languages ◽

Feedback Session ◽

Foreign Language Teachers ◽

Teacher Trainee ◽

The One ◽

Theoretical Dimension

In the training of future foreign language teachers discourse appears mainly in its theoretical dimension in relation to text discourse connected with teaching various skills. Discourse, however, might be also useful in the context of Teaching Practice. On the one hand, the analysis of classroom discourse could be used in deeper formative evaluation of the trainee. Analysis of this evaluational dialogue could support not only the growth of teaching strategies but could also significantly contribute to the formation of a reflective attitude of the future teacher.In this paper I present an analysis of a feedback session which refers to a lesson conducted by a teacher trainee form Bydgoszcz Teacher Training College of Foreign Languages and answer the question how useful this element can be in the creation of the reflective practitioner’s attitude.

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The Professional Development of the Foreign Language Teachers and the Professional Foreign Language Teaching Practice

Theory and Practice in Language Studies ◽

10.4304/tpls.4.7.1439-1444 ◽

2014 ◽

Vol 4 (7) ◽

Cited By ~ 1

Author(s):

You Lv

Keyword(s):

Professional Development ◽

Foreign Language ◽

Teaching Practice ◽

Language Teaching ◽

Foreign Language Teaching ◽

Language Teachers ◽

Foreign Language Teachers

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Students’ teaching practice of bachelor’s degree linguists as an essential stage in implementation and improvement of professional competences

SHS Web of Conferences ◽

10.1051/shsconf/202111300091 ◽

2021 ◽

Vol 113 ◽

pp. 00091

Author(s):

A.S. Yagubova ◽

M.V. Murieva ◽

L.F. Dzilikhova

Keyword(s):

Higher Education ◽

Foreign Language ◽

General Education ◽

Teaching Practice ◽

Bachelor's Degree ◽

Language Teachers ◽

Federal State ◽

Foreign Language Teachers ◽

Educational Standard ◽

State Educational

One of the most important purposes of Higher Education is to train highly competent specialists, to provide high quality education as a result of mastering educational programs in accord with the requirements of Federal State Educational Standard (FSES) of Higher Education. This purpose is the key point in the work of any Institution of Higher Education. Modern competences paradigm of Higher Education (bachelor’s degree) is directed to form the following types of competences: general cultural competences (gcc), general professional competences (gpc) and professional competences (pc) which are presented in the working programs of the faculties or departments the subjects are taught by. In the set of compulsory subjects there is Working (teaching) practice of Bachelor’s degree Linguists which is held in secondary general education schools. This kind of practical education is considered by teachers, psychologists and scientists-methodologists as one of the most significant stages in training teachers which leads to improving professional competences of students-linguists - future foreign language teachers. In this article we pay attention to investigation of professional competencies of linguists – future foreign language teachers. It is in the course of teaching practice that future specialists have opportunities to demonstrate knowledge, skills and abilities, to implements and improve their professional competences.

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Van Uitspraakonderzoek Naar Uitspraakonderwijs

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.80.04ras ◽

2008 ◽

Vol 80 ◽

pp. 29-39 ◽

Cited By ~ 1

Author(s):

Laurent Rasier

Keyword(s):

Foreign Language ◽

Teaching Practice ◽

Language Teachers ◽

Learning Goals ◽

Primary Concern ◽

Approaches To Teaching ◽

Foreign Language Teachers ◽

Relevant Research ◽

Learning And Teaching ◽

Linguistic Research

The study of pronunciation (especially prosody) has often been marginalized within the field of applied linguistics. As a result, teachers are often left to rely on their own intuitions and/or tend to neglect pronunciation in their teaching practice. This article shows that applied linguistic research on interlanguage phonology and foreign accent has much to offer to second/foreign language teachers in terms of helping them to set learning goals, identifying appropriate pedagogical priorities for the classroom, and determining the most effective approaches to teaching. After a brief review of the literature on the acquisition of L2 pronunciation, these issues are discussed within a framework in which mutual intelligibility is the primary concern. Finally, we emphasise the need for more collaboration between researchers and practitioners, so that more classroom-relevant research on pronunciation learning and teaching will be conducted in the future.

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