scholarly journals Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain

2018 ◽  
Vol 11 (1) ◽  
pp. 39-64 ◽  
Author(s):  
Gema Alcaraz-Mármol
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Primary Education ◽  
Language Proficiency ◽  
Teaching Practice ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Methodological Basis ◽  
Foreign Language Proficiency

Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The participants of this study were surveyed about several aspects of their teaching practice. We compared the answers of those who have received specific methodological CLIL training and those who have not. Results show that methodological training beyond just foreign language teaching makes significant differences in terms of the teachers’ opinions on CLIL and practice of using bilingual practices in their classrooms, making use of a wider variety of activities and resources. Differences were found in the way they see their own teaching, their use of their L1, materials in the classroom, and the variety and type of activities they develop with their students.

scholarly journals Assessing Teachers’ Beliefs and Practices in Relation to the Integration of Grammar and Reading in Foreign Language Teaching in Secondary Schools in Ethiopia

Afrika Focus ◽  
2020 ◽  
Vol 33 (1) ◽  
pp. 7-23
Author(s):  
Gemechis T. Chali ◽  
Kimberley Mouvet ◽  
Miriam Taverniers
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Group Discussion ◽  
Data Gathering ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Observation Data ◽  
Beliefs And Practices ◽  
Teachers Beliefs

Studies have suggested that teachers’ beliefs have a significant influence in language teaching (e.g., Williams and Burden, 1997), i.e. that teachers’ beliefs will significantly influence their teaching practice. This study examines teachers’ beliefs and practices in relation to the integration of grammar and reading in foreign language teaching. A qualitative research design with Focus Group Discussion (FGD) and observation data gathering tools was employed. The study revealed that teachers hold positive beliefs on teaching grammar and reading in an integrated way, but their beliefs were not reflected in the classroom. The key finding of this paper was that teachers strongly believed in the usefulness of the integration of grammar and reading, but there were difficulties to reflect it in practice. This paper suggests that an alternative technique should be developed on discrete ways of teaching to allow teachers to practise their beliefs either on the existing text or through adapting the textbook. The findings of the study may have important implications for EFL (English as a Foreign Language) teachers and practitioners.

scholarly journals Foreign language teachers’ language proficiency and their language teaching practice

2013 ◽  
Vol 41 (2) ◽  
pp. 231-246 ◽  
Author(s):  
Heather Richards ◽  
Clare Conway ◽  
Annelies Roskvist ◽  
Sharon Harvey
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Teaching Practice ◽  
Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers

scholarly journals PROBLEMATIC SITUATION AS A MEANS OF FOREIGN LANGUAGE TEACHING TO STUDENTS OF LINGUISTIC UNIVERSITY

2013 ◽  
Vol 3 (3) ◽  
pp. 125-131
Author(s):  
YELENA BELYAKOVA
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Institutions ◽  
Culturally Competent ◽  
Problematic Situation ◽  
Proficiency Levels ◽  
Foreign Language Proficiency ◽  
Problematic Situations

The article reveals some problems of language teaching in higher educational institutions, particularly in linguistic universities. The author points out the relevance of foreign language proficiency levels (C1–C2). After graduating the students should be linguistically, socially and culturally competent. The suggestion of the author is as follows: creating and developing problematic situations during the lessons will help students to become socially and professionally competent.

Assessment of foreign language proficiency in higher military schools

2021 ◽  
pp. 107-118
Author(s):  
Marina R. Vanyagina
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Assessment System ◽  
Teaching Methodology ◽  
Proficiency Levels ◽  
Military Schools ◽  
Foreign Language Proficiency

To monitor the effectiveness of arrangement and implementation of foreign language courses in military educational establishments, it is necessary to have integrated criteria for assessing the level of foreign language proficiency of the cadets and students. Foreign language teaching in higher education is professionally oriented and has specific purposes, which should be taken into account when assessing language proficiency. We analyze modern approaches to assessing the level of foreign language proficiency and to present arguments for the technology of assessing the level of professional foreign language communicative competence in higher military schools. There are different assessment systems in foreign languages teaching methods. They are: 5-point (4-point in reality) assessment system generally accepted in the state Russian educational establishments, 100-point assessment system for the Unified State Exam (USE), the Common European Framework of Reference (CEFR) with a scale of levels from A1 to C2, the English proficiency levels of military specialists according to the international treaty of NATO countries (STANAG 6001) and others. The method of comparative system analysis is applied in the article. The scales of foreign language proficiency levels significant for higher military education are matched. We develop a system of assessing the professional foreign-language communicative competence in higher military school. The system has five levels: low, elementary, basic, high and advanced. According to the modern trends in the development of the foreign language teaching methodology and testology, the assessment system includes self-evaluation and technology of language portfolio.

MLA Foreign Language Proficiency Tests for Teachers and Advanced Students

PMLA ◽  
1962 ◽  
Vol 77 (4-Part2) ◽  
pp. 31-42
Author(s):  
Wilmarth H. Starr
Keyword(s):  
Foreign Language ◽  
American Association ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Language Program ◽  
Modern Language ◽  
South Central

I. Brief History of the Project: Since 1952, the Foreign Language Program of the Modern Language Association of America, responding to the national urgency with regard to foreign languages, has been engaged in a vigorous campaign aimed in large part at improving foreign-language teaching in our country.In 1955, as one of its activities, the Steering Committee of the Foreign Language Program formulated the “Qualifications for Secondary School Teachers of Modern Foreign Languages,” a statement which was subsequently endorsed for publication by the MLA Executive Council, by the Modern Language Committee of the Secondary Education Board, by the Committee on the Language Program of the American Council of Learned Societies, and by the executive boards or councils of the following national and regional organizations: National Federation of Modern Language Teachers Associations, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Spanish and Portuguese, American Association of Teachers of Slavic and East European Languages, Central States Modern Language Teachers Association, Middle States Association of Modern Language Teachers, New England Modern Language Association, Northeast Conference on the Teaching of Foreign Languages, Northwest Conference on Foreign Language Teaching, Philological Association of the Pacific Coast, Rocky Mountain Modern Language Association, South Atlantic Modern Language Association, and South-Central Modern Language Association.

scholarly journals Towards LSP (II) – Language Teaching for Future Interpreters: Graduate Profiles

10.29007/wzmn ◽  
2018 ◽  
Author(s):  
Heather Adams ◽  
Laura Cruz-García
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Oral Performance ◽  
Specific Language ◽  
Language And Culture ◽  
Development Of Language

This paper presents some of the findings from research carried out among language teachers on translation and interpreting (T&I) degree courses in Spain, who responded to a questionnaire aiming to obtain a clearer idea of how foreign language teaching in this field of studies differed from approaches in other areas. The main purpose was to compile data based on actual practice, rather than theoretical notions. While the questions posed tended to be framed in such a way as to draw conclusions more for translation than for interpreting, a number of them were conducive to eliciting responses relating to aural and oral performance. Our paper will set forth the ensuing findings that can be applied to the development of language- and culture-based competences for subsequent interpreting courses and practices, as well as exploring possible further areas of study in the area of the teaching of both foreign languages and the mother tongue based on the specific language competences required in the different modalities of interpreting. We are, of course, immensely grateful to all those teachers who took the time and trouble to answer our questions.

scholarly journals Digital educational environment as a factor of foreign language competences development

2021 ◽  
Vol 49 (1) ◽  
pp. 232-248
Author(s):  
Marina V. Rybakova ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Learning ◽  
Teaching Practice ◽  
Language Teaching ◽  
Digital Technologies ◽  
Teaching Experiment ◽  
Foreign Language Teaching ◽  
Educational Resources ◽  
Foreign Languages

The modern era of digital economy lays new claims to the system of education and professional learning. Digitation of higher education reveals new prospects for using digital resources to ensure accessibility, continuity and quality of education. The purpose of our investigation is to assess the effectiveness of the use of digital educational resources by students studying foreign languages. Principal methods of our research are as follows: bibliographic method of studying regulatory documents and scientific and methodological literature; the analysis of foreign language competences, mastering of which is the aim of foreign language teaching in a University; the study and generalization of working experience using digital technologies in foreign language teaching; experiment involving 24 students from MIREA – Russian Technological University. As a result of the study frequency of thematic terms and notions use in scientific-teaching literature and Internet search requests was defined; the analysis of modern digital educational technologies forming students’ foreign language competences was made; foreign language competences analyzed in the experiment were described; an experiment involving the comparison of application efficiency in using traditional and digital techniques for forming foreign language competences was carried out. The experiment showed the following: absence of statistically important differences in the level of formed foreign language competences in control and experimental groups at the beginning of the experiment as t = -0.99, p = 0.43. At the end of the experiment p < 0,05: t = -5.19, p = 0,000014. It testifies that the compared groups significantly differ that proves the effect of web-quest technique in teaching foreign languages. Digital educational resources contribute to mastering a foreign language as a means of professional communication and increase the motivation of students to study this subject. Prospects for further research can be related to the development of new forms and methods of applying innovative digital technologies with the aim to put them into foreign language teaching practice at the higher education level.

DISCOURSE APPROACH AS METHODOLOGICAL BASIS OF A FOREIGN LANGUAGE TEACHING AT UNIVERSITY AND TECHNOLOGY OF TRANSLATION DIDACTICS

2021 ◽  
pp. 35-44
Author(s):  
О.И. Уланович
Keyword(s):  
Foreign Language ◽  
Professional Practice ◽  
Conceptual Analysis ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Teaching ◽  
Intercultural Dialogue ◽  
Methodological Basis ◽  
Translation Practice ◽  
Technology In Teaching

В статье представлены результаты концептуализации ключевых положений дискурсного подхода как современной дидактической технологии в обучении иностранному языку в вузе в целом и в дидактике перевода в частности. Знание и владение иностранным языком для участия в межкультурном диалоге оценивается автором в параметрах владения дискурсом как единством деятельности, действительности и соответствующих коммуникативных жанров и речевых форм. Автором осуществлен понятийный анализ ключевых категорий и предлагаются дефиниции конститутивных понятий - «дискурсивный подход», «дискурсный подход», «дискурсивная компетенция», «дискурс-компетенция», «дискурсная компетенция», что позволило концептуализировать содержательное пространство дискурсного подхода в языковом образовании и унифицировать специализированный предметный язык для его дальнейшего системного описания и методического моделирования. Как частный случай дискурсного подхода в языковом образовании рассматривается его проекция в дидактике перевода, содержательное пространство которого предстает в аналогичных концептуальных категориях. Специфика переводческой деятельности акцентирует специфичные компоненты в структуре дискурсной переводческой компетенции: владение жанровым многообразием текстов в дискурсивном пространстве профессионального перевод, владение технологиями транскодирования дискурсообразующих элементов переводимого текста, знание социальной реальности в актуальных сферах современной переводческой практики. The results of conceptualization of key provisions of discourse approach as a modern didactic technology in teaching a foreign language in a university as a whole and in didactics of translation in particular are presented in the article. Knowledge and proficiency in a foreign language for participating in intercultural dialogue is assessed by the author in terms of discourse mastery, where discourse is viewed as a consistency of activity, reality, and corresponding communicative genres and speech forms. The author carried out conceptual analysis of key categories - discursive approach, discourse approach, discourse competence, discursive skills, discourse knowledge, which allowed to substantialize the existential content of discourse approach in language education and unify a particular subject language for its further systemic description and methodological modeling. As a particular case of discourse approach in language education is considered its actualization in didactics of translation, the framework of which is determined by the same conceptual categories. Specificity of translation as professional practice emphasizes specific components in the structure of discourse translation competence: mastery in genre diversity of texts in the discursive area of professional translation, skills of transcoding technologies application (for rendering key discourse-forming elements of the translated text), knowledge of social reality in timely areas of modern translation practice.

Zur Bedeutung der Didaktik der nichtlinguistischen Disziplinen im FSU

2021 ◽  
pp. 37-53
Author(s):  
Petra Besedová ◽  
Karolína Soukupová ◽  
Kristýna Štočková
Keyword(s):  
Foreign Language ◽  
Cultural Context ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Young Generation ◽  
Foreign Language Teachers ◽  
Teaching Learning

IMPORTANCE OF THE DIDACTICS OF NON-LINGUISTIC DISCIPLINES IN FOREIGN LANGUAGE TEACHING Learning does not mean anything but learning with all your senses and feelings. The young generation lives nowadays in a complex media world to which foreign language didactics also has to respond. Educators and teachers should use numerous materials that do not only develop language skills, but also conveycultural approaches. The teaching of non-linguistic disciplines plays a key role in foreign language teaching, and foreign language teaching is currently very modern in its cultural context. The paper attempts to outline the existence of the so-called didactics of non-linguistic disciplines in foreign language teaching in the Czech Republic. On the basis of a questionnaire survey among foreign language teachers, the extent to which foreign language teachers are confronted with the content of didactics of non-language subjects was examined. The authors were also interested whether there are differences between teachers of different foreign languages (English, German, Russian, French), and which preferences teachers of these foreign languages manifest when choosing their teaching material. We believe that the content of the didactics of non-linguistic disciplines is an essential part of foreign language teaching and can greatly enrich this field.

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