scholarly journals LMOOC para la integración de personas desplazadas

2021 ◽  
pp. 463-477
Author(s):  
Mercedes Sanz Gil
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Foreign Language Learning ◽  
Massive Open Online Courses ◽  
Cultural Barriers ◽  
Massive Open Online ◽  
Language And Culture ◽  
Displaced People

Uno de los principales retos a los que se enfrentan las personas desplazadas es hacer frente a las barreras lingüísticas y culturales que supone el desconocimiento, en la mayoría de los casos, de la lengua y de la cultura del país de destino. Actualmente, y gracias a las Tecnologías de la Información y la Comunicación, existen numerosos recursos y aplicaciones que pueden ayudar a paliar dichas carencias, antes o durante el periodo en el que se desarrolla la movilidad. En este artículo presentamos algunos de ellos. En concreto nos centramos en el formato MOOC (Cursos masivos abiertos en línea, por sus siglas en inglés) para el aprendizaje de lenguas extranjeras (LMOOC). Analizaremos dos LMOOC de aprendizaje del Español como Lengua Extranjera (ELE) destinado principalmente al colectivo de personas inmigrantes y refugiadas y tres de aprendizaje del Francés como Lengua Extranjera (FLE) destinado principalmente a personas desplazadas por motivos laborales o educativos. One of the main challenges faced by displaced people is dealing with the linguistic and cultural barriers that arise from the lack of knowledge, in most cases, of the language and culture of the destination country. At present, thanks to Information and Communication Technologies (ICTs), there are numerous resources and applications that can help to alleviate these deficiencies, before, or during the period in which mobility develops. In this article we present some of them. More specifically, this article focuses on the MOOC (Massive Open Online Courses) format for foreign language learning (LMOOC). We will analyze two LMOOCs for learning Spanish as a Foreign Language (SFL) aimed mainly at migrants and refugees; and three for learning French as a Foreign Language (FFL) aimed mainly at people displaced for work or educational reasons. L'un des principaux défis auxquels les personnes déplacées sont confrontées est celui de faire face aux barrières linguistiques et culturelles qui découlent du manque de connaissance, dans la plupart des cas, de la langue et de la culture du pays de destination. De nos jours, et grâce aux Technologies de l'Information et de la Communication (TIC), il existe de nombreuses ressources et applications qui peuvent contribuer à pallier ces lacunes, avant, ou pendant la période de mobilité. Dans cet article, nous en présentons quelques-unes. Nous nous concentrons en particulier sur le format MOOC (Massive Open Online Courses) pour l'apprentissage des langues étrangères (LMOOC). Nous analyserons deux LMOOC pour l'apprentissage de l'Espagnol comme Langue Étrangère (ELE) destinés principalement à des personnes migrantes et réfugiées et trois pour l'apprentissage du Français comme Langue Étrangère (FLE) destinés principalement aux personnes en déplacement pour des raisons professionnelles ou éducatives.

scholarly journals Review of ‘Exploring English: Language and Culture’

2015 ◽  
pp. 138-141
Author(s):  
Judith Buendgens-Kosten
Keyword(s):  
Language Learning ◽  
English Language ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Language And Culture ◽  
Large Numbers

The popularity of MOOCs – massive open online courses, i.e. online courses that can be used by large numbers of learners without formal entrance requirements – has skyrocketed in recent years, with a broad range of courses made available by major MOOC platforms such as Coursera, Udacity or EdX, but also by smaller providers. At the same time, very few MOOCs cover language learning. This review will discuss one MOOC – ‘Exploring English: language and culture’ – that attempted to close this gap, and will describe the specific challenges that language learning poses for MOOCs.

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

2021 ◽  
Vol X (2) ◽  
pp. 71-83
Author(s):  
Nataliia Safonova ◽  
◽  
Alla Anisimova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Education ◽  
Modern Society ◽  
Learning Tools ◽  
Language And Culture ◽  
Multilingual Education ◽  
Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

CONTENT AND LANGUAGE INTEGRATED LEARNING IN FOREIGN LANGUAGE TO STUDENTS OF NON-LINGUISTIC SPECIALTIES: ADVANTAGES AND PROBLEMS OF IMPLEMENTATION

2021 ◽  
pp. 44-51
Author(s):  
А.И. Дубских
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Professional Competence ◽  
Rapid Development ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
Skill Levels ◽  
The Impact ◽  
Experimental Group

Стремительное развитие информационно-коммуникационных технологий, расширение международных связей в области экономики, науки, культуры и образования сделало владение иностранным языком одним из ключевых компонентов профессиональной компетентности специалиста. Иностранный язык в вузе превращается из просто дисциплины в инструмент получения профессиональной информации. Предметно-языковое интегрированное обучение (Content and Language Integrated Learning - CLIL) представляет один из целесообразных способов, позволяющих успешно устанавливать связи между профилирующими дисциплинами, а также осуществлять эффективную подготовку будущего специалиста к ведению профессионального общения с коллегами на иностранном языке, что и определяет актуальность нашей работы. В статье описываются принципы предметно-языкового интегрированного обучения, его преимущества и проблемы использования в учебном процессе. Цель статьи - определить влияние CLIL на улучшение изучения учащимися лексики и выяснить, есть ли разница между прогрессом студентов, применявших CLIL на занятиях, и теми, кто опирался на традиционные методы. Для проведения исследования были отобраны студенты, которые прошли обучение в экспериментальной и контрольной группах. Студенты экспериментальной группы активно использовали методы CLIL. Результаты показали, что студенты экспериментальной группы демонстрируют более высокий уровень квалификации и более высокую коммуникативную компетентность, чем их сверстники. Однако в процессе использования методики CLIL и преподаватели, и учащиеся столкнулись с рядом трудностей. Тем не менее автор приходит к выводу, что у CLIL есть потенциал для лучшего понимания профессионального контента при изучении иностранного языка. Полученными выводами могут воспользоваться преподаватели, методисты, исследователи, разработчики образовательных программ. The rapid development of information and communication technologies, the expansion of international ties in the field of economy, science, culture and education have made foreign language knowledge one of the key components in a specialist’s professional competence. Foreign language in the university is transformed from simply discipline into a tool for obtaining professional information. Content and Language Integrated Learning (CLIL) is one of the most expedient ways to successfully establish links between majoring disciplines, as well as effectively prepare a future specialist to conduct professional communication with colleagues in a foreign language, which determines the relevance of our work. The article describes the principles of students’ Content and Language Integrated Learning, their advantages and problems of implementation. The purpose of the article is to determine the impact of CLIL on improving students’ study of vocabulary and to find out if there is a difference between the progress in students’ using CLIL in classes and those who have relied on traditional methods. The study selected students who were trained in experimental and control groups. Students in the experimental group actively used CLIL methods. The results showed that students in this experimental group demonstrate higher skill levels and higher communicative competence than their peers. However, in the process of using the CLIL methodology, both teachers and students faced a number of difficulties. The author concludes that CLIL has the potential to better understand professional content through foreign language learning. These results can be used by teachers, methodologists, researchers, and developers of educational programs.

Ethical Information and Communication Technologies for Development Solutions

2018 ◽  
pp. 155-173 ◽  
Author(s):  
Leilani Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Research Methodology ◽  
Online Courses ◽  
Research Integrity ◽  
Communication Technologies ◽  
Massive Open Online Courses ◽  
Responsible Conduct Of Research ◽  
Massive Open Online ◽  
Responsible Conduct ◽  
Information And Communication

The purpose of this chapter is firstly to build on the existing literature in the field of research methodology, especially as applicable in the emerging areas of information and communication technologies for development (ICT4D) and massive open online courses (MOOCs). This chapter is further aimed at enabling readers to understand why ethics is important in research relating to ICT4D and MOOCs, as well as identifying other elements critical to the responsible conduct of research in the areas of ICT4D and MOOCs. The chapter specifically discusses research integrity in the context of a MOOC entitled Ethical Information and Communication Technologies for Development Solutions.

Cultural and Contextual Affordances in Language MOOCs

2020 ◽  
Vol 10 (2) ◽  
pp. 48-60
Author(s):  
Carolin Fuchs
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Student Teachers ◽  
East Coast ◽  
Online Courses ◽  
Private University ◽  
Massive Open Online Courses ◽  
Elective Course ◽  
In The Beginning

This case study explores cultural and contextual affordances in language massive open online courses (LMOOCs), especially the extent to which an LMOOC effectively promotes optimal language learning. Participants included 15 language student teachers of English as a second or foreign language in a spring technology elective course at a private university on the East Coast. Student teachers enrolled in language MOOCs and tracked and evaluated their learning process and progress through weekly logs and surveys. Data was collected from weekly reflection logs and pre- and post-surveys. Results indicate that the cultural affordances were more salient in the advanced Spanish MOOC and the Hindi MOOC, while in the beginning-level LMOOCs, contextual factors were lacking overall.

A Comparative Study on Various Vocabulary Knowledge Scales for Predicting Vocabulary Pre-Knowledge

2017 ◽  
Vol 15 (1) ◽  
pp. 69-81 ◽  
Author(s):  
Di Zou ◽  
Haoran Xie ◽  
Yanghui Rao ◽  
Tak-Lam Wong ◽  
Fu Lee Wang ◽  
...  
Keyword(s):  
Language Learning ◽  
Online Courses ◽  
Vocabulary Knowledge ◽  
Massive Open Online Courses ◽  
Learning Resources ◽  
Massive Open Online ◽  
The World ◽  
History Of ◽  
E Learning ◽  
Knowledge Levels

The world has encountered and witnessed the great popularity of various emerging e-learning resources such as massive open online courses (MOOCs), textbooks and videos with the development of the big data era. It is critical to understand the characteristics of users to assist them to find desired and relevant learning resources in such a large volume of resources. For example, understanding the pre-knowledge on vocabulary of learners is very prominent and useful for language learning systems. The language learning effectiveness can be significantly improved if the pre-knowledge levels of learners on vocabulary can be accurately predicted. In this research, the authors model the vocabulary of learners by extracting their history of learning documents and identify the suitable vocabulary knowledge scales (VKS) for pre-knowledge prediction. The experimental results on real participants verify that the optimal VKS and the proposed predicting model are powerful and effective.

scholarly journals USE OF THE NEWER INFORMATION AND COMMUNICATION TECHNOLOGIES IN THE DEVELOPMENT OF LISTENING AND SPEAKING SKILLS

2021 ◽  
Author(s):  
L.F. Birr-Tsurkan ◽  
◽  
L.S. Karamanian ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Digital Media ◽  
Information And Communication Technologies ◽  
Foreign Language Learning ◽  
Communication Technologies ◽  
Audiovisual Media ◽  
Complex Approach ◽  
Information And Communication ◽  
Listening And Speaking

The aim of this article is to examine how multiple media tools could be used for teaching a foreign language. The first part of the article is about the concept of “Media”, its history, classification and development. The second part reveals the practical use of audiovisual media in the teaching process of the foreign language. The relevance of the article consists in the complex approach to the question of modern digital media (YouTube vlogs) in foreign language learning.

scholarly journals THE USE OF MULTIMEDIA LINGUISTIC LABORATORIES IN FOREIGN LANGUAGE LEARNING (THE CASE STUDY OF «TRANSLATION» SPECIALTY)

2019 ◽  
Vol 74 (6) ◽  
pp. 201-211
Author(s):  
Володимир Миколайович Манько ◽  
Людмила Іванівна Хіценко
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Information And Communication Technologies ◽  
Computer Software ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Computer Classrooms ◽  
High Level

The research is devoted to the experimental verification of the effectiveness of multimedia language laboratories in foreign language learning (on the example of the specialty «Translation»). The study represents the capabilities of multimedia language laboratories in the foreign language learning and the advantages and disadvantages of their use. The article discusses the concepts of “multimedia technologies” as digital delivery of content using more than one medium which influences several perception channels of information, and “multimedia linguistic laboratories” as computer classrooms equipped with E-Presenter, multimedia projector, interactive whiteboard and peripheral equipment. Multimedia presentations, electronic studies manuals and Internet access are used to provide the future interpreters with necessary knowledge for doing translation. Modern multifunctional computer software gives the future interpreters the opportunity to form the competence in listening. The use of Skype and Viber helps to develop communicative skills providing communication and cultural interaction with native speakers. MLL’s software and hardware complex provides teachers with a powerful toolkit that helps to create, edit and save tests, conduct tests and collect results, quickly assess and comment on the answers. The statistical calculations confirmed that the implementation of multimedia technology in the educational process, the correct and systematic use of MLL in the foreign language learning, can not only diversify learning process, but also help the future interpreters to achieve a high level of the foreign language competence. The use of MLL revealed a number of methodological advantages over traditional ways of teaching. The authors see the prospects for further research in the creation of appropriate pedagogical conditions for implementing information and communication technologies in the process of training future interpreters.

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