scholarly journals Didáctica de la escritura académica en una licenciatura en lenguas extranjeras

2021 ◽  
Vol 39 (1) ◽  
pp. 147-166
Author(s):  
Omaira Vergara Luján ◽  
Gladys Stella López Jiménez
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Collaborative Work ◽  
Structured Interview ◽  
Language Teachers ◽  
Foreign Languages ◽  
Study Program ◽  
Collective Case Study ◽  
Competencias Profesionales ◽  
Teaching Of Writing

Se presentan resultados de una investigación exploratoria sobre la enseñanza de la escritura y la formación en su didáctica en un programa universitario que forma profesores de lenguas extranjeras. La propuesta se inscribe en la intersección de los estudios de escritura en la universidad con la formación de docentes y con la didáctica de lenguas, ejes que atraviesan el currículo de la Licenciatura. El objetivo fue caracterizar la didáctica de la escritura en la primera fase del programa de estudios, para lo cual se examinaron prácticas de enseñanza de la escritura en lenguas extranjeras (inglés y francés) en los semestres 1 a 4. Metodológicamente, se optó por un estudio colectivo de casos y por trabajo colaborativo con colegas docentes. La entrevista semiestructurada, el grupo focal y la observación no participante aportaron los datos y para su procesamiento se utilizó el análisis de contenido y la triangulación. Encontramos que los profesores tienen un fuerte sentido de responsabilidad en relación con la enseñanza de la escritura orientada desde la didáctica de lenguas extranjeras. La enseñanza se configura de maneras diversas, no siempre conscientes o intencionales para servir como modelo didáctico para los docentes en formación y no se evidenciaron saberes estructurados y compartidos sobre didáctica de la escritura en las disciplinas. Queda abierta la pregunta por la formación en didáctica de la escritura como parte de las competencias profesionales de los profesores de lenguas extranjeras.   This article presents the results of an exploratory study on the teaching of writing and the training in writing didactics in a foreign language teaching training program at a university. The proposal sits at the intersection of writing studies at university with teacher training and language didactics, axes of the curriculum of the BA. The objective was to characterize the didactics of writing in the first phase of the study program,. To this end, the teaching of writing in foreign languages (English and French) in semesters 1 to 4 was examined. The methodology consisted of a collective case study and collaborative work with fellow teachers. The semi-structured interview, the focus group and the observations provided the data and content analysis and triangulation were used for its processing. We found that teachers have a strong sense of responsibility with the teaching of writing, oriented from the didactics of foreign languages. Teaching is configured in different ways, not always consciously or intentionally to serve as a didactic model for teacher training and there was no evidence of structured and shared knowledge about the didactics of writing in the specific subjects. The question of training in the didactics of writing as part of the professional competencies of foreign language teachers remains open.

THE USE OF DIGITAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE

2020 ◽  
Vol XIII (XIII) ◽  
pp. 72-77
Author(s):  
L.D. KRIVYKH ◽  
◽  
O.B. BAGRINTSEVA ◽  
Keyword(s):  
Foreign Language ◽  
Information And Communication Technologies ◽  
New Technologies ◽  
Communication Technologies ◽  
Language Teachers ◽  
Foreign Languages ◽  
Listening Skills ◽  
Foreign Language Teachers ◽  
New Information ◽  
Information And Communication

The article deals with the application of new technologies in teaching foreign languages. Substantiates the importance of the development of other forms and methods of teaching English to students of information technology disciplines. As well as drawing attention to the use of new information and communication technologies of the Internet. The article includes examples of the use of podcasts in the development of listening skills. The article is written for foreign language teachers, all interested in the methodology of teaching foreign languages, based on new technologies.

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 La formazione degli insegnanti di italiano in Austria

2018 ◽  
Author(s):  
Cristina Gavagnin
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training System ◽  
Language Teachers ◽  
Initial Training ◽  
Apprenticeship Programs ◽  
Teachers Training ◽  
The Way

This paper describes language teachers’ training in Austria where, following a 2013 law, in 2016-17 a new initial training system was implemented nationwide. The paper then focuses on the training of Italian teachers in Carinthia, where the new training system was first tested. In this region, cornered between Latin, German and Slav Europe, Italian is, notably, the second most studied foreign language after English. Finally, Austria’s old and new initial teacher trainings are compared, and particular attention is paid to the structure of the apprenticeship programs and to the way the guidelines set out in the EPOSTL and the EPLTE, the two EU documents on teacher training, are implemented.

scholarly journals Scientific research and training of foreign languages in universities in Vietnam today

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Nguyen Quang Thuan
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Questionnaire Survey ◽  
Scientific Research ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Face To Face ◽  
Comprehensive Picture ◽  
And Training

This research aims to describe the situation of scientific research and the teaching of foreign languages ​​in universities. A questionnaire survey and a series of face-to-face interviews were conducted with a sample of 488 foreign language teachers from 201 universities. The research results describe a comprehensive picture of the training and scientific research related to the teaching of foreign languages ​​in higher education institutions in Vietnam.

scholarly journals CULTUROLOGICAL DIRECTION OF PROFESSIONAL TRAINING OF FUTURE FOREIGN LANGUAGE TEATHERS

2020 ◽  
Vol 11 (87) ◽  
Author(s):  
Liudmyla Ushakova ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Professional Education ◽  
Professional Training ◽  
Human Life ◽  
Social Institution ◽  
Language Teachers ◽  
Foreign Languages ◽  
Self Awareness ◽  
Cultural Phenomenon

The culturological direction of professional training of future foreign languages teachers as one of pedagogical conditions of formation of linguoculturological competence is considered and substantiated. The culturological direction of professional training of future teachers is focused on the priority of the role of culture in human life, especially in education. The education system is considered as a social institution for the development of individuality as a subject of culture. Given that culture is an individually mastered spiritual values, the purpose of education is to create a person as an individuality: the development of his spiritual strength, abilities, needs, education of morally responsible and socially adapted person. Thus the content of education is culture, and the way to introduce such content in the professional education of future foreign languages teachers in particular is a culturological approach, which involves close interaction of language and culture, namely language awareness as a cultural phenomenon and promotes intercultural consciousness. The linguistic personality is the bearer not only of spiritual, but also of national and cultural values, which form the central part of the national picture of the world, having different ways of linguistic expression. Consciousness is the acquired quality of personality and social system of knowledge, fixed in the language. Therefore language as a cultural phenomenon in such case appears as the means of forming the consciousness and mentality of the linguistic personality, as well as an indicator of the level of its formation. Multicultural consciousness is the ability of the person to perceive, understand and comprehend the phenomena of the multicultural world that based on self-awareness of the subject of culture through the unity of representations and knowledge about the peculiarity of cultures, systems of their values, necessary for interaction with representatives of other nationalities, solving professional problems in terms of intercultural interaction relying on cooperation and tolerant behavior. The essence of culturological direction in the professional training of future foreign languages teachers is close to the essence of linguoculturilogical competence, which is based on the relationship of language as a cultural phenomenon and linguistic personality as a representative of culture, and therefore a certain national consciousness. This can along with other pedagogical conditions ensure the success of the formation of linguoculturilogical competence of future foreign language teachers.

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 African Immigrant Teachers Teaching Young EFL Learners: A Racial Discrimination Study

2021 ◽  
Vol 9 (1) ◽  
pp. 59-76
Author(s):  
Chinaza Solomon Ironsi
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Racial Discrimination ◽  
Language Learners ◽  
Structured Interview ◽  
Language Teachers ◽  
Mixed Method Research ◽  
African Immigrant ◽  
Immigrant Teachers ◽  
Second Language Teachers

Teaching English language to young learners in an English as a Foreign Language/English as a Second Language context could be challenging especially for African immigrants, as they face varying arrays of challenges ranging from low wages, staff abuse, and other racial discriminations. A lot has been written about racially related issues in our school system yet there are limited works of literature that focus on the challenges of African immigrant English as a Second Language teachers with regards to racial discrimination. To investigate this, a mixed-method research design was used to elicit information from 68 African immigrant English as a Second Language teachers, teaching young English as a Foreign Language learners in 3 countries. The participants were purposively chosen after obtaining written and oral consent from them. A structured questionnaire and semi-structured interview questions were instruments for data collection. Reliability and validity checks were carried out before administering the questionnaire. After analysis, a notable finding was that African immigrant teachers felt unaccepted by the host communities and this made it difficult for the English as a Second Language learners to listen to classroom instructions given by these immigrant teachers. Again, the parents of these learners find it difficult to accept African immigrant teachers teaching their children as they deemed them incompetent to teach them. Other findings of the study were vital in making pedagogical conclusions on racial discrimination issues encountered by African immigrant English as a Second Language teachers. The ways forward for an all-inclusive educational system devoid of ethnic, religious, sexuality and racial issues were suggested.

scholarly journals THE MODERN TRENDS IN FUTURE FOREIGN LANGUAGE TEACHERS` TRAINING TO ICT USAGE IN THEIR FUTURE CAREER

2017 ◽  
Author(s):  
Vladimir Proshkin ◽  
Oksana Glushak ◽  
Nataliia Mazur
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Information And Communications Technologies ◽  
Foreign Language Teachers ◽  
Reading And Writing ◽  
Professional Activities ◽  
Communications Technologies

The analysis of competences that should be formed in the future foreign language teachers by the tools of modern information and communications technologies is presented by the authors. It is been determined that generic (core) competences include: informatics, informational, organizational and methodological competences; profile (specific) competences include the abilities of information and communications technologies usage for such pupils` skills forming as: listening, speaking, reading and writing. The program of electronic study course to support the realization of above-mentioned task is presented. The purpose of the program is to create a modern level of informational and computer culture, acquiring practical skills of application information technologies by teachers and philologists in order to increase the efficiency of the educational process; students of philological specialties and their preparation for the pedagogically effective use of information technology training in further professional activities. The content of the program modules has been given. Module 1. Network technologies in foreign languages, module 2. Office technologies in foreign languages, module 3. Multimedia technologies. The stages of using ICT in education have been identified, they are search, analysis and research of information, software, methodological resources for a lesson preparation with the further discussion; planning of organizational and methodological measures aimed at achieving goals and objectives of a certain lesson type; developing information materials according to the topic and type of lesson using ICT tools; assessment of future foreign language teachers readiness for the introduction of informational materials on the basis of software resources into the learning process. The usage of ICT for listening, speaking, reading and writing skills forming is demonstrated on the examples of software, on-line services and various podcasts.

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.

scholarly journals English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

2017 ◽  
Vol 5 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Ivana Cimermanová
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Elementary School Teachers ◽  
Regular Education ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
Foreign Language Teachers

Abstract The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

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