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Changing Lives, Changing Languages: Societal Impact on Language Teaching

100%
Kitzinger A.
Multidisciplinary Journal of School Education
|
2017
|
issue 12
161-179
XX
1989 was a dividing line in the history of Central & Eastern European countries. Not only political systems were re-organized, but also social and cultural relations had to be revisited. It is valid to education as well because it welcomed new structures, subjects and philosophies, very often in new educational environments. In Hungary, language education was in a special situation: due to the changing social demands it had to face new challenges with the introduction of foreign languages not widely taught up to this time. The three pillars of the study are the analysis of the shift from a socialist regime into capitalism and its reflection in language education, the description of the appearance of different languages in public and higher education, and the introduction of new methods and synergies applied in the new era of FLT (foreign language teaching). Illustrations of present results are provided from the two far ends of education, namely, pre-school education and kindergarten teacher-training.
2

Towards Creative Foreign Language Teaching: The Theory of Multiple Intelligences in Use

72%
Botwina R.
Signum Temporis
|
2010
|
vol. 3
|
issue 1
13-18
EN
Introduction. The article provides a conceptual setting for conscious teaching whereby classroom activities are referred to the principles of MIT. It also advocates an experimental insight into foreign language teaching where both a teacher and a student are encouraged to explore, discover and practice their multiple intelligences while teaching and mastering foreign languages. Additionally, practical implications of MIT for FLT are discussed and illustrated by a few examples of the activities designed in the framework of the theory.The Aim of the Study. To establish a new perspective on both effective and creative foreign language teaching (FLT) in the framework of Howard Gardner's Theory of Multiple Intelligences (MIT).Methods: examination of MIT, deductive/inductive analysisResults. Foreign language students benefit from FLT methods with a reference to MIT which, being learner-centred, cater for an individual student's needs and preferences, provide a meaningful context for FLT and, consequently, increase the level of students' motivation for learning foreign languages.Conclusions. Foreign language teachers should experiment with MIT for a number of reasons: firstly, to establish a student-oriented insight into teaching; secondly, to provide a meaningful context for teaching; and finally, to increase the level of students' motivation to learn a foreign language.
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