Search results

1

ПИТАННЯ ІНШОМОВНОЇ ОСВІТИ В КОНТЕКСТІ ІНТЕГРАЦІЙНОГО РОЗВИТКУ ВИЩОЇ ОСВІТИ У ЄВРОПІ

100%

Кузнецова О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 5(39)

10-19

EN

The article deals with foreign language learning policy making in Europe and in European higher education in particular. The study points out that demands are made not only for the recognition of a citizenship of residence, but also for an acknowledgement of the value of a diversity of languages and cultures for all countries. The leading European agencies (The Council of Europe, The European Union) decisions and activities directed at the promotion of foreign language learning in higher education are considered. The efforts made to raise awareness of the European Union and Council of Europe recommendations for promoting language learning and linguistic diversity across Europe and to promote European co-operation in developing language policies and practices for higher education are discussed. The article also focuses on the implications of the Bologna Process for the field of HE language education (languages and academic mobility, languages and employability, lifelong language learning). The investigated data prove that globalization and integration set a new economic context for the developments in HE foreign language provision. The adopted decisions are connected with raising foreign language proficiency at the individual, national and supranational levels. The tasks and practical solutions are aimed at the creation of a European Higher Education area, allowing for mobility of students, graduates and higher education staff; preparing students for their future careers and for life as active citizens; offering broad access to high quality higher education, based on academic freedom by means of promotion language learning in higher education and acquisition of foreign language skills. The calls for academic mobility lead to understanding that students, graduates, and teaching staff need a potentially wide range of communicative skills which arise out of the various tasks which they may have to perform in a foreign language (gaining access to specialised material in another language, participating in mobility programmes and in international projects, the professional communication skills, socialization skills etc.) The priorities of foreign language learning and teaching within European higher education context are characterized (needs analysis, professionally-oriented language learning, creating diversity of language learning models).

2

Crossovers: Digitalization and literature in foreign language education

100%

Lütge C., Merse T., Owczarek C., Stannard M.

Studies in Second Language Learning and Teaching

|

2019

|

vol. 9

|

issue 3

519-540

EN

Digitalization produces increasingly multimodal and interactive literary forms. A major challenge for foreign language education in adopting such forms lies in deconstructing discursive borders between literary education and digital education (romance of the book vs. euphoric media heavens), thereby crossing over into a perspective in which digital and literary education are intertwined. In engaging with digital literary texts, it is additionally important to consider how different competencies and literary/literacy practices interact and inform each other, including: (1) a receptive perspective: reading digital narratives and digital literature can become a space for literary aesthetic experience, and (2) a productive perspective: learners can become “produsers” (Bruns, 2008) of their own digital narratives by drawing on existing genre conventions and redesigning “available designs” (New London Group, 1996). Consequently, we propose a typology of digital literatures, incorporating functional, interactive and narrative aspects, as applied to a diverse range of digital texts. To further support our discussion, we draw on a range of international studies in the fields of literacies education and 21st century literatures (e.g., Beavis, 2010; Hammond, 2016; Kalantzis & Cope, 2012; Ryan, 2015) and, in turn, explore trajectories for using concrete digital literary texts in the foreign language classroom.

3

USING THE SECOND LIFE DIGITAL ENVIRONMENT FOR FL EDUCATION: A POSTMODERN PERSPECTIVE

88%

Levent U.

Teaching English with Technology

|

2017

|

vol. 17

|

issue 2

42-54

EN

The aim of the present study was to raise awareness related to the postmodern educational philosophies, and to the opportunities provided by the emerging technologies and conditions of our era with regard to foreign language (FL) education. The main discussion was that educators and educational practices are not in complete harmony with the recent products of technology or with the needs, interests, and habits of the learners. The current work proposed Second Life (SL) as a useful model to focus on and investigate in order to derive some theoretical and practical guidelines and conclusions that will be consistent with all philosophies, applications, stakeholders, instruments, and conditions in educational settings in the current age of technology and in the future. The present study concluded that the administrative side of education has fallen far behind the progress in technology, and thus remains quite traditional and static, which creates a paradoxical situation suggesting that the teaching part has lost its power and efficiency, while the learning part continues to be innovative and creative.

4

Master Program in Foreign Language Education at New York University Steinhardt (US)

88%

Ikonnikova M.

Comparative Professional Pedagogy

|

2016

|

vol. 6

|

issue 2

40-44

EN

The article deals with master program in foreign language education at New York University Steinhardt (US). Thus, its peculiarities have been revealed. It has been defined that the study program presupposes mastering of foreign language teaching approaches that meet various needs of learners. It has been indicated that students acquire the understanding of educational conditions as well as economic, social and cultural factors influencing learning; develop professional knowledge of linguistics, (foreign) language acquisition, (foreign) language pedagogy, etc. The curriculum of the program is based on block-modular and interdisciplinary approaches that results in considerable flexibility. In addition, students have excellent opportunities to gain valuable practical experience and strengthen professional teaching skills during student teaching placements including abroad. It has been concluded that professional training of future specialists in the field of foreign language education on the example of New York University contributes to forming of modern, competitive philologists able to apply the latest teaching technologies, forms and methods to the educational process and adapt to fast-changing conditions of the educational environment. It has been emphasized that the abovementioned positive aspects of US experience in training foreign language teachers can be taken into account while developing national curricula in education, philology, linguistics, applied linguistics etc.

5

What is your educational philosophy? Modern and postmodern approaches to foreign language education

88%

Uzun L.

Studies in Second Language Learning and Teaching

|

2012

|

vol. 2

|

issue 3

333-348

EN

The present study discusses the concepts of education and training, while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language (FL) education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation.

6

What is your educational philosophy? Modern and postmodern approaches to foreign language education

88%

Uzun L.

Studies in Second Language Learning and Teaching

|

2012

|

vol. 2

|

issue 3

333-348

EN

The present study discusses the concepts of education and training, while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language (FL) education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation.

7

Ewaluacja podręcznika w nauczaniu języków obcych

75%

Kusiak-Pisowacka M.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

|

2015

|

issue 14

65-75

EN

The aim of the paper is to discuss the role of coursebook evaluation in foreign language education. Coursebooks are presented as the most common learning materials used in institutionalized education. First, the way coursebooks can enhance or inhibit the process of foreign language teaching and learning is addressed. Then, several types of coursebook evaluation are analyzed, along with various roles that coursebook evaluation can play in foreign language education. To emphasise the importance of evaluating coursebooks, a selection of checklists applied in the process of coursebook evaluation is discussed. The author of the paper draws on her experience as a co-author of foreign language coursebooks used in Polish secondary schools, a reviewer of coursebooks employed by the Polish Ministry of Education and a foreign language teacher trainer.

8

INNOVATIVE LANGUAGE LEARNING/TEACHING PROCESS IN HIGHER EDUCATION INSTITUTIONS. A POLISH-LITHUANIAN COMPARATIVE STUDY

75%

Karczewska M., Žeguniene V., Kupriene L.

Rocznik Lubuski

|

2019

|

vol. 45

|

issue 1

135-150

EN

The article reviews innovative educational technologies. A theoretical review of innovative teaching/learning methods is then juxtaposed with Polish and Lithuanian higher education reality. The aim of the survey was to find out what modern technologies are used in foreign language teaching and what modern technologies the respondents would like to have used in the foreign language classroom, and why. 100 Polish and 100 Lithuanian university students were asked to fill in a questionnaire. As digital natives, the respondents were expected to be familiar with modern technologies and willing to use them in foreign language learning. The study shows that the most popular innovative technologies among both Polish and Lithuanian students are audio files; Internet resources are also frequently used. In the Lithuanian group, projectors as well as language laboratories are popular, while in the Polish group, online dictionaries and interactive boards are commonly used. The respondents also suggested a list of technologies to implement. The results show how useful modern technologies are in foreign language teaching/learning, which requires further discussion on how to use them effectively.

PL

W artykule przedstawiono przegląd innowacyjnych metod nauczania/uczenia się języka obcego. Następnie metody te zestawiono z realiami polskiej i litewskiej szkoły wyższej. Celem badania było sprawdzenie, które z nowoczesnych technologii są wykorzystywane przez nauczycieli języków obcych, a które technologie należałoby wprowadzić i dlaczego. W badaniu wzięło udział 100 polskich i 100 litewskich studentów. Zakładano, że ankietowani, z uwagi na przynależność do pokolenia cyfrowych tubylców, będą oczekiwać ich wykorzystania na zajęciach z języka obcego. Badanie pokazało, że najczęściej wykorzystywanymi narzędziami są pliki audio i materiały pochodzące z Internetu. Ponadto wśród studentów litewskich popularne są rzutniki multimedialne i laboratoria językowe, a wśród studentów polskich - słowniki online i tablice interaktywne. Badanie pokazało, że nowe technologie są popularne i przydatne w nauczaniu języków obcych, co z kolei każe zastanowić się nad ich efektywnym użyciem.

9

КОНЦЕПТУАЛЬНІ ЗАСАДИ ОСВІТНЬОГО МОНІТОРИНГУ ЯК МЕТОДОЛОГІЧНА ОСНОВА ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВИКЛАДАЧА ІНОЗЕМНОЇ МОВИ ДО МОНІТОРИНГОВОЇ ДІЯЛЬНОСТІ

75%

Ірина Р.

Педагогічні науки: теорія, історія, інноваційні технології

|

2017

|

issue 1(65)

156-167

EN

The paper reflects the results of the study of conceptual provisions of monitoring in education as a methodological basis of the future foreign language teacher monitoring competence formation. The current status of a foreign language teacher is represented by his role as an organizer and manager of the school foreign language education, capable to monitor the quality of the educational activities and measure the students’ academic success. Theauthor’sdefinitionofthefutureforeignlanguageteachermonitoringcompetenceisformulatedwithregardtotheprinciples,functionsandmethodsofmonitoringineducation,aswellasthespecificsofpedagogicalactivity. Readiness to the monitoring activities – the ability and willingness of the future teachers of foreign languages to implement educational measurement by integrating relevant professional, psychological, pedagogical, mathematical and statistical knowledge, practical skills and experience in educational management and monitoring of education. A dynamic and structured system of the personality of the future foreign language teachers consists of four components: – cognitive, the present system of psychological and pedagogical knowledge of planning, organizing and monitoring of the quality of school education in foreign language; – activity (set of lingua-communicative and pedagogical skills to ensure the management and improvement of teaching and forms of monitoring and management); – motivational, represented interest and value orientations regarding the monitoring of intelligence; – personal, describing the teacher as a manager foreign language education. Prospects for further research are to definite problem in expressing pedagogical conditions of formation of monitoring competence of the future foreign language teachers during their professional training

10

Verbindliche und verbindende Landeskunde. Eine Analyse des niederländischen DaF-Lehrwerkes Neue Kontakte

75%

Tammenga-Helmantel M.

Glottodidactica

|

2019

|

vol. 46

|

issue 1

157-178

DE

This study investigates the position, content and pedagogy of Landeskunde in proficiency skills-focussed Dutch foreign language teaching. It analyses the course book used most frequently in Dutch secondary education for German as a foreign language: Neue Kontakte. This research examines the position of cultural content in course materials and in explicitly formulated learning goals. Moreover, it is investigated what cultural content is introduced and whether this is either integrated in language proficiency training and connected to the world of the learners. The results show that Neue Kontakte offers a broad range of cultural topics which are either linked to the Netherlands or Dutch or to the learners’ personal environment. Additionally, Landeskunde is integrated in language proficiency exercises. On the other hand, its status is considered weak; no cultural learning goals are formulated and hardly any repetition of cultural content and little critical reflection on the foreign and the own culture are observed.

11

Foreign language education of seniors

63%

Határ C., Grofčíková S.

Journal of Language and Cultural Education

|

2016

|

vol. 4

|

issue 1

110-123

EN

This study is of a theoretical-conceptual nature and is a partial outcome of the research project VEGA MŠVVaŠ SR and SAV no. 1/0176/15. It deals with one of the problems currently faced by educational theory and practice, i.e. the foreign language education of seniors. The trend is typical for many EU member states, since it results from the needs of a modern society. In addition to strategic documents, programs and legislation which binds the Slovak Republic to create conditions for lifelong education, including foreign language education, the authors are more closely preoccupied with specificities and possibilities of the language education of seniors, which are explained on a comparative basis with the language education of children and youth. Even though in literature one can find results of many substantial empirical research projects devoted to foreign language education of children and youth, research into the education of adults and seniors in the area of foreign languages falls behind considerably. A sufficient platform for the methodology of language education of adults and seniors in Slovakia has not been created either, if compared with the methodology of language education of younger age categories. This shortcoming is often quite noticeable in practice. The study attempts to pay adequate attention to the analysis of selected teaching styles specific for adult and senior age as well as teaching methods which may be used in the language education of seniors.

12

Organizational Principles and Content of Early Foreign Language Learning in the USA

63%

Biletska I.

Comparative Professional Pedagogy

|

2015

|

vol. 5

|

issue 1

33-38

EN

According to the results of leading American scientists that convincingly demonstrate the effectiveness and necessity of early foreign language learning the features of teaching foreign languages at elementary level in the United States have been analyzed. It has been found out that the US government is working on the improvement of foreign language at elementary education all over the country. The attention is paid the languages that were not so popular, and now have obtained the status of “extremely necessary”, such as Arabic, Farsi and Russian, as they have become very important for the future participation of the state in world politics. The requirements for programs development of foreign language for elementary school have been described; such aspects as quantity of classes, curriculum project, teaching materials, teaching staff and knowledge of the students, the choice of languages, coordination and efficiency are taken into consideration. The short description of the content of foreign language teaching of elementary education has been presented. It has been indicated that success in foreign language learning as a device of foreign language communication depends on the level of listening, lexical, grammatical and spelling skills, as well as the abilities of listening, speaking, reading and writing, which are defined in the program for elementary school.

13

THEORETICAL CONSIDERATIONS FOR DEVELOPING INTERCULTURAL SENSITIVITY THROUGH TRANSLATION ACTIVITIES: BEYOND THE MONOLINGUAL PREMISE IN FOREIGN LANGUAGE EDUCATION

63%

Lankiewcz H., Wąsikiewicz-Firlej E.

Neofilolog

|

2019

|

issue 52/2

313-333

EN

The article presents theoretical considerations pertaining to the use of translation in foreign language teaching and argues for the reinstatement of translation activities in language teaching to contribute to the development of intercultural sensitivity among language users. The authors build upon critical-ecological reflections in language education. They posit that a globalized world requires a departure from the monolingual language teaching paradigm, particularly in multicultural and multilingual contexts such as, for example, a united Europe. The argument touches upon the issues of neoliberal skills training, intercultural education, language pedagogy (glottodidactics), language acquisition and translation theories as well as observations of the practicalities imposed on L2 users by the postmodern reality and market forces. The authors present the incorporation of translation practices into foreign language teaching as a means of enhancing intercultural sensitivity and a way of fighting linguistic and cultural colonization. The ultimate goal – the new “paradigm shift” (Butzkamm and Caldwell, 2009) – is to contribute to social justice via foreign language education.

Refine search results

ПИТАННЯ ІНШОМОВНОЇ ОСВІТИ В КОНТЕКСТІ ІНТЕГРАЦІЙНОГО РОЗВИТКУ ВИЩОЇ ОСВІТИ У ЄВРОПІ

Crossovers: Digitalization and literature in foreign language education

USING THE SECOND LIFE DIGITAL ENVIRONMENT FOR FL EDUCATION: A POSTMODERN PERSPECTIVE

Master Program in Foreign Language Education at New York University Steinhardt (US)

What is your educational philosophy? Modern and postmodern approaches to foreign language education

What is your educational philosophy? Modern and postmodern approaches to foreign language education

Ewaluacja podręcznika w nauczaniu języków obcych

INNOVATIVE LANGUAGE LEARNING/TEACHING PROCESS IN HIGHER EDUCATION INSTITUTIONS. A POLISH-LITHUANIAN COMPARATIVE STUDY

КОНЦЕПТУАЛЬНІ ЗАСАДИ ОСВІТНЬОГО МОНІТОРИНГУ ЯК МЕТОДОЛОГІЧНА ОСНОВА ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНЬОГО ВИКЛАДАЧА ІНОЗЕМНОЇ МОВИ ДО МОНІТОРИНГОВОЇ ДІЯЛЬНОСТІ

Verbindliche und verbindende Landeskunde. Eine Analyse des niederländischen DaF-Lehrwerkes Neue Kontakte

Foreign language education of seniors

Organizational Principles and Content of Early Foreign Language Learning in the USA

THEORETICAL CONSIDERATIONS FOR DEVELOPING INTERCULTURAL SENSITIVITY THROUGH TRANSLATION ACTIVITIES: BEYOND THE MONOLINGUAL PREMISE IN FOREIGN LANGUAGE EDUCATION