Inclusion and foreign language education

2016 ◽  
Vol 167 (2) ◽  
pp. 159-189 ◽  
Author(s):  
Heiko Motschenbacher
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Present Article ◽  
Inclusive Education ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Special Environment ◽  
Educational Inclusion

Prompted by the increased visibility of inclusive pedagogies, the present article discusses the concept of “inclusion” in relation to foreign language teaching from a linguistic perspective. The foreign language classroom constitutes a special environment that poses specific language-related challenges to inclusive education. In an effort to face these challenges, the present article elaborates how linguistic research and insights can contribute to an implementation of inclusive foreign language education. In terms of theorisation, the narrower and broader senses of educational inclusion are outlined, the notion of “linguistic barrier” is introduced, and various ways in which linguistic exclusion may manifest itself are identified. It is argued that purely cognitivist approaches to second language acquisition are insufficient for achieving higher levels of inclusivity, as they do not cater for the social and contextual aspects that shape practices of exclusion and inclusion. Alternative approaches such as sociocultural theory are shown to be better equipped for this purpose. Various prominent exclusion-related dimensions are discussed with respect to their repercussions in language and linguistic practices, among them exclusion related to learners with special needs, ethnicity, gender, sexuality and non-native language users. Suggestions are made of how to proceed methodologically in linguistic investigations of exclusionary practices, with the aim of creating effective, linguistically based inclusion strategies. It is suggested that typological, discourse analytic and ethnographic linguistic approaches are most promising in this respect. The concluding section recapitulates central aspects that have surfaced in the theoretical and methodological discussion, calls for inclusion-oriented changes in foreign language teaching and highlights conspicuous parallels between the inclusive EFL classroom and English as a lingua franca communication.

scholarly journals Inojezična kazališna radionica: prednosti trivijalnoga žanra u dramsko-kazališnom pristupu

2018 ◽  
Vol 18 ◽  
Author(s):  
Ana Kodrić Gagro
Keyword(s):  
Popular Culture ◽  
Social Studies ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Soap Opera ◽  
Foreign Language Teaching ◽  
The University ◽  
Language Competencies

Theatre workshop as a foreign language teaching tool: advantages of “trivial literature” in the dramatic-theatrical approach The aim of this paper is to demonstrate the advantages of dramatic-theatrical approach to foreign language teaching as exemplified by the use of popular culture, namely an adapted television format (soap opera). In order to achieve this aim, the paper presents the characteristics of the genre that render it useful in foreign language education. The genre’s usability in practical work is exemplified by two successfully implemented theatre workshops. The first one was organized in the Croaticum Centre for Croatian as a Second Language at the Faculty of Humanities and Social Studies, University of Zagreb, in 2006, for students of Croatian as a foreign language. The second workshop was held in 2010 at the Institute of Western and Southern Slavic Studies at the University of Warsaw for students of Bulgarian as a foreign language. Both workshops achieved excellent results in raising language competencies of foreign language speakers. Considering the continued presence of the mentioned genre in popular culture, its use in teaching does not lose its relevance. Warsztat teatralny w nauczaniu języka obcego: zalety literatury popularnej w podejściu dramatyczno-teatralnym Celem artykułu jest wykazanie zalet dramatyczno-teatralnego podejścia do nauki języków obcych na przykładzie kultury popularnej, czyli adaptowanej formy telewizyjnej – telenoweli. Aby osiągnąć ten cel, przedstawiono cechy gatunku przydatne w nauce języków obcych. Przykładami użyteczności podejścia w praktycznej pracy są dwa pomyślnie zrealizowane warsztaty teatralne. Pierwszy z nich został zorganizowany w Centrum języka chorwackiego jako obcego „Croaticum” na Wydziale Nauk Humanistycznych i Społecznych w Zagrzebiu w 2006 roku dla studentów języka chorwackiego jako obcego, a drugi w Instytucie Slawistyki Zachodniej i Południowej Uniwersytetu Warszawskiego dla studentów języka bułgarskiego jako obcego w 2010 roku. Oba warsztaty osiągnęły doskonałe wyniki w podnoszeniu kompetencji językowych osób posługujących się językami obcymi. Biorąc pod uwagę stałą obecność wspomnianego gatunku w kulturze popularnej, jego użycie w nauczaniu nie traci znaczenia.

Research on foreign language teaching and learning in Turkey (2005–2009)

2011 ◽  
Vol 44 (3) ◽  
pp. 328-353 ◽  
Author(s):  
Cem Alptekin ◽  
Sibel Tatar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Learning And Teaching ◽  
Education In Turkey

This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.

scholarly journals ‘Professionalism’ in Second and Foreign Language Teaching: A qualitative research synthesis

2017 ◽  
Vol 11 (1) ◽  
pp. 141 ◽  
Author(s):  
Anchalee Jansem
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Research Synthesis ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
External Factors ◽  
Methodological Framework ◽  
Factors Affecting

This qualitative research synthesis concludes and displays pictures of professionalism in second/foreign language education. Adopting Weed’s processes as the methodological framework for doing qualitative research synthesis, the researcher employed seven steps, from retrieving to selecting studies directly associated with professionalism. The findings identify the notion of professionalism in language education, external factors affecting professionalism, concerns about professionalism, and teachers as essential agents of professionalism.

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

Neofilolog ◽  
2019 ◽  
pp. 313-333
Author(s):  
Hadrian Lankiewcz ◽  
Emilia Wąsikiewicz-Firlej
Keyword(s):  
Foreign Language ◽  
Intercultural Sensitivity ◽  
Language Teaching ◽  
Language Education ◽  
Skills Training ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
New Paradigm ◽  
Language Pedagogy ◽  
Theoretical Considerations

The article presents theoretical considerations pertaining to the use of trans-lation in foreign language teaching and argues for the reinstatement of trans-lation activities in language teaching to contribute to the development of in-tercultural 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 para-digm, particularly in multicultural and multilingual contexts such as, for ex-ample, 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.

scholarly journals MODEL OF MORAL QUALITIES FORMATION OF YOUNGER SCHOOLCHILDREN BY MEANS OF FOREIGN LANGUAGE EDUCATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
N.M KOROLEVA ◽  
◽  
E.N ZEMLYANSKAYA ◽  
Keyword(s):  
Foreign Language ◽  
Moral Education ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Moral Formation ◽  
Moral Qualities ◽  
Moral Attitudes ◽  
Russian Education

The current stage of development of the Russian education system is characterized by significant reforms, political and socio-economic reorganizations that fundamentally change the sociocultural situation in which the moral formation and development of a person's personality is proceeding. Unemployment and rising poverty inevitably lead to the loss of cultural, spiritual and moral values. The spiritual crisis in the country makes the task of modernization of Russian education be urgent, which, in turn, is impossible without moral education. Despite the existence of numerous state documents concerning the improvements of the process of moral education, the solution of this problem cannot be considered as a final. As the educational process is based on interpersonal communication, foreign language teaching has certain advantages in terms of the formation of universal human values. It allows to influence the formation of moral attitudes of students. The analysis of the educational and methodological complexes for foreign language teaching in elementary school showed the fragmentary nature of moral-oriented tasks and the lack of a consistent educational strategy focused on the moral formation of the student’s personality. In this article, the possibility of the educational impact of foreign language education is presented by a theoretical model, the purpose of which is the formation of younger schoolchildren moral qualities. It is possible by using the functional transfer, which involves understanding and comparing the social and moral experience formed as a result of the native language studying with the acquired communicative experience in moral-oriented interaction at foreign language lessons. It is fundamentally important to involve a comparison of native and foreign cultures in language learning. As a result, the moral attitudes and interest to studying foreign language culture are formed.

scholarly journals First international conference on the theme 'The Art(s) of/in Foreign Language Teaching'

2020 ◽  
Vol XIV (1) ◽  
pp. 111-115
Author(s):  
Shruti Jain
Keyword(s):  
Foreign Language ◽  
Service Provider ◽  
Critical Reflection ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Educational Policies ◽  
International Conference ◽  
Institutional Frameworks

In times when foreign language education is increasingly becoming susceptible to the dictates of neoliberal consumerism, prevalent metaphors in the field of education such as 'student as customer', 'teacher as service provider' or 'language as product' distract from the beauty of the process of learning itself. Unfortunately, these metaphors are seldom subjected to critical reflection and therefore continue to subtly shape institutional frameworks in which foreign language education takes place, in turn affecting the curriculum and foreign language educational policies.

The English shark and other fish in the pond

2021 ◽  
Vol 9 (1) ◽  
pp. 47-67
Author(s):  
Christiane Fäcke
Keyword(s):  
Foreign Language ◽  
Language Policy ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Education ◽  
Language Choice ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Special Focus ◽  
Historical Overview

Abstract The following paper provides a historical overview of foreign language education and foreign language teaching in Germany, including teaching methods and curricular developments. A special focus emphasizes language policy and its influence on language teaching, analysing language choice, language order and the predominance of English.

The History of Grammar in Foreign Language Teaching

2020 ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Middle Ages ◽  
Teacher Educators ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Original Essays ◽  
History Of

Taking a broadly chronological approach, this volume of original essays traces the origins of the concept of 'grammar'. In doing so, it charts the social, moral and cultural factors that have shaped the development of grammar from Antiquity, via the Middle Ages, Renaissance and Modern Europe, to current education systems and language learning pedagogy. The chapters examine key turning points in the history of language teaching epistemology, focusing on grammar for 'foreign' language teaching across different European cultural contexts. Bringing together leading scholars of classical and modern languages education, this book offers the first single-source reference on the evolving concept of grammar across cultural and linguistic borders in Western language education. It therefore represents a valuable resource for teachers, teacher-educators and course designers, as well as students and scholars of historical linguistics, and of second and foreign language education.

scholarly journals Towards a pedagogy of strangeness

2009 ◽  
Vol III (1) ◽  
pp. 34-45
Author(s):  
Katja Frimberger
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Language And Culture ◽  
Teaching Language ◽  
Ethnographic Approach ◽  
Approach To Teaching ◽  
The Subject

Engagement in depth with a foreign language is a challenging experience. Within the experience, and at a crucial interface – where familiar perspectives are questioned, deconstructed and re-considered – lies an area that I term ‘strangeness’. The word strange has a range of meanings; “outside of”, “alien”, “different”, “unusual”, “exceptional to a degree that excites wonder or astonishment” (OED 1989). The strangeness that resonates within a foreign language reflects several of these definitions; it is multi-faceted, unpredictable, even sometimes unfathomable, but ultimately, I hope to show that it has exciting, life-enriching potential that, like the latter definition above, will elicit wonder and astonishment. This article proposes a ‘pedagogy of strangeness’ in foreign language education that aims to provide some ideas and praxis to help students unlock more of the enriching potential that the study of the subject holds. The term ‘predictable strangeness’ is used critically to describe the conventional approach to teaching language and culture. The idea of ‘unpredictable strangeness’ is employed to elucidate the subtleties that lie especially within an ethnographic approach to foreign language teaching. Theatre and drama concepts that substantially employ strangeness within their work will be shown to have particular relevance to my article. Engagement in depth with a foreign language is a challenging experience. Within the experience, and at a crucial interface – where familiar perspectives are questioned, deconstructed and re-considered – lies an area that I term ‘strangeness’. The word strange has a range of meanings; “outside of”, “alien”, “different”, “unusual”, “exceptional to a degree that excites wonder or astonishment” (OED 1989). The strangeness that resonates within a foreign language reflects several of these definitions; it is multi-faceted, unpredictable, even sometimes unfathomable, but ultimately, I hope to show that it has exciting, life-enriching potential that, like the latter definition above, will elicit wonder and astonishment. This article proposes a ‘pedagogy of strangeness’ in foreign language education that aims to provide some ideas and praxis to help students unlock more of the enriching potential that the study of the subject holds. The term ‘predictable strangeness’ is used critically to describe the conventional approach to teaching language and culture. The idea of ‘unpredictable strangeness’ is employed to elucidate the subtleties that lie especially within an ethnographic approach to foreign language teaching. Theatre and drama concepts that substantially employ strangeness within their work will be shown to have particular relevance to my article.

Sign in / Sign up

Export Citation Format

Share Document