scholarly journals The problem of choosing universal tools for foreign language teaching in conditions of changing educational paradigms

2021 ◽  
Vol 11 (6) ◽  
pp. 179-194
Author(s):  
Tatiana Victorovna Ermolova ◽  
◽  
Natal’ya Vasil’evna Savitskaya ◽  
Ol’ga Vital’evna Dedova ◽  
Alexandra Victorovna Guzova ◽  
...  
Keyword(s):  
Foreign Language ◽  
Retrospective Analysis ◽  
Research Methods ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
New Approach ◽  
Educational Paradigm ◽  
Educational Paradigms

Introduction. The article presents a retrospective analysis of tools for teaching foreign languages in the context of changing educational paradigms, as a reaction to the dominance of the new approach formulated as a result of the evolution of the digital model within foreign language instruction. The purpose of the article is to justify the choice of universal tools for teaching foreign languages, relevant to the modern educational paradigm, the main characteristic feature of which is responsible self-education (learner autonomy). Materials and Methods. To achieve the aim of the study, the following research methods were used: general research methods including dialectical, analysis and synthesis of scholarly literature, comparisons and analogies, reviewing, summarizing information obtained from modern academic sources, and special research methods containing system and comparative analysis, etc. The study was carried out in line with the concept of informatization of education and followed communicative, competence, contextual, learner-centered and activity-based approaches to foreign language instruction. Results. Firstly, the author substantiated the need for accepting the fact that in the conditions of mass industrialization, the educational ecosystem is transferring to a new educational paradigm, consequently, it is necessary to transform the very mechanism of organizing educational process, in particular, foreign language instruction. Secondly, a retrospective analysis of foreign language teaching tools in the context of changing educational paradigms has been conducted, as a reaction to the dominance of the new approach formulated as a result of the evolution of the digital resource model within foreign language instruction, namely SCALL-, MALL- and RALL-approaches. Thirdly, the author has put forward a hypothesis about a universal tool for teaching foreign languages, relevant to the modern educational digital competence paradigm. Conclusions. The author argues that at the present stage, virtual (electronic) educational platforms can be adopted as universal tools for teaching foreign languages relevant to the modern educational paradigm, the main characteristic of which is responsible self-education (learner autonomy), the practice of using those is quite common for Russia, including conditions of autonomous education. In the medium term, mobile training tools can be considered as universal, however, it is necessary to systematize the practice of testing them in educational settings of various levels. In the long term, products ‘generated’ by RALL evolution, including learning tools with artificial intelligence, can be considered as universal tools for teaching foreign languages. Taking into account the fact, that such products as chat bots are just beginning to be used for educational purposes, it is assumed that they will become understandable, adaptive and, as a result, universal digital tools of foreign language instruction including autonomous learning only in the distant future.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

scholarly journals Pedagogical Framework For Polyculturalism in Higher Education: Foreign Language Instruction

2021 ◽  
Vol 04 (10) ◽  
Author(s):  
Oksana Chaika ◽  
Keyword(s):  
Foreign Language ◽  
Value Chain ◽  
Educational Institution ◽  
Language Instruction ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Multicultural Personality ◽  
Multicultural Environment ◽  
Pedagogical Framework

The article highlights the theoretical and pedagogical frameworks for polyculturalism and multiculturalism as the foundational values attributable to future foreign language teachers in general and teachers, or instructors of languages for specific purposes, in particular. The findings substantiate the importance of pedagogical framework for poly- / multiculturalism given the fact that the created poly- / multicultural and polylingual environment of higher educational institution as a principle condition in value chain education may ensure the formation of poly- / multicultural personality of a foreign language teacher and LSP instructor. That becomes possible with the help of growing their socio cultural identity while students master the system of knowledge, concepts and ideas about poly- / multiculturalism in the poly- / multicultural environment of their classroom and improve social communication skills. It is stated that the complex of pedagogical conditions may well promotepoly- / multiculturalism for future teachers of foreign languages and LSP instructors. It is underlined that pedagogical framework for polyculturalism in a foreign language classroom, aiming to teach philology students, rests on the following: (i) construction of training process in regards to foreign languages on the integration principle of educational disciplines with existing poly- / multicultural component according to tasks and the basic components of poly- / multiculturalism; (ii) application of interactive technologies for the formation of socio- cultural and poly- / multicultural competence, which includes bilingualism and poly- / multilingualism (didactic conditions); (iii) creation of a poly- / multicultural educational environment; (iv) dialogical interaction in the course of socio-cultural activities (educational conditions) inter alia.

Institutional Education and Multilingualism: PlurCur® as a Prototype of a Multilingual Whole School Policy

2018 ◽  
Vol 6 (1) ◽  
pp. 131-162 ◽  
Author(s):  
Britta Hufeisen
Keyword(s):  
Foreign Language ◽  
Good Practice ◽  
School Curriculum ◽  
School Policy ◽  
Language Instruction ◽  
School Development ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Language Curriculum ◽  
Whole School

AbstractIn this article, a prototype of a whole school curriculum will be introduced which could be a framework for including more foreign languages than usual and for combining systematically foreign language instruction with content teaching, thereby enhancing the opportunities for school development. It has been tested as a political instrument for school development; examples of good practice will be given. In this article, it will be shown what this whole school language curriculum looks like, how it can be implemented and which research results were obtained.

scholarly journals Teaching English As A Foreign Language To Students With Learning Disabilities

2021 ◽  
Vol 03 (04) ◽  
pp. 385-388
Author(s):  
Razzakova Gulchekhra Rustamovna ◽  
Keyword(s):  
Learning Disabilities ◽  
High School Students ◽  
Foreign Language ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Foreign Language Study ◽  
Language Study

Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.

scholarly journals Adoption of Team Coaching Competencies for Innovative Translation and Foreign Language Instruction: Polylingual and Polycultural Dimensions in Higher Education

2021 ◽  
Vol 04 (11) ◽  
Author(s):  
Oksana Chaika ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Academic Degree ◽  
Contemporary World ◽  
Team Coaching ◽  
Coaching Competencies

The contemporary world is subject to waves of highly rated turbulences and demand volatility in the market of educational services. In the recent decades, Ukraine as a developing state has witnessed varied response from educators, students, observers, bloggers as to the content and quality of education. The paper aims to elaborate the surface scratching recommendations for the development of an educational policy, which may be eligible for adoption at universities, endorsing modernisation of content and structure of higher education inside and outside Ukraine by means of developing, growing and applying coaching mind-set for teaching and learning processes. First, this refers to growing efficiency in communication models by foreign language (FL) teachers (irrespective of the field) and foreign language instructors (teaching foreign languages, languages for specific purposes in foreign languages, and translation) in giving lectures and moderating polycultural and polylingual classes. Second, it links to fostering culturological, axiological, intercommunicative values for polycultural communication in various languages, if applicable, between the teacher and the student and vice versa, the teacher and the teacher, the student and the student, etc. Team coaching may be treated one of the fastest growing disciplines in the coaching profession; and for the higher education, it is becoming increasingly important Team coaching competencies as hard skill of a modern FL / LSP teacher may enable a U-turn in the educational market as viewed in the light of demotivated students, losing interest in an academic degree, or gaining qualifications within the university walls. Team coaching defined as partnering in a co-creative and reflective process with a team (class) on its dynamics and relationships in a way that inspires them to maximize their abilities and potential in order to reach their common purpose and shared goals, may well fit into class instruction of the modern era.

scholarly journals Learning Foreign Languages Through Blended Learning

2018 ◽  
Vol 2 (02) ◽  
pp. 123
Author(s):  
Basori Basori
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Major Elements ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Language Courses ◽  
Foreign Language Courses

<p align="center"><strong>ABSTRACT</strong>. Blended learning is gaining popularity as an effective method to deliver courses. Foreign language instruction is adopting opportunities to apply blended learning. This paper looks at the essence of blended learning and foreign language instruction by defining those two terms. The literature has clearly unveiled the principles of each learning method that constitutes foreign language delivered via blended learning. It leads to major elements that need to be considered when designing blended foreign language instruction. Sufficient input, adequate interaction, plenty of feedback, and meaningful tasks are major components of building blended foreign language courses. Some recent studies have successfully implemented those principles in designing blended learning foreign language instruction; however, the studies also disclose some challenges. </p><p> </p><p><strong>Keywords:</strong> Blended learning, foreign language learning, foreign language instructions  </p><p> </p><div class="WordSection1"><p align="center"><strong>ABSTRAK</strong></p><p> </p><p><em>Blended learning</em> semakin populer sebagai metode yang efektif dalam kegiatan pengajaran. Metode ini juga diterapkan dalam pengajaran bahasa asing. Artikel ini membahas esensi <em>blended learning</em> dan pengajaran bahasa asing dengan mendefinisikan kedua istilah tersebut. Telah banyak studi literatur yang membahas dan mendiskusikan tentang prinsip-prinsip metode pembelajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Ini mengarah pada elemen-elemen inti yang perlu dipertimbangkan dalam merancang pengajaran bahasa asing yang disampaikan melalui <em>blended learning</em>. Input yang cukup, interaksi yang memadai, adanya umpan balik yang memadai, dan tugas yang bermakna adalah komponen-komponen utama yang perlu diperhatikan dalam pengajaran bahasa asing yang menerapkan <em>blended learning</em>. Beberapa studi terbaru telah berhasil menerapkan prinsip-prinsip tersebut dalam merancang pembelajaran bahasa asing yang menerapkan <em>blended learning</em>. Di sisi yang lain, artikel ini juga memaparkan beberapa tantangan pengajaran bahasa asing yang menerapkan metode <em>blended learning</em>.</p><p> </p><p><strong>Kata kunci</strong>: <em>blended learning</em>, pembelajaran bahasa asing, pengajaran bahasa asing</p></div><p> </p><p> </p><p> </p>

scholarly journals Teacher Development in Slovenia for Teaching Foreign Languages at the Primary Level

2012 ◽  
Vol 2 (3) ◽  
pp. 27-53
Author(s):  
Mihaela Brumen ◽  
Mateja Dagarin Fojkar
Keyword(s):  
Foreign Language ◽  
Teacher Development ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Primary Level ◽  
Qualified Teachers ◽  
Young Learners ◽  
Service Training ◽  
Guidelines And Recommendations

The introduction of foreign languages into the first three-year cycle of primary school has spurred the need for qualified teachers, and is one of the main discussion points among experts in foreign language teaching. Most of the contemporary studies report that there is a global gap between the supply of qualified teachers of foreign languages to young learners and the demand for them as programmes expand. These studies emphasize the paramount importance in assuring the quality of early foreign language instruction. Therefore, the authors of this paper first present some of the models of initial and in-service training of teachers of foreign languages to young learners across the world and then focus on a more in-depth presentation and analysis of the training of teachers of foreign languages at the primary level in Slovenia. All the existing national programmes for teacher development are compared and discussed. Finally, some guidelines and recommendations are given regarding training teachers to teach foreign languages to young learners.

scholarly journals LANGUAGE LABORATORY MANAGEMENT TO SUPPORT TECHNOLOGY-BASED FOREIGN LANGUAGE INSTRUCTION

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Vivi Aulia
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Language Instruction ◽  
Laboratory Management ◽  
Language Laboratory ◽  
Instructional Process ◽  
Teaching Aids ◽  
Management Technology

Language laboratory is one of media and teaching aids that cannot be separated from the foreign language teaching. The existence of language laboratory in such schools are considered as vital and essential things. It also becomes trend, culture, and alternative requirement to support the instructional process. Good and representative language laboratory that provides a number of educational objectives can bring in interesting instructional activities. Moreover, it can be the fascinating devices equipping students in learning foreign language. This article will review and provide a framework for some informations and overviews of language laboratory, the main principles and guidelines for managing language laboratory, and explain how these principles can be applied for foreign language teaching. At the end of this article, it is suggested that either foreign language teacher or language laboratory manager along with school principals cooperate in maximizing the language laboratory as a means of supporting technology-based foreign language instructions.Keywords: language laboratory, management, technology-based, foreign language teaching.

A Look Back: The U.S. foreign language problem, as covered in Kappan

2020 ◽  
Vol 101 (5) ◽  
pp. 5-7
Author(s):  
Teresa Preston
Keyword(s):  
Foreign Language ◽  
Language Instruction ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Language Problem ◽  
Foreign Language Study ◽  
Look Back ◽  
Language Study ◽  
The U.S

In this monthly Kappan column, Teresa Preston shares a sampling of what past Kappan authors have written about foreign language instruction U.S. schools. Although it is not a topic that has appeared frequently in Kappan, concern about a lack of such instruction goes back at least as far as the 1930s. Although authors have generally agreed about the need for more foreign language study, disputes have emerged about which languages to study and what methods are most effective for teaching foreign languages. Authors have, however, agreed that language study should start earlier than it generally does.

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