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Necheporuk, Yana, Iryna Onishchuk, Liudmyla Usyk, Iryna Anishchenko, Svitlana Vasylkevych und Valentyna Zvozdetska. „Foreign language education as a scientific category in the context of future teachers‟ training“. Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), Nr. 8(128) (28.12.2020): 132–41. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).29.
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The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professional activity. Considering foreign-language education from an axiological position, we understand it as a value at the level of the state, society, and personality. We consider the relationship between state and personal values to be a condition for the effectiveness of foreign-language education that creates a system of language education. We consider acquiring the knowledge of a foreign language to be an element of functional literacy, professional competence, and the integral quality of the individual. The concept is based on integrated teaching of the language and culture of the countries concerned with the dialogue between native and foreign cultures. The purpose of such education is language teaching through culture, culture through language, the formation of homo moralis: a person with a conscience, which distinguishes between good and evil, has high stable moral principles.
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Failasofah, Failasofah, Amirul Mukminin, Masbirorotni Masbirorotni, Mukhlash Abrar, Nunung Fajaryani, Fortunasari Fortunasari, Marzul Hidayat und Akhmad Habibi. „Culture, language, and multilingual education:“. Bordón. Revista de Pedagogía 74, Nr. 3 (30.09.2022): 121–37. http://dx.doi.org/10.13042/bordon.2022.90900.
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INTRODUCTION. In a multilingual classroom, teachers play an essential role in encouraging and fostering a multilingual attitude and behavior at the school, as their actions can considerably influence their students. This study is intended to explore the teachers’ attitudes towards multilingual policy and multilingual pedagogy. Therefore, theories on language educational policy and multilingual pedagogy and practices are discussed as guidance. METHODS. The study used a survey research design, and the questionnaires were sent online to gather the data. The participants were 100 foreign language teachers who teach at high schools in an Indonesian province. They were asked to voluntarily respond to three main themes: Multilingual education knowledge, language education policy in Indonesia, and multilingual classroom practices in the questionnaire in the questionnaire. T-test and MANOVA were employed to investigate the difference between variables. RESULTS. The descriptive and inferential analyses revealed that the attitudes towards multilingual pedagogy implemented in Indonesia were almost uniform across different foreign language teachers having a positive attitude. Out of 18 statements, the high mean scores are related to the belief that learning another language could foster openness to other people’s language and culture and learning different languages can build students’ ability to use languages within a context. DISCUSSION. Taking for granted that participants have different ages, teaching experience, gender, and foreign language, there is no significant difference in their attitude towards multilingual education and practices. Most of the participants of this study believe that multilingual education contributes to some benefit for their students. Yet, the results also show that participants also view that the government has neither provided nor accommodated proper support for multilingual education.
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Trobitsch, Julie. „Culture in the French Foreign Language Classroom“. TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (20.09.2022): 39–79. http://dx.doi.org/10.35903/teanga.v29i.2212.
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In recent years, our globalised world has put the emphasis on improving foreign language learning to make Irish graduates more employable and to make Irish workplaces more welcoming to workers from abroad. However, the achievement of these objectives poses a number of challenges for the Irish education system. In 2022, five years after the publication of Languages Connect: Ireland’s Strategy for Foreign Languages in Education 2017-2026 by the Department of Education and Skills (DES), these challenges have not yet been met. The Institute for Management Development Word Talent Ranking (2021) placed Ireland 37th (out of 64 countries) in relation to foreign language abilities. The uptake of foreign languages at third-level education in Ireland is also low, dropping from a 70% uptake in second-level education to 4% in third-level education (DES, 2017, p.16). In order to gain insights into the place of foreign languages in education in Ireland, this study investigates the place of culture in the French language secondary school Senior Cycle curriculum based on an analysis of selected textbooks, interviews with teachers of French and a survey of pupils studying French at secondary school in Ireland.
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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar und Oleksandra Vanivska. „The development of future teachers’ foreign language education in the context of the European Council strategic documents“. Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), Nr. 3(133) (22.03.2021): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).18.
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Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.
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Zuvayduloyevna, Nigmatova Mavjuda. „FOREIGN LANGUAGES IN PRE-SCHOOL EDUCATION“. International Journal of Advance Scientific Research 4, Nr. 2 (01.02.2024): 130–33. http://dx.doi.org/10.37547/ijasr-04-02-20.
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This article is devoted to the main problems of teaching a foreign language in the field of preschool education: philological education at an early age, in particular, the development of children's general speaking ability in language teaching, the formation of the ability and readiness to use a foreign language as a means of communication, another national culture the importance of getting to know.
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Dоmina, Victoriia. „BILINGUALISM OF FUTURE FOREIGN LANGUAGE TEACHER AS REQUIREMENT OF MODERN EUROPEAN HIGHER EDUCATION“. Scientific journal of Khortytsia National Academy No. 1 (2019), Nr. 1 (2019): 90–95. http://dx.doi.org/10.51706/2707-3076-2019-1-10.
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Cultural globalization of different countries, extended social circle of future teachers, exchange programs, emigration, scientific and professional contacts with representatives of other cultures call for the need to study foreign languages. Current changes pose new pedagogical challenges for scholars in terms of instilling communication culture while preparing future teachers of foreign languages. The article studies the concept of bilingualism, bilingual communication culture and its specifics, scope and relations with other concepts. The author argues that bilingualism is an essential component of general communication culture of future teachers, crucial for them to exchange information and share experience by means of their mother and foreign tongues. Specifics of professional training for future foreign language teachers implies the need for bilingual communication, the effectiveness of which depends on the mastery of languages as well as ability to organize language interaction and communication skills. One possible way to develop bilingual communication culture in the process of preparing future foreign language teachers to their professional activity is engaging the model of developing linguistic and communication skills of bilinguality. It is this bilingual training system that allows students to perceive general aspects of communication culture and its fundamental principles, determins the specifics of bilingual communication and features of professionally oriented expression in the process of comprehending bilingual communication culture as a whole. Integration of languages and cultures contributes to identification, classification, organization and evaluation of objects of the world around us, facilitates adaptation to new cultural environment, helps organize and coordinate activities, encourage other participants of language groups to act correctly.
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Malykh, L. M. „ON THE DEFINITION OF THE NOTION “MULTILINGUAL EDUCATION” IN THE RUSSIAN SYSTEM OF EDUCATION“. Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, Nr. 1 (15.04.2021): 108–19. http://dx.doi.org/10.35634/2412-9550-2021-31-1-108-119.
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The article considers a new direction in foreign language teaching - "multilingual education". The novelty of this direction is determined by the systemic integration of the process of co-learning multiple languages and cultures, the development of methods of parallel learning multiple languages, deepening the functions of the native language in the process of learning foreign languages, the formation of a new type of learner, characterized by a high ability to meta-thinking, the creation of conditions for the conservation of linguistic and cultural diversity of the region of residence. The aim is to define the main criteria of the content of the term "multilingual" education taking into account the specifics of foreign language learning in Russia at the present stage. These criteria in the article are: the number of languages simultaneously studied in the educational institution, the principles of their teaching, the role of the native language in foreign language teaching, the purpose of teaching the next foreign language. A comparative analysis of the so-called traditional teaching of foreign languages in the Russian system of education and the new trend, which is called multilingual in the article, is carried out. The terms similar to multilingual education such as "polylingual / translingual / pluralingual education" are compared. The conclusion is made about the expediency of fixing the term "multilingual education" as the broadest in content and international in form. In this paper, multilingual education is understood as a scientific and methodological direction in the general theory of language teaching which is represented by various models of simultaneous (sequentially-simultaneous) teaching of several languages and cultures, at least three, including the students’ mother tongues, at different educational levels. Its specificity is determined by the introduction of systemic integration in the process of co-learning languages and cultures, the development of methods of parallel / simultaneous learning (co-learning) of several languages, revision and deepening of the functions and role of a mother tongue and culture in the learning of foreign languages, the focus of the process of co-learning languages (and cultures) on forming multilingual (multi-language) communicative competence of students, which is a holistic, integrated system of linguistic and sociocultural knowledge, skills and abilities that can expand and deepen with the acquisition of each new language.
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Gorobinskaya, N. V. „The Role of Foreign Language Education in preserving the Russian Culture“. Prepodavatel XXI vek, Nr. 2/2 (30.03.2023): 412–20. http://dx.doi.org/10.31862/2073-9613-2023-2-412-420.
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The article deals with the axiological aspect of foreign language education related to the formation of traditional spiritual and moral values among students, future teachers of a foreign language. The article presents the results of teacher survey of different educational levels within the framework of the large-scale project “Axiology of Foreign Language Education in the Context of Future Teacher Training”, implemented by the Institute of Foreign Languages of Moscow State University in the framework of the National Project “Education” during the period from 2019 to 2024. The author analyzes different points of view expressed by the respondents and offers methodological solutions for the formation of the younger generation’s civic worldview in a foreign language lesson. The emphasis is placed on the comparative analysis of languages and cultures, thematic lessons and competitions on socially significant topics, as well as the application of the tandem method in foreign language teaching.
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Boyadzhieva, Nedda. „Foreign Language Education – Towards Language and Culture through Literature“. Chuzhdoezikovo Obuchenie-Foreign Language Teaching 51, Nr. 1 (01.03.2024): 104–8. http://dx.doi.org/10.53656/for2024-01-12.
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Novikova, Olha. „THE PROBLEM OF INTERCULTURAL COMMUNICATION IN THE STUDY OF FOREIGN LANGUAGES“. Theory and Practice of Teaching Ukrainian as a Foreign Language, Nr. 18 (30.05.2024): 158–65. http://dx.doi.org/10.30970/ufl.2024.18.4403.
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The article deals with the study of modern problems of intercultural communication, essential approaches in the study of foreign languages, which are aimed not only at their awareness, but also at the understanding of the culture of the country of the language that is studied, as this will contribute to the mutual understanding of people. In today’s rapidly changing, globalizing world, understanding others is the essence of today. For a successful intercultural dialogue, it is necessary to encourage the study of the cultural world of each people in every possible way and to promote the fruitful interaction of nations. Undoubtedly, it is in dialogue that the interaction of cultures and their development take place. The interaction of representatives of different people and countries contributes to the dialogue, not the monologue of each culture, to the creation of an atmosphere of mutual understanding. That is why various international exchange programs and educational projects are developed and implemented. Such practices of intercultural communication contribute to personality development, education of tolerance, respect for other cultures and life values of people of different nationalities. The opportunity to personally immerse yourself in the culture of another people, its value orientations, the ability to communicate with representatives of other cultures makes it possible to get to know and understand each other better, and on a global scale they influence the development of universal values, become a contribution to the work of creating conditions for a true partnership between states. That is why scientists prioritize language as a means of communication and involvement in the cultural heritage of the countries and people of the language that is studied. That is why, in recent years, in the theory and methodology of foreign language teaching, approaches have been developed that are aimed not so much at teaching as at language education, the development of the personality of the students’ education, the formation of the culture through the introduction of the discipline “Foreign language”. Modern methodologists, specialists in the field of foreign language learning are looking for productive options not just for learning a foreign language, but options for socio-cultural education by means of a foreign language. Modeling options involves relying on a didactically oriented sociological analysis of the language learning environment, the socio-cultural context of foreign language learning, socio-cultural features of languages and cultures. Key words: culture, intercultural communication, learning foreign languages, sociocultural approach.
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Berdichevskiy, Anatoliy. „Modern Intercultural Foreign Language Education“. Scientific Research and Development. Modern Communication Studies 13, Nr. 6 (28.12.2024): 58–62. https://doi.org/10.12737/2587-9103-2024-13-6-58-62.
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The article is devoted to the current state of foreign language education at the present stage of development of foreign language teaching methods. At present, there is a departure from the absolutization of the communicative approach and purely communicative competence as the ultimate goal of education and a change in the philosophy of education: a transition from a knowledge-centric paradigm of education to a culturally consistent one. Particular attention is paid to the difference between communicativeness and communication, which is put forward as the main goal of foreign language education. Teaching a foreign language as a phenomenon of constant communication of a student with another culture in the course of linguistic communication is intercultural in nature. The transition from the knowledge-centric paradigm of education to the culturally appropriate one required a change in the entire education system: the content, methods, units and means of education, which are considered in detail in the article. The thesis is substantiated that only a conscious and theoretically substantiated intercultural orientation of the process of teaching a foreign language can form a personality free from prejudices and stereotypes in relation to a foreign culture.
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Lin, Wen Yue, Lay Hoon Ang, Mei Yuit Chan und Shamala Paramasivam. „Analysing Cultural Elements in L2 Mandarin Textbooks for Malaysian Learners“. Journal of Language and Education 6, Nr. 4 (31.12.2020): 121–37. http://dx.doi.org/10.17323/jle.2020.10332.
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Culture is an important aspect of foreign or second language education as the teaching of foreign languages straddles two languages, the learner’s first language and the target/foreign language, and the different cultures associated with them. Textbooks for the teaching of foreign languages must inevitably orient to cultural elements from at least two cultural practices and environments. In this study, cultural elements in four Mandarin as a second language textbooks written by Malaysian authors were examined using content analysis. The conception of cultural elements proposed by Zhang and Chen and the categorizations of types of culture proposed by Cortazzi and Jin and Chao were employed to investigate the extent to which cultural elements (knowledge-culture or communicative-culture) and types of culture (source, target, international cultures or intercultural interaction) are represented in these textbooks. The analysis found that both knowledge-culture and communicative-culture are embodied in the textbooks. Furthermore, most of the cultural elements identified in the textbooks represent source and target cultures which refer to learners’ own culture and culture of the target language. The presence of international cultures and intercultural interaction, on the other hand, is lower in these textbooks. This study contributes towards a better understanding of how Malaysian authors of Mandarin as a second language textbooks for Malaysian learners incorporate cultural elements in the books they write. It highlights the importance of integrating cultural elements and representing a diversity of cultures in textbooks for teaching Mandarin as a second language.
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Guseva, R. G. „PROBLEM OF MULTILINGUAL SKILLS FORMATION OF STUDENTS OF A NON-LINGUISTIC UNIVERSITY BASED ON GAME SITUATIONS“. Educational Psychology in Polycultural Space 57, Nr. 1 (2022): 72–82. http://dx.doi.org/10.24888/2073-8439-2022-57-1-72-82.
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The article presents the specifics and peculiarities of the formation of multicultural skills of a future specialist in the conditions of professional foreign language education. The emphasis is placed on the fact that in foreign language classes in the context of multilingual education, it is necessary to focus on preparing students for the future dialogue of cultures, to compare native and foreign cultures, as well as to develop the ability to present their culture to a partner in intercultural professional communication. The author has established that the multicultural skills of students of a non-linguistic university are the ability to: 1) define yourself as a multicultural subject with a specific place and role in a multicultural professional society; 2) present your native culture in contact with a representative of another culture in a particular intercultural professional communicative situation; 3) interpret communicative situations from the standpoint of their own culture and the culture of the country of the foreign language; 4) take into account the socio-cultural characteristics of the country of the language being studied in the process of choosing verbal and non-verbal means of professional communication; 5) identify and predict areas of potential conflicts in contacting cultures; 6) to determine the facts of misunderstanding in various communicative situations with representatives of foreign cultures; 7) overcome misunderstandings in various communication situations with representatives of foreign cultures. Cases are offered on the basis of which these skills are formed. Through the development of multicultural skills in the study of several foreign languages, the student has the opportunity not only to learn other languages and cultures, but also to penetrate deeper into the world of their own language and native culture, to become a professional in their field.
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Kabanov, Alexander, Nelly Savelyeva, Natalie Nevraeva, Natalia Vlasova, Tamara Pyrkova und Elvira Popova. „Effective principles in the foreign language education“. SHS Web of Conferences 87 (2020): 00113. http://dx.doi.org/10.1051/shsconf/20208700113.
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In modern reality, when economic, trade, scientific and cultural ties are rapidly developing in the world, exchanges are being carried out in the scientific and technical fields, knowledge of a foreign language becomes a priority for specialists of almost all levels. The very concept of a “foreign language” is increasingly being replaced by a “language of communication” in various fields of culture, science and technology. There are many different languages in the world, and even more dialects. But the trends are such that for most people knowledge of one common language is enough. And this language does not have to be native to the interlocutors. A common language is able to unite different peoples and cultures, even absolutely opposite, into one common cause. In addition to strengthening cultural ties, the language brings together experts in science and technology. At the same time, the authors acknowledge, the lack of research in modern pedagogical science devoted to identifying the potential of information and communication technologies in the process of professional foreign language training of future specialists that meet the requirements of the Russian state and society, imposed on modern specialists of different profiles, reflected in national and international documents.
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Sereda, A. „Evolution of methods of teaching foreign language and prospects for foreign language education“. New Collegium 3, Nr. 105 (22.11.2021): 47–53. http://dx.doi.org/10.30837/nc.2021.3.47.
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The article substantiates relevance of improving methods of teaching foreign language in order to meet social needs, which are determined by the fact that communication in a foreign language environment has now become an important component of a specialist's professional culture. The subject of research is history of development and change of methods of teaching foreign languages. A brief description of methods which were used in different historical periods is given in terms of goals and expected learning outcomes. Relationship between historical development of teaching methods and change in comparative-historical, system-structural and anthropocentric (linguo-cognitive) paradigms in linguistics as theoretical basis of methodology of teaching foreign languages is considered. The urgency at the present stage of changing technology and principles of teaching foreign languages has been substantiated, ultimate goal of which should be formation of ability for effective intercultural communication. The conclusion is made about prospects for development of modern teaching methods, which should be based on the linguo-cognitive paradigm, i.e. consider language as a multicomponent means of human communication, and also take into account the latest achievements of cognitive linguistics, cultural linguistics, theory of intercultural communication. This will improve methods of teaching foreign language, purpose of which will be to form a linguistic personality that is able to overcome linguistic and cultural barriers, to carry out pragmatically effective communication with representatives of other cultures, criterion of which is not only understanding, but also productivity, achievement of mutually beneficial results.
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Shkarlet, Valeriia. „Formation of Multiculturalism of Future Teachers of Foreign Languages in the Context of Multicultural Education“. Bulletin of Luhansk Taras Shevchenko National University, Nr. 5 (336) (2020): 168–75. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-168-175.
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The article explains the key concept "multicultural education of future teachers of foreign languages". The essence and content of the notions "multiculturalism", "multicultural education" are clarified; the connection between them is established. The influence of these concepts on the process of professional training of future teachers of foreign languages is also revealed. The concept of culture is defined, namely the origin and history of ancient, medieval and modern times of the use of this concept. The relevance of teaching humanitarian disciplines in higher education institutions, especially a foreign language, is highlighted, which expands the language knowledge of students and gives them the opportunity to become full members of a multicultural environment. Also, synonymous terms for the concept of "polyculture" and the main goals of polycultural education are presented. So, we can state that the multiculturalism of the personality of future teachers of a foreign language consists in striving during intercultural communication with representatives of other languages; to understand a specific foreign language system of language and concepts of culture, their system of value-semantic guidelines, to integrate new experience into one's own system of language and concepts of culture, and also to analyze the system of one's own culture through cognition of a new culture, which leads to the formation of multicultural value guidelines.
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Safonova, Nataliia, und Alla Anisimova. „Linguistic Consciousness and Foreign Language Learning in Multilingual Education“. International Journal of Multilingual Education X, Nr. 2 (24.12.2021): 71–83. http://dx.doi.org/10.22333/ijme.2021.18005.
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The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.
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Siek-Piskozub, Teresa. „KOMPETENCJA MIĘDZYKULTUROWA – KONCEPCJE I WYZWANIA“. Neofilolog, Nr. 46/2 (24.09.2018): 137–52. http://dx.doi.org/10.14746/n.2016.46.2.01.
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One of the goals of foreign language education is to prepare learners to the role of intercultural mediators, as indicated in such documents as National Standards for Foreign Language Education or The Common European Framework of Reference for Languages. Research on culture and its relation to language has a long tradition and reveals a complex and also dynamic nature of the concept. Culture has also been present, although to a different extent, in the long practice of foreign language teaching. However, our understanding of cultural competence in a multicultural and multilingual European Union, which sets goals in the area of education in its Member States, has been evolving. In the article we will discuss different concepts of culture proposed by such researchers as Hofstede (1980, 1991), Binnett (1993), Weaver (2001), and Byram (1997), as well as various concepts of approaching culture in the foreign language education context. We will also look at challenges faced by Polish learners and teachers in the foreign language classroom.
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Isaev, E. A. „The Development of Students’ Tolerant Attitude to Foreign Culture While Foreign Language Teaching“. Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 14, Nr. 1 (2014): 96–100. http://dx.doi.org/10.18500/1819-7671-2014-14-1-96-100.
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The article deals with the discrepancy of the level of the culture of international communication to the modern demands of the development of integral processes in our society. It leads to the problem of low dynamics of person’s tolerant attitude to foreign culture. The author suggests using the foreign language teaching process as the means of the development of the tolerant attitude. Foreign language is a compulsory subject at higher school education, it influences students’ mode of life, gives the cultural stereotypes, models during the interaction of cultures and languages. The pedagogical conditions of the development of tolerant attitude in the foreign language teaching, which were proved in practice, are the following: the axiologization of foreign language teaching, the consideration of persons’ national and psychological peculiarities in the educational process, the use of techniques of cross-cultural interaction.
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Long, Lifei. „Analysis on the Development of Cultural Teaching in International Chinese Language Education“. Journal of Education and Educational Research 3, Nr. 3 (01.06.2023): 29–33. http://dx.doi.org/10.54097/jeer.v3i3.9545.
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Culture is the soul of a country and a nation. Strengthening cultural self-confidence is related to the independence of national spirit. Culture revitalizes the country and the nation is strong. This paper will be based on the development of the name of international Chinese education -- Teaching Chinese as a Foreign Language (1982), Teaching Chinese to Speakers of Other Languages (2007) to International Chinese Language education (2019). From the traditional teaching Chinese as a foreign language, Chinese culture education in the period of Teaching Chinese to Speakers of Other Languages, online Chinese culture teaching in International Chinese Language Education, the existing problems and solutions of the five parts of the narrative, to sort out the development stages of International Chinese Language Education and cultural teaching.
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Nikolaeva, Tatyana Nikolaevna. „Ethnocultural Component of Content of Education in Intercultural Context“. Ethnic Culture 3, Nr. 3 (25.09.2021): 37–39. http://dx.doi.org/10.31483/r-99017.
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The work is devoted to the problem of co-learning of languages and cultures in a multiethnic region. Introduction. Addressing the problem of ethnocultural education in the context of the ongoing changes in the life of society is due to reasons that require timely response and adjustments to the process of education and upbringing, especially among young people. The purpose of the study is to generalize the theoretical and practical approaches to teaching a foreign (German) language, taking into account local ethnographic material. Methods. The work represents the author's reflections on the problems of ethnocultural education. Research results. To solve the problem of filling the content of ethno-oriented education based on knowledge of the elements of everyday culture, traditional culture, linguistic picture of the world, it is necessary to include in the process of teaching a foreign language topics, issues related to the sphere of everyday life of northerners, their living conditions, family relations, rules of behavior, traditions, rituals. Conclusions. Currently, educational institutions are changing the approach to teaching foreign languages towards the development of communicative and intercultural competence of students, which involves the co-learning of languages and cultures of both the country of the target language and the native land. This can be facilitated by a balanced selection of the content of the «Foreign language» subject at the expense of the ethnocultural component as a reserve that forms intercultural competence for socialization in the world space.
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Mey, Jacob L. „Culture and education in a pragmatic context“. Cadernos de Linguagem e Sociedade 9, Nr. 2 (12.11.2010): 57–76. http://dx.doi.org/10.26512/les.v9i2.9245.
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One area where cultures clash is education. Over the years, we have been witness to such movements as ‘English Only’ in the US (originating in California and Florida, but now operating in a number of other states as well), or the acrimonious European disputes over how much of ‘foreign’ culture can be allowed into the school’s environment (head scarves on the playgrounds, religious symbols like crosses worn around the neck, prayer in the classrooms, and not least use of other languages than the ‘official’ one in teaching and socializing). Pragmatics, by placing the emphasis on the users of language in culture, defuses the potentially explosive elements in such clashes by stressing the need to respect the individual’s options in face of the collective cultural pressure. This is especially important in an area such as education, where schools have historically been used to propagate the ‘domestic’ culture over other cultures, the latter being considered as foreign imports. In a pragmatic view of education, teachers and students should be culture sharers, rather than the former considering themselves exclusively as the rightful owners and proprietary protectors of a culture along with its language
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Askarova, S. „EDUCATION OF STUDENTS IN THE SPIRIT OF THE CULTURE OF INTERETHNIC COMMUNICATION IN THE PROCESS OF TEACHING FOREIGN LANGUAGES: POLITICAL ASPECTS“. BULLETIN Series of Sociological and Political sciences 76, Nr. 4 (30.12.2021): 88–95. http://dx.doi.org/10.51889/2021-4.1728-8940.03.
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In the modern world, language is a mechanism of intercultural communication, a means of peoples’ mutual understanding, self-development and enrichment of the inner world, a means of direct acquaintance with the achievements of foreign literature, culture and technology. The language functions within a certain culture, and the student of a foreign language should be familiar with the peculiarities of this culture, the specific use of language in this culture. The culture of interethnic communication is a person's respectful attitude towards people of different nations, respect for their culture, history, and national dignity. Education of students in the spirit of the culture of interethnic communication in the process of teaching foreign languages is carried out in the education system. The communication of knowledge, the implementation of skills and abilities at all levels of education is linked with the gradual formation of a personality whose ideals of interethnic culture become the content of his\her life. To combine teaching foreign languages and education in the spirit of the culture of interethnic communication, it is necessary to create a research, methodological and pedagogical system which provides a combination of these two processes.
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Simpson, Colin. „Culture and foreign language teaching“. Language Learning Journal 15, Nr. 1 (März 1997): 40–43. http://dx.doi.org/10.1080/09571739785200091.
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Merkish, N. E. „Text of a foreign-language media culture in language education“. Yazyk i kul'tura, Nr. 41 (01.03.2018): 191–201. http://dx.doi.org/10.17223/19996195/41/12.
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Dolmaci, Mustafa, und Hatice Sezgin. „Culture and the Common European Framework for Languages: A Comparative Corpus Analysis of 2001, 2018 and 2020 Texts“. European Journal of Educational Sciences 8, Nr. 4 (31.12.2021): 15–27. http://dx.doi.org/10.19044/ejes.v8no4a15.
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In order to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”, The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the “new culture” formed by the encounters of people coming from different cultures.
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Rozin, Vadim Markovich. „“Cultures is the content of education” (Efim I. Passov’s revolutionary concept of foreign-language education)“. Культура и искусство, Nr. 5 (Mai 2021): 47–57. http://dx.doi.org/10.7256/2454-0625.2021.5.35498.
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This article discusses the concept of foreign-language education of E. Passov. The author divides this concept into two parts: the first represents a general new concept of education with culturological and personalistic orientation; while the second represents concretization of this concept in relation to teaching foreign languages. Analysis is conducted on the definitions of communication and situation introduced by E. Passov, which mediate V. S. Bibler’s concept of the “dialogue of cultures” and the new semiotically communicative practice of teaching foreign language. The author demonstrates that E. Passov offers fundamental restructuring of the paradigm foundations of education, orienting it towards the dialogue of cultures, individualization, communication, equal horizontal relations teacher – student relations. Instead of cognition and digestion of normative contents, the puts the desire and motivation to learning alongside spiritual becoming and competence of creative activity to the forefront of the educational process. The author analyzes the method and means of specification of the general foreign-language concept of education offered by E. Passov – modeling of culture, classification of communication situations and language meanings, techniques and technologies used in foreign-language education. Attention is given to the fact that E. Passov has a nontraditional perspective upon techniques and technology – as the competencies and abilities developed by a young person in the course of education.
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Mazlaveckiene, Gerda. „CONCEPTUALISATION OF CULTURE PHENOMENA BY PRE-SERVICE TEACHERS OF FOREIGN LANGUAGES“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (26.05.2017): 271. http://dx.doi.org/10.17770/sie2017vol1.2330.
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Cultural awareness has become the centre of modern language education that reflects a greater understanding of the inseparability of language and culture, as well as the need to train students for intercultural communication in the globalised world. Realising it or not, language teachers cannot avoid conveying impressions of another culture: language cannot be separated from the culture in which it is embedded\. Therefore, while training a future teacher of a foreign language it is essential to develop his/her cultural awareness, i.e. the knowledge and understanding of the conventions, customs and beliefs of another culture, as well as abilities to interpret, relate and provide critical judgement of one’s native and foreign cultures. Hence, the current article focuses on the conceptualisation of culture phenomena of pre-service teachers of foreign languages. It presents the results of a questionnaire survey conducted at five universities of Lithuania in 2014. The research sample involved 504 pre-service teachers of foreign languages (English, German, French, Polish and Russian), who completed a questionnaire survey consisting of both closed-ended and open-ended questions. The future teachers’ conceptualisation of culture was analysed as twofold: perception and awareness of culture forms of the countries of the native and target languages, as well as their involvement in cultural activity.
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Papa, Irena. „Culture and Language as Factors Related in the Process of Learning and Education“. European Journal of Language and Literature 1, Nr. 1 (30.04.2015): 16. http://dx.doi.org/10.26417/ejls.v1i1.p16-19.
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Communicative language teaching has become a familiar part of the landscape of language teaching in the last three or four decades. Teachers who perceive the objectives of teaching foreign languages associated with learning intercultural competence will be more inclined to make the process of teaching foreign languages more intercultural than teachers who perceive objectives as related to the acquisition of communicative competence. In this paper the relationship between culture and language is going to be explored by focusing on their role and impact in the process of learning languages and education.
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Koshel, Tatyana, Natalya Manuylova, Nadezhda Revyakina und Elena Sakharova. „Psychological approach to foreign language teaching“. SHS Web of Conferences 70 (2019): 08021. http://dx.doi.org/10.1051/shsconf/20197008021.
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This article deals with psychological mechanisms in professionally-oriented approach to learning foreign languages in non-linguistic faculties of universities. This approach is very actual as it develops students’ ability to speak foreign languages in specific professional, business, academic fields and situations, taking into account the characteristics of professional thinking. Psychological approach to foreign language teaching must be closely connected with culture oriented method as the leading one and recognized as a priority in the focus of the education renewal. In the article it is proved that cultural background is of great importance. A dry language course can teach the learners to say what is correct and acceptable only. But the learners also need to know what is appropriate for the target society and what is not. This can only be achieved if they learn about psychology, culture and traditions while learning foreign language. Methods: Mind – maps, pie charts, dramatization, projects, role-playing to decide on which aspects of the culture the learners mostly need to learn about. The most important aspects of the English culture are defined and put into order of importance. Conclusions and Recommendations: suggesting ways of integrating psychology culture into the foreign language syllabus.
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Mendes, Ana Rachel, und Kyria Rebeca Finardi. „Linguistic Education Under Revision: Globalization and EFL Teacher Education in Brazil“. Education and Linguistics Research 4, Nr. 1 (15.03.2018): 45. http://dx.doi.org/10.5296/elr.v4i1.12831.
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Globalization brought about many changes to the current society's life and mindset and thus, some new challenges to linguistic education, more specifically, foreign language education, have emerged as a consequence of these changes. This paper aims at reflecting upon some impacts of globalization on pre-service English as Foreign Language (hereafter EFL) teacher education in Brazil. Based on the literature review, the paper addresses the changes in the concepts of language, culture and identity related to cultural hybridity and the impact of new information and communications technology on the use, teaching and learning of foreign languages. It concludes that curricula for EFL teacher education programs in Brazil should be reviewed in order to focus more on glocal knowledge and digital literacy for a 21st century aligned education.
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Angwah, Julius, und Emmanuel Tangong. „Cameroon’s Foreign Language Learning Culture and the Paradox of English as an Official Language“. Global Academic Journal of Linguistics and Literature 4, Nr. 5 (29.09.2022): 153–60. http://dx.doi.org/10.36348/gajll.2022.v04i05.004.
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Substantial exposure to language is one of the most effectively proven approaches to language learning. In Cameroon, however, even with a fairly considerable exposure to the English Language, foreign language learners still lack very basic communicative competencies in it relative to other foreign languages. In this study, we sought to describe EFL learners’ degree of exposure to different foreign languages in the Francophone system of education vis-à-vis their performances, explore some striking pedagogic differences in the teaching of English and other foreign languages and finally assess the extent to which learners’ motivations affect their mastery of English and other foreign languages. Drawing from an analysis of a three-year statistics of final year EFL learners’ performances in Lycee de Nkolbisson, an oral assessment, interviews on pedagogic approaches and the motivations of 60 EFL learners, we realized that though learners are more exposed to the English Language, they tend to lack very basic communicative skills in it compared to other foreign languages in the Francophone system of education. It was also realized that, besides poor motivation, there are also pedagogic lapses in the teaching of English to Francophones in the country. This led us to the conclusion that while, practically, pedagogic inconsistencies could account for the remarkable incompetence among EFL learners in Cameroon, it seems to be a micro reflection of a macro indifference towards the learning of English among Francophones in general.
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Jenbayeva, Kuralay, Tanat Ayapova, Zhibek Kalimova, Assem Jartybayeva und Aliya Koilybayeva. „Development of secondary language personality in the conditions of foreign language education“. Scientific Herald of Uzhhorod University Series Physics 2024, Nr. 55 (29.02.2024): 2414–22. http://dx.doi.org/10.54919/physics/55.2024.241ec4.
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Relevance. Knowledge of the language of another culture helps to strengthen mutual understanding and respect between cultures. Therefore, the investigation of the topic of secondary language personality development in the conditions of foreign language education is relevant and has important social significance, as it contributes to more harmonious intercultural relations and the development of global citizens.Purpose. The purpose of this study was to find out how the cultural context of a foreign language affects the process of secondary language personality development.Methodology. The study used analytical method and generalisation.Results. The findings of this study revealed the influence of cultural context on the development of students� secondary language personality in foreign language learning. The study also managed to identify the roles of various cultural aspects such as traditions, values, customs, and arts in the learning process and their influence on students� motivation and engagement. The study analysed how the integration of cultural aspects into the learning process can contribute to a better understanding of foreign language and culture, as well as cultural enrichment of students. The study found effective methods and approaches aimed at incorporating cultural aspects into the learning process and their influence on the successful development of secondary language personality. Within the framework of this study, a survey of foreign language teachers working in higher education institutions of Kazakhstan was conducted.Conclusions. The findings of the survey highlighted the diversity of views and methodologies applied by these educators in the foreign language-centred learning process. The findings of this study can be used by scholars and researchers, as well as teachers in educational institutions to develop more effective methods of teaching a foreign language, as well as to adapt curricula to the specifics of the cultural context.
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Khomenko, Oleksandr. „POLYLINGUAL EDUCATION IN NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS“. АRS LINGUODIDACTICAE, Nr. 2 (2018): 18–28. http://dx.doi.org/10.17721/2663-0303.2018.2.03.
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Background: Globalization processes directly affect the system of foreign language training in particular in non-linguistic higher education institutions and determine the need for its modernization. Such modernization requires both the theoretical and methodological substantiation of the strategic goal of foreign language training in Ukraine. We formulate this goal as formation of a polycultural professional linguistic personality, primarily, a secondary professional linguistic personality. Formation of the secondary linguistic personality is accompanied by acculturation i.e a person’s involvement in the secondary culture, its norms and traditions. Since acculturation is generally impossible without polylingualism, so raising the question of polylingualism in Ukrainian universities has become well-timed and expedient in the conditions of globalization and integration and determines the relevance of the article. Purpose. The purpose of the article is to substantiate the feasibility of polylingual education in non-linguistic higher education institutions and outline the ways of its implementation. Results. The introduction of polylingualism provides freedom of choice since it enables such an organization of the learning process where the use of more than one foreign language for instruction will becomes possible. It will primarily promote the diversification of professionally oriented foreign language training of students that will result in provision of personalized learning, particularly in the field of foreign language training, as well as freedom to choose languages for mastering, and, therefore, a student’s autonomy, which is relevant to the whole system of our higher education. The introduction of polylingualism also prompts the introduction of a pan-European standardized level of foreign language proficiency, providing future language specialists with a foreign-language communicative competence recognized in a broad European format. The introduction of polylingual education implies the need for effective innovative methods, compulsory teaching of foreign languages by their native speakers, structural improvement of foreign language training, etc. Though polylingualism has become the matter of research in some contemporary studies, however the theoretical foundations and technologies of its teaching have not yet been developed in the domestic and foreign pedagogical literature. Discussion. The introduction of polylingualism into the educational process of non-linguistic higher educational institutions is considered as means that will give the students freedom to choose the language of instruction; will facilitate the diversification of professionally oriented foreign language training; will form polylinguistic competence, updating the level approach to language learning and requiring further development of theoretical and methodological principles and relevant innovative techniques.
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Leonteva, V. „Russian language education in Germany“. Linguistics & Polyglot Studies 7, Nr. 4 (25.11.2021): 65–69. http://dx.doi.org/10.24833/2410-2423-2021-4-28-65-69.
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Russian is one of the languages which are learnt in Germany at any educational level. Though today it has lost its positions in the rate of foreign languages chosen by the Germans, there are many interesting projects and initiatives supporting and maintaining the status of the Russian language in Germany. In this paper, I am going to give an overview of the history of cultural relations between Russia and Germany, try to explain the reasons of the current situation and describe the perspectives of the Russian language in today’s Germany. By way of examples, I will discuss such events and projects as “To4ka-Treff”, “RussoMobil” and the activities of the Russian culture centers in Germany, as well as programs in Russian as a foreign language at schools and universities in Germany.
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Safonova, Natalia. „Linguistic Consciousness and Foreign Language Learninig“. INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, Nr. 1 (24.06.2019): 39–51. http://dx.doi.org/10.22333/ijme.2019.13005.
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The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main objective of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements and to improve the quality of language education.
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Suhaeb, Laelah Azizah S. „MEMAKNAI BUDAYA LOKAL DAN GLOBAL DALAM PENGAJARAN BAHASA ASING“. Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 3, Nr. 2 (15.07.2010): 145. http://dx.doi.org/10.24036/ld.v3i2.7375.
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Multicultural diversity in Indonesia has become an amazing icon for many other countries which feel envy with the cultural richness of the archipelago. Although the Indonesian culture constantly growing, our civilization must be maintained and kept. Foreign Languages has been recognized in formal and non formal education in Indonesia. Learning and teaching foreign languages is not easy because it does not just teach vocabulary and grammar but also teaches how and when language is used, or in other words, learning the language is also learning culture. Foreign language teaching materials should contain the local culture and the culture of the target language in balanced. Because of the language would be useful if it can be used where the language is required
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Kurihara, Fumiko. „Development of guidelines for integrating English language education and intercultural education in Japan“. Impact 2021, Nr. 3 (29.03.2021): 18–19. http://dx.doi.org/10.21820/23987073.2021.3.18.
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Speaking a second language is an invaluable skill but it involves more than just learning linguistic skills. This is because language and culture are inextricably linked and it is therefore important to understand the cultural context of a language's origins. What is more, an understanding of the culture can help a language learner to pick up on the nuances and more quickly learn a foreign language. Professor Fumiko Kurihara and Professor Natsue Nakayama are proponents of the importance of cultural learning when learning a language. They are the members of the JACET SIG on English Language Education and are working to increase cultural competences among students learning a foreign language. Having spent time abroad in England as a college student, Kurihara became aware of cultural differences that highlighted the inextricable links between culture and language and the need to explore how cultures shape how we communicate with one another. Kurihara and Nakayama are interviewing teachers and observing lessons in Japan and Europe in order to develop guidelines for language teachers to incorporate and assess lessons in intercultural competence. Next, the researchers will analyse English textbooks at primary schools using cultural descriptors with a view to assisting teachers with revising their syllabuses and incorporating more intercultural learning.
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Abdimomunova, Apal. „FORMATIVE COMPETENCIES IN PREPARING A FUTURE TEACHER OF A FOREIGN LANGUAGE“. Alatoo Academic Studies 22, Nr. 2 (30.06.2022): 19–24. http://dx.doi.org/10.17015/aas.2022.222.02.
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The article analyzes numerous changes in the education system of Kyrgyzstan, some issues of training foreign language teachers. It was noted that teachers of foreign languages need to find the features of the language being studied, compare them with the similarities in the cultural system of their people, introduce them to outstanding citizens of the two countries, and hold language events. Part of the pedagogical responsibility of teachers is to teach students a foreign language, be competent in relation to other cultures and share the same views. We see that those who are now in receptions give a special place to those who have a high level of education, and speak one foreign language, sometimes two or three languages. In addition, it was concluded that the level of professional competence is determined by the ability to pay attention to the languages of other nations, learn to speak, know the culture of other nations, meet guests, dress, and communicate.
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Yan, Zhou. „Understanding Foreign Language Education at BFSU“. MANUSYA 7, Nr. 3 (2004): 60–67. http://dx.doi.org/10.1163/26659077-00703006.
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The paper shows that the students at Beijing Foreign studies University (BFSU) are from various parts of the country with uneven exposure to and different training in English. They have to go through a period of adjustment: learning new materials, new ways of language learning as well as of unlearning certain learning habits gotten from their high schools. It is pointed out that language learning does not only mean mastering linguistic rules or structures but also understanding culture of the target language. In order to do this many things are required: motivation, willingness to do rote learning and monotonous drills of basic structures, perseverance in practising newly acquired language skills, and psychological strength without feeling intimidated by error corrections by teachers or laughter by peers.
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SALOMÃO, Ana Cristina Biondo. „Teletandem and telepresence: Rethinking the cultural component in language teaching and language teacher education“. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 31, Nr. 3 (Dezember 2015): 781–800. http://dx.doi.org/10.1590/0102-4450988061656980825.
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ABSTRACT This articles discusses some of the results of a qualitative ethnographic research on foreign language teacher's conceptions of culture in an extension course for continuing education in the virtual collaborative learning context of "Teletandem Brazil: foreign languages for all", UNESP. The results have implications for the fields of language teaching and learning mediated by new technologies and teacher education. They suggest that telepresence in teletandem provided a means for dialogically undergoing the complexities of cultural experiences. Grounded in real world interaction, these experiences can lead to the change of the knowledge base of language teacher education for intercultural communication and the teaching and learning of culture. Culture can, then, be dissociated from the idea of a homogeneous, fixed and transparent body of knowledge.
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Misechko, O. „TRANSMISSSION OF CULTURE AS A GOAL OF MODERN LANGUAGE EDUCATION“. Zhytomyr Ivan Franko state university journal. Рedagogical sciences, Nr. 4(111) (30.12.2022): 76–85. http://dx.doi.org/10.35433/pedagogy.4(111).2022.76-85.
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The article deals with one of the modern global trends – the transition from a monocultural to a multicultural perspective in social interaction. It focuses on the reflection of this trend in language education (both in native and foreign language). The problem is to reintegrate the cultural dimension into learning languages. The author of the article argues that the purpose of intercultural language education lies in the construction of an intercultural awareness as the ability of language users to act as representatives of certain cultures, be ready to accept the "otherness" of each other, respect the right to cultural difference, exhibit tolerant attitude to other’s values and behaviour patterns, counteract stereotypes and bias, and to rethink their own cultural luggage. The study of a language is considered as an intercultural language education. The result of the intercultural approach in language education is viewed as the multicomponent intercultural competence – the unity of knowledge of one’s own and other cultures; skills of discovery, interaction, and interpreting; curious and open attitude to one’s own and another culture and country; critical cultural awareness. Dialogue of cultures is positioned as one of the key principles of intercultural foreign language education. It means readiness to listen to and understand multiple perspectives, products, practices, and cultural norms in one’s own and other countries, even those with which you disagree, to have critical attitude towards stereotypes and prejudice, to be open for exchange of ideas based on mutual understanding and respect for cultural diversity. The modern language textbooks should be multicultural in their content, and contain information about not only the target language culture, but also offer materials on other cultures for visual and mental perception, discussion and comparison.
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Ninsiana, Widhiya. „PENDEKATAN MULTIKULTURAL DALAM PEMBELAJARAN BAHASA INGGRIS MELALUI MEDIA DONGENG PADA ANAK USIA DINI“. Elementary: Jurnal Ilmiah Pendidikan Dasar 3, Nr. 1 (15.06.2017): 41. http://dx.doi.org/10.32332/elementary.v3i1.787.
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Indonesia is a multicultural country, because it consists of various cultures, customs, and a variety of habits. These components are generally bonded together (integrated/embedded) with ethnicity, language, and culture. The use of foreign languages, especially English, in all its forms is related teaching foreign languages in formal and informal education in Indonesia. Even some foreign language has been introduced on early childhood. Seeing this phenomenon, educators must have a knowledge of foreign languages, willingness and skills to introduce and involve all educate into a global context. The introduction and engagement multicultural (cross-cultural disposition) that should be conducted transformative or practical experience (cross-cultural encounter) in learning English language, such as a fairytale. The multicultural approach in English learning by fairytale on early childhood will make the children more tolerant the other cultures.
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Meng, Qingli. „Analysis of the Lack of Chinese Culture in Foreign Language Teaching in Colleges and Universities and Reconstruction“. Journal of Educational Theory and Management 6, Nr. 1 (09.06.2022): 41. http://dx.doi.org/10.26549/jetm.v6i1.11360.
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In foreign language teaching, Chinese cultural education is a very important course content. Especially in the context of the current comprehensive implementation of quality education and education reforms, special attention should be paid to infiltrating Chinese culture into foreign language teaching, comprehensively improving students’ own development capabilities, helping colleges and universities cultivate talents and enhancing students’ sense of patriotism. In this regard, this article explores the reasons for the lack of Chinese culture in foreign language teaching in colleges and universities. Analyze the current teaching situation of Chinese culture in foreign language teaching. The corresponding restructuring strategy is put forward, in order to continuously improve the patriotism of foreign language students in colleges and universities, and put forward certain reference opinions for integrating Chinese culture into foreign language teaching.
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다카하시마리꼬. „Foreign culture and Japanese language education though ˝exchange˝study“. Japanese Cultural Studies ll, Nr. 24 (Oktober 2007): 449–66. http://dx.doi.org/10.18075/jcs..24.200710.449.
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Kim, Yong-Seop. „Suggestions for Integrating Foreign Language Teaching with Culture Education“. Journal of the Korea Contents Association 13, Nr. 12 (28.12.2013): 1069–78. http://dx.doi.org/10.5392/jkca.2013.13.12.1069.
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Shi, Ling, Wang Wenyu und Xu Jinwei. „Publication Culture of Foreign Language Education Journals in China“. TESOL Quarterly 39, Nr. 4 (01.12.2005): 765. http://dx.doi.org/10.2307/3588537.
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Cononelos, Terri, und Maurizio Oliva. „Using Computer Networks to Enhance Foreign Language/Culture Education“. Foreign Language Annals 26, Nr. 4 (Dezember 1993): 527–34. http://dx.doi.org/10.1111/j.1944-9720.1993.tb01186.x.
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Shi, Mingxing. „Design of Digital Culture Teaching for Chinese Language International Education“. Journal of Education and Educational Research 5, Nr. 3 (01.10.2023): 99–101. http://dx.doi.org/10.54097/jeer.v5i3.13607.
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Digital culture reflects the psychological characteristics and national characteristics of a country and a nation, and is closely related to the religion, belief, philosophy and literature of a country and a nation. Students come from different countries and nationalities, and they have different understandings of numbers and the cultural information they carry, thus forming digital cultural taboos. Digital culture is rich and diverse, and in the teaching of Teaching Chinese as a foreign language, the diversity and complexity of digital culture is a difficult point for students 'learning and teachers' teaching. There are various problems in the teaching of Chinese as a foreign language. Therefore, the author takes the digital culture in the teaching of Chinese as a foreign language as the research object, based on the ontology research of digital culture, analyzes the problems of the digital culture in the teaching of Chinese as a foreign language, and puts forward the corresponding teaching strategies.
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Rusinova, Natalia V., und Maria M. Stepanova. „Interdisciplinary integration in teaching foreign languages and culture for Master’s Degree Programme of “Economics” and “Management”“. Tambov University Review. Series: Humanities, Nr. 4 (2022): 939–51. http://dx.doi.org/10.20310/1810-0201-2022-27-4-939-951.
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We consider the issue of interdisciplinary integration in teaching at Master’s Degree Programme of “Economics” and “Management”. It explains the important role of foreign languages and culture as the central element of the model of interdisciplinary integration at universities nowadays. It further proves that culture is a key to interdisciplinary integration in language learning of future Master’s Degree Student. Currently, a graduate of Master’s Degree Programme implies both being able to speak a modern language and use the knowledge of languages in working with up-to-date communication technologies when tackling professional tasks and collaborating with colleagues from other countries. Modern federal state education standard for Economics and Management require that Master’s Degree Programmes graduates are competent in the aspect of intercultural communication and know a foreign language at a high level. We suggest a Model of interdisciplinary integration in language teaching at Master’s Degree Programme, which includes target, content, organizational-methodic and perfomance-assessment components. This model implements the main language, culture, humane, innovation, environmental, axiological, valeological, acmeological, aesthetic and other orientations; principles integration and differentiation, continuity and consistency of education. The main purpose of interdisciplinary integration in foreing language teaching at Master’s Degree Programme is to form a well-founded, culturally full-fledged person able to speak a foreign language and operate modern communication technologies. Implementation of interdisciplinary integration in language teaching at Master’s Degree Programme demands coordinated actions of language teachers as well as major disciplines educators.