Journal articles on the topic 'School of Languages and Cultures'
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1
Árva, Valéria, and Éva Trentinné Benkő. "Celebrating languages and cultures:." Gyermeknevelés 10, no. 2–3 (May 5, 2022): 27–46. http://dx.doi.org/10.31074/gyntf.2022.2.27.46.
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This article gives an account of the development of an event designed to motivate teacher trainee students to learn languages. The event was planned and organised by the Department of Foreign Languages and Literature at the Faculty of Primary and Pre-school Education, Eötvös Loránd University (ELTE TÓK). The department’s intention was to play a proactive role in enhancing students’ language education by crossing the boundaries of formal foreign language courses. The initial concept was to hold a language fair like a pop-up event that would be easily noticeable throughout the building, flexible for participants and cater to the students’ individual needs. Entitled ‘Drop everything and learn/teach languages’, this event was held on September 26th, the European Day of Languages, as introduced by the Committee of Ministers of the Council of Europe in 2001, the Year of European Languages (Council of Europe, 2001). The European Day of Languages aims to draw attention to the importance of language learning, promote the rich linguistic and cultural diversity of Europe, and encourage lifelong language learning in and out of school. The title of ‘Drop everything and learn/teach languages’ was additionally inspired by the ‘Drop Everything and Read’ programme initiated to promote sustained silent reading.
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Pearce, Daniel Roy, Mayo Oyama, Danièle Moore, Yuki Kitano, and Emiko Fujita. "Plurilingual STEAM and School Lunches for Learning?" International Journal of Bias, Identity and Diversities in Education 6, no. 2 (July 2021): 33–57. http://dx.doi.org/10.4018/ijbide.2021070103.
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In Japan, where there is a bias toward English-only in foreign language education, there are also grassroots efforts to introduce greater plurality in the classroom. However, introducing diverse languages and cultures into the classroom can lead to folklorization, the delivering of essentialized information in pre-packaged formats, which can potentially delegitimize other languages and cultures. This contribution examines a collaborative integrative plurilingual STEAM practice at an elementary school in Western Japan. In the ‘school lunches project,' the children experience various international cuisine, leading up to which they would engage with related languages and cultures through collaboratively produced plurilingual videos and museum-like exhibits of cultural artifacts. The interdisciplinary, hands-on, experiential learning within this project helped the children to develop an investigative stance toward linguistic and cultural artifacts, nurture a deeper awareness of languages and openness to diversity, foster reflexivity, and encourage interdisciplinary engagement.
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Sunarto, Emmanuel, F. X. Mukarto, J. Bismoko, and Novita Dewi. "TRILINGUAL TEXTUALIZATION TO DELIVER INDONESIAN LOCAL CULTURES TO HIGH SCHOOL STUDENTS." LLT Journal: A Journal on Language and Language Teaching 21, no. 1 (April 2, 2018): 82–93. http://dx.doi.org/10.24071/llt.v21i1.1038.
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This article addresses issues surrounding translation of local texts from regional languages and cultures throughout the Indonesian archipelago into Indonesian and English. The textualization of the local culture to be documented includes: (1) folklore, (2) life-cycle rituals, (3) socio-religious rituals, (4) traditional medicine and other local wisdom, and (5) local culinary. It will discuss the formulation of the basic philosophy, themes, and values in the local texts to translate as well as principles of translation to apply. The study shows that textualization of the local texts helps support the politics of the national language, namely the use of Indonesian as the national language, the preservation of local languages as the fundamental support of the national culture, and the exposure of various local wisdoms to the global community. The availability of trilingual cultural texts will likely contribute to the promotion of human dignity.DOI:doi.org/10.24071/llt.2018.210109
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BENAMMAR-GUENDOUZ, Naima, and Fatna CHERIF HOSNI. "Repenser l’interculturel dans l’enseignement/apprentissage du FLE." ALTRALANG Journal 1, no. 02 (December 31, 2019): 52–64. http://dx.doi.org/10.52919/altralang.v1i02.23.
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ABSTRACT: Since the existence of school, there are two ways to accede knowledge of languages: the surroundings and school. Acquisition and learning of languages as an instrument for defending cultures require certain knowledge of the culture of its interlocutors.
C. Kramsch (1993) explains that learn a foreign language, is not only learn a new manner of communication, but rather a manner of doing a cultural declaration. This supposes that the French has to be treated as a vehicle of culture, and as a language of representation.
Because of its multi-definitional aspect, the concept of « culture » is an important as well as a controversial topic of study. We wonder upon the reflexion of good usages of cultures at school. The teaching/learning of a foreign language relies on essential parameters: its content, syntax, lexis and its linguistic aspect.
The issue of culture remains a major stake of training of teachers and pupils, mainly in Didactics of languages-cultures. What distinguishes it from didactics of other disciplines is that it makes language a subject of the teaching/learning process including its cultural aspect. The study of culture is essential in teaching languages, whatever is the status of the latter in the sense that it establishes a frame of references outside of it the linguistic production does not make sense; the words of a language refer to meanings inside a given culture by and in a semantic relationship which the learner has to understand.
RÉSUMÉ: Depuis que l’école existe, deux voies d’accès à la connaissance des langues se présentent: le milieu et l’école. L’acquisition et l’apprentissage des langues comme un instrument volontariste de défense des cultures exigent une certaine connaissance de la culture de ses interlocuteurs.
C. Kramsch (1993) explique qu’apprendre une langue étrangère, ce n’est pas seulement apprendre une nouvelle manière de communiquer, mais une manière de faire une déclaration culturelle. Cela suppose que le français doit être appréhendé comme un véhicule de culture, et comme une langue de représentation.
De par son aspect multi-définitionnel, le concept de « culture » est un objet d’étude aussi essentiel que controversé. On s’interroge alors sur la réflexion à conduire sur le bon usage des cultures à l’école. L’enseignement-apprentissage d’une langue étrangère s’appuie sur des paramètres essentiels : son contenu, sa syntaxe, son lexique et son aspect linguistique.
La question de la culture reste un enjeu majeur de la formation des enseignants et des élèves, notamment en didactique des langues -cultures. Ce qui la distingue des autres didactiques c’est qu’elle fait de la langue un objet d’enseignement -apprentissage incluant une dimension culturelle. L’étude de la culture est essentielle au sein de l’enseignement de la langue, quel que soit le statut de cette dernière dans la mesure où elle établit un domaine de références hors duquel la production langagière ne fait pas sens, en ce que, notamment, les mots d’une langue renvoient à des significations à l’intérieur.
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Saepullah, Ujang. "Cultural Communications of Islamic Boarding Schools in Indonesia." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 24, 2021): 2188–202. http://dx.doi.org/10.35445/alishlah.v13i3.1154.
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Pesantren communication culture is quite distinct from other cultures, as it has its own unique, unique, and distinct culture. The santri's obedience, sincerity, and respect for the Kyai exemplify its uniqueness. The author attempts to raise this unique communication culture as a research theme by researching a salaf (traditional) Islamic boarding school, An-Nidzam Sukabumi, and a modern Islamic boarding school, Pondok Pesantren Kholaf (modern) Assalam Sukabumi. The research focuses on the unique characteristics of each of the two Islamic boarding schools. This study employs a qualitative approach based on ethnographic methods because it is highly relevant to its focus on the language spoken, communication patterns observed, and communication culture of pesantren. The findings indicated that the communication cultures of the salaf and Khalaf pesantren were significantly different. The An Nizam salaf pesantren placed a premium on regional/Sundanese languages in daily interactions while simultaneously suppressing learning in religious sciences from the yellow books. The Kalaf/modern Assalam Islamic boarding schools placed a premium on Arabic and English instruction. The use of English in daily interactions and an understanding of the spiritual sciences are explored through classically taught contemporary books.
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Menken, Kate, Vanessa Pérez Rosario, and Luis Alejandro Guzmán Valerio. "Increasing multilingualism in schoolscapes." Linguistic Landscape. An international journal 4, no. 2 (August 27, 2018): 101–27. http://dx.doi.org/10.1075/ll.17024.men.
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Abstract In this qualitative research study, we examine changes made in 23 New York City schools that participated in a project for which participating schools were asked to regard bilingualism as a resource in instruction and develop a multilingual linguistic landscape. Findings document efforts made by schools to change their linguistic landscape in ways that recognize students’ many languages and cultures, significant corresponding ideological shifts by school leaders from monolingual to multilingual views of language and language learning, educators’ incorporation of students’ home languages in instruction, and new formal language education policies resulting from these efforts. We document the impact of all of these changes on students and their families and suggest that research on linguistic landscape conducted in schools should consider not only the physical landscape but also its connections to pedagogy, programming, and language policies.
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Omeri, Arti. "Teaching Foreign Languages Through Culture." European Journal of Multidisciplinary Studies 1, no. 2 (April 30, 2016): 42. http://dx.doi.org/10.26417/ejms.v1i2.p42-46.
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The word is becoming globalized in every aspect. As a result, people are encountering everyday many foreign languages and cultures either through mass media, social media, schools, books etc. Living in this type of environment gives us the opportunity to learn and study many foreign languages and cultures. The importance of the relation between language and culture has been studied and assessed since a long time. This study is focused on how foreign languages are taught through culture. There can be raised several important question regarding the relation between language and culture. Is there any connection between language and culture? Do they influence one another? Can someone learn a language without knowing the culture and vice versa? In order to answers such questions there was revised the most modern literature on this topic. After revising the literature, a survey was also conducted to the lecturers and students of foreign languages faculty at “Aleksander Xhuvani” University in Elbasan. The purpose was to approach the topic from both perspectives and get the results and opinions from different point of views. The number of students participating in the survey was higher than lecturers, so percentages are given separately for both categories. Then the results were analyzed and compared with one another
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Ogwu, Edewor. "THE NATIVE CULTURES ON STUDENT DISCIPLINE IN SCHOOL, NIGERIA." Jurnal Ilmiah Peuradeun 4, no. 2 (May 28, 2016): 195. http://dx.doi.org/10.26811/peuradeun.v4i2.97.
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Students discipline problem is developing into an epidemic in Nigerian schools. Every culture has its own values and norms, and these are communicated to its young generation through disciplinary strategies; and being culturally conceptualized and negotiated, these strategies and the languages therein, can only be understood by the members of the identifiable cultural group. The study evaluates some relevant information on teachers’ routine experiences and their views on the effectiveness the enforcement of order, control and disciplinary actions in secondary schools and how school disciplines are influenced by the cultural background of the Staff and students. This study explores teachers’ views on the common approaches and school disciplinary models in Nigeria. The paper suggests that the current educational administration and policies erodes the powers of the secondary Staff to such degree that teachers are disempowered hence, indiscipline among students continues to gather momentum causing poor academic performances.
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Scarino, Angela. "Community and culture in intercultural language learning." Australian Review of Applied Linguistics 31, no. 1 (January 1, 2008): 5.1–5.15. http://dx.doi.org/10.2104/aral0805.
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This paper addresses changing meanings attached to the concept of “community” in languages education in the school setting in Australia. The change consists of a shift from “community” as a necessary definitional category, created in the mid 1970s to mark the recognition of languages other than English used in the Australian community, to a recognition, in the current context of increasing mobility of people and ideas, of the need to problematise the concept of “community” towards working with the complexity of the lived, dynamic languages and cultures in the repertoires of students. Intercultural language learning is discussed as a way of thinking about communities in languages education in current times.
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Scarino, Angela. "Community and culture in intercultural language learning." Australian Review of Applied Linguistics 31, no. 1 (2008): 5.1–5.15. http://dx.doi.org/10.1075/aral.31.1.03sca.
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This paper addresses changing meanings attached to the concept of “community” in languages education in the school setting in Australia. The change consists of a shift from “community” as a necessary definitional category, created in the mid 1970s to mark the recognition of languages other than English used in the Australian community, to a recognition, in the current context of increasing mobility of people and ideas, of the need to problematise the concept of “community” towards working with the complexity of the lived, dynamic languages and cultures in the repertoires of students. Intercultural language learning is discussed as a way of thinking about communities in languages education in current times.
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Tatiana Yu., Ignatovich, and Biktimirova Yulia V. "Formation of Linguistic and Cultural Competence when Considering the Interaction of Languages and Cultures in the Linguoregionology School Course “Transbaikalia Studies. Living Word of Transbaikalia”." Scholarly Notes of Transbaikal State University 17, no. 1 (February 2022): 25–36. http://dx.doi.org/10.21209/2658-7114-2022-17-1-25-36.
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The article is written from the perspective of modern linguodidactic ideas of conjugation in teaching the Russian language in the school of informative context from linguoregionology, linguoculturology and contrastive linguistics. The purpose of the article is a linguodidactic analysis of theoretical and practical material in the educational and methodological complex of the linguoculturological module “Transbaikalia Studies. Living Word of Transbaikalia” of the integrated school course “Transbaikalia Studies”, which examines the issues of interaction of languages and cultures in the polyethnic Trans-Baikal Territory, allowing to form the linguoculturological competence of schoolchildren. An effective means of forming linguistic and cultural competence, according to the authors of the article, is the “Living Word of Transbaikalia” used in textbooks (grades 6 and 7) a contrastive approach to the study of the facts of the Russian language, Buryat and Evenk languages with the identification of common properties and differences with a projection on the representation of the peculiarities of national cultures. The article shows how to demonstrate national identity and unifying universal values of the peoples living in Transbaikalia through consideration of regional linguistic features. The authors hope that the content of the textbooks will activate students’ cognitive interest in the Russian language, native languages, history and regional folk culture, arouse feelings of pride, love for their native land and the Russian Federation, and generally contributes to the education of patriotism and tolerance in interethnic relations.
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Susiani, Ketut. "Maintenance Efforts of Bali Culture and Language Through Local Content in Primary Schools." Bisma The Journal of Counseling 5, no. 1 (May 30, 2021): 9. http://dx.doi.org/10.23887/bisma.v5i1.34228.
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This study uses a qualitative case study approach, which is a study that aims to describe a condition that is happening in the real world. The research procedure adopted the case study research procedure by Yin which includes (1) design the case study protocol; (2) Conduct the case study; (3) Analyze case study evidence: and (4) Develop conclusions, recommendations, and implications based on the evidence. The subjects of this study were elementary school teachers and students, and school documents were examined related to the maintenance of Balinese culture and language through local content carried out in schools. The data collection technique was carried out by structured interviews using interview guidelines related to maintaining Balinese language culture and Balinese local content. Observations were made with a participatory observation approach, and documentation studies were carried out by collecting documents related to the maintenance of Balinese culture and Balinese language in schools. Qualitative data analysis techniques began with grouping data based on primary data sources and secondary data. The results of this study indicate that the application of local content in elementary schools is one of the contents that can be used in maintaining, preserving and preserving the Balinese language culture in schools. The results of surveys, observations and interviews at SD Buleleng indicate that the maintenance of Balinese culture and language has many weaknesses, seen from the use of local languages that are not used in communication and Balinese culture which is fading due to the influence of other cultures. This can be seen in the language used in schools not using Balinese in daily communication in the sense that many do not understand the meaning of the Balinese language used because SOR is Singgih Bahasa. The results of study have and important implication to the teaching learning contents of Balinese language in elementary school in Bali, Indoensia.
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Kabylova, Aina, and Rysbek Aidana. "Interference of Cultures: Turkic and Slavic Languages (Lexical Level of Kazakh and Russian)." Studies in Media and Communication 10, no. 1 (February 20, 2022): 52. http://dx.doi.org/10.11114/smc.v10i1.5491.
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The purpose of this study is to describe and analyse the interference of the Kazakh and Russian languages at the lexical level as a result of the interaction of the two languages and to identify the special features of the use of the Russian language among Kazakhs. The material of the study is the results of an experiment conducted in a school with 29 pupils in Grade 9 with Kazakh as the language of instruction at the Nur-Sultan Lyceum School No. 48. The first part of the study consists in the fact that the subjects were offered words with which they had to form phrases from the proposed pairs. In the second part of the experiment, students were offered sentences in Kazakh that had to be translated into Russian. The study considered various views on the definition of the phenomenon of interference resulting from the interaction of language systems in the context of bilingualism, during linguistic contacts. Interference is expressed in deviations from the norm and the system of the studied language under the influence of the native. In addition, the causes of interference were described, which are explained not only by linguistic, but also by extralinguistic factors.
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Bukach, Valery, and Ganna Golubova. "Country Studies in teaching foreign languages at higher school." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 4 (129) (December 26, 2019): 26–32. http://dx.doi.org/10.24195/2617-6688-2019-4-3.
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The article substantiates the relevance of the use of Country Studies materials in the English teaching process. It is emphasized on the importance of training future specialists in intercultural communication, cultural, professional and personal communication. The effectiveness of the use of Country Studies materials as an integral part of the foreign language teaching process has been revealed. It is emphasized that Country Studies material contributes to the formation of a linguistically competent personality and the upbringing of patriotism and citizenship; the success of the use of Country Studies materials in the process of teaching a foreign language and culture is determined by their interdisciplinary character. The principles that substantiate the general-didactic requirements to the organization of training, on which the systematic model of the use of Country Studies materials is based, are considered. The knowledge important for teaching alongside with the educational purposes gained during the study of their native land (geographic studies, historical ethnography, literary ethnography). Keywords: foreign language teaching, Country Studies, intercultural communication, Country Studies material, teaching Regional Studies, dialogue of cultures.
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Cahya, Kiki, Moh Ainin, and Anwar Sanusi. "Buku Ajar Bahasa Arab Kelas 4 Madrasah Ibtidaiyah: Analisis Standar 5C ACTFL." Al-Ma‘rifah 19, no. 2 (October 31, 2022): 167–82. http://dx.doi.org/10.21009/almakrifah.19.02.04.
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5C’s of the American Council on Teaching of Foreign Languages (ACTFL) is a standard in teaching foreign languages in the United States, which emphasizes five important and interrelated things in teaching foreign languages; communication, culture, connections, comparisons, and communities. The 5C’s of ACTFL are used as a guide in creating a curriculum that can enable students to develop various skills, gain insights from other cultures, connect language skills acquired with other scientific fields, develop insights by comparison, and participate in a multilingual society. This study aim to answer the question of the results of the ACTFL 5C’s standard analysis in the Arabic textbooks for class 4 in Madrasah Ibtidaiyah published by the Ministry of Religion of the Republic of Indonesia. This type of research is library research conducted with research objects or library data collection. The analysis found that the Arabic textbook complies with the ACTFL 5C’s standard. The Arabic textbook can optimize learning Arabic for elementary school; Madrasah Ibtidaiyah class 4. In detail, the percentage of the ACTFL 5C’s standard is 31% communication, 25% cultures, 22% connections, 14% comparisons, and 8% communities.
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Sugiyanta. "PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE." Dialectical Literature and Educational Journal 5, no. 1 (July 4, 2020): 43–52. http://dx.doi.org/10.51714/dlejpancasakti.v5i1.13.pp.43-52.
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This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its supporting and inhibiting factors. In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.
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Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.
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The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature.
Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.
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Ivanov, N. V. "School of Roman Languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 234–36. http://dx.doi.org/10.24833/2071-8160-2014-5-38-234-236.
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Department of Romance languages (Italian, Portuguese and Latin) named after professor T.Z. Cherdantseva was created November 26, 2002. The main task of the department is a professionally-oriented teaching of Italian and Portuguese (both as first and a second language) for all faculties of MGIMO-University in all majors and minors on both the undergraduate and graduate levels. Special attention is paid to teaching courses on socio-political, economic and legal translation. Teaching begins with a zero level, and by the end of training a student reaches a level of high proficiency. In accordance with the agreements with ICA (Portugal) a lecturer from the Institute Camöes (Portugal) João Mendonça conducts classes on spoken language, listening and abstracting. He also lectures on the history and culture of Portugal and co-authored (with G. Petrova) a textbook "Portuguese for Beginners".
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Kramlich, Deborah, and Alessandra Romano. "Leveraging (the potential of) the multiethnic classroom: Using the constructs of cultural humility and safety to provide belonging for Cross Cultural Kid (CCK) refugees." EDUCATIONAL REFLECTIVE PRACTICES, no. 1 (August 2020): 146–78. http://dx.doi.org/10.3280/erp2020-001008.
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In today's age of globalization and mobility, children are impacted as they cross cultures, languages, and school systems. For the privileged this can be seen as a glamorous lifestyle; for the refugee and displaced person this move has more negative consequences. Both of these groups share both positive and negative characteristics as a result of growing up among cultures. In the 1950s Ruth Useem first referred to these children as Third Culture Kids (TCKs) who grew up in a cross-section of two cultures. This term was then expanded to Cross Culture Kids (CCKs); a subset of which includes children of refugees and migrants. This article offers a brief overview of the concept of Cross Culture Kids and research from studies conducted with this unique group of children. Educational practices and methods of interventions are considered in light of the particular needs of CCK refugees in the Italian context in order to facilitate cultural humility and inclusive processes in multiethnic and multicultural schools.
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Zamaletdinov, R. R., Z. F. Yusupova, and K. Z. Zakiryanov. "SCHOOL SUBJECT «RUSSIAN LANGUAGE» IN THE MODERN SYSTEM OF LINGUISTIC EDUCATION." Title in english 17, no. 1 (March 31, 2019): 63–69. http://dx.doi.org/10.24833/2410-2423-2019-1-17-63-69.
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Te article deals with the specifcs of teaching Russian as a native language in the Russian school and as a non-native language in non-Russian schools. Tis specifcity is determined by the fact that with the same content of the subject “Russian language”, the ways of mastering language units and the formation of speech skills in native and non-native speakers are different. In this regard, the problems of motivational and informative character are considered. Te authors conclude that the assimilation of the second language is accompanied by the assimilation of a new linguistic picture of the world. Te interrelated study of language and culture ultimately contributes to the formation of a bilingual person capable of using the means of Russian and native languages, taking into account the specifcs of national cultures. Te necessity and expediency of the development of various methods of teaching Russian as a native and as a non-native language, as well as the need to create special textbooks of the Russian language for Russian and non-Russian schools are considered. Te authors are convinced that in modern conditions it is necessary to develop nationally oriented textbooks of the Russian language, taking into account the specifcs of the native language of students, especially because in some national republics work in this direction has been conducted for a long time.
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Hilburn, Jeremy, Xue Lan Rong, Hillary Parkhouse, and Alison Turner. "Teaching Newcomers Inclusively: Social Studies in a New Gateway State." Social Studies Research and Practice 10, no. 1 (March 1, 2015): 41–64. http://dx.doi.org/10.1108/ssrp-01-2015-b0003.
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We explored social studies teachers’ dispositions towards working with immigrant students in an Atlantic new gateway state. We surveyed 99 middle and high school social studies teachers using the additive versus subtractive models as a theoretical framework. Although teachers’ professional backgrounds and school contexts were connected to teaching inclusively, their academic expectations of immigrant students, their beliefs on assimilation (regarding schools’ and teachers’ roles in maintaining heritage cultures and languages), and their opinions on the effective implementation of school policies concerning immigrant students’ learning were significant contributors to teaching inclusiveness.
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Iovenko, V. A. "School of Spanish." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 231–33. http://dx.doi.org/10.24833/2071-8160-2014-5-38-231-233.
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Spanish language was among foreign languages, studied at MGIMO from its inception. Maria Luisa Gonzalez Vincens was at the origin of the establishment of the School of Spanish language at MGIMO. She as a philologist, belonging to humanitarian tradition. She studied at the University of Madrid with Luis Bunuel, Federico Garcia Lorca and Salvador Dali, and communicated with people who later became the glory and pride of the world culture. The increased role of the Spanish language in international contacts required the creation of the separate Department of Spanish Language at MGIMO. Since 2002, the Department of Spanish Language separated from the Department of Roman Languages and is teaching students of all Departments and at all stages of educating at MGIMO, including almost all masters programs. It is hard to imagine successful language learning without the understanding of a broad cultural context. This is why the Department supports the Spanish theater for more than 20 years. Currently, the Department is headed by of professor, Doctor of Philology Valery Iovenko. The Department staff includes more than 45 teachers who successfully address new educational and scientific objectives, creating teaching materials, fully adapted to the new educational standards.
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Rispail, Marielle, Marine Totozani, and Valeria Villa-Perez. "Jeunes migrants en France. Des activités plurilittéraciques pour un parcours réflexif." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 157–82. http://dx.doi.org/10.14746/gl.2022.49.1.10.
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In this contribution, we intend to examine to what extent multiliteracy approaches make it possible to emphasize and develop various aspects of reflexivity in action in a migrant student who is in close contact with several languages within his family and school environment. To answer the source question, we gathered a corpus of various graphic and verbal signs among secondary school multilingual students that we analyzed according to a qualitative approach in the migratory and educational context of Saint-Étienne (France). It is about student output resulting from a school project that aimed at strengthening the students’ literacy competences, along with highlighting their native cultures and languages. As a reflexive tool, the depicted project turned out to be a bridge towards a multi-literacy approach, for which we have detailed the guidelines, beneficial for the learning of the French language, or the learning of any new language; it entails supporting the making of the subject in writing, then allowing an updating of the migratory experience.
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Necheporuk, Yana, Iryna Onishchuk, Liudmyla Usyk, Iryna Anishchenko, Svitlana Vasylkevych, and 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), no. 8(128) (December 28, 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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Machowska-Kosciak, Malgorzata. "Language and emotions: a follow-up study of ‘moral allegiances’- the case of Wiktoria." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 172–85. http://dx.doi.org/10.35903/teanga.v10i0.77.
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This paper is a follow-up study of one Polish immigrant child’s early experience as she is attending different primary schools in Ireland. The focus is on how heritage language socialisation goals affect her goals and identity negotiation through her daily practices as she grows up in multilingual environment and try to find her place in a new country and society.
We set out the theoretical background, methodology, final results from the longitudinal study (four years) involving such student and her family, as she also attends Polish weekend school in addition to her mainstream school. The theoretical and analytical approach combines Ethnography of Communication approach to data collection and field work (participant home and school observations, audio-recordings of child’s interactions with her peers, her teachers and parents, open-ended interviews, samples of her written work) with Discourse Analysis approaches (Duff, 1995; Davis & Harre 1990, Harre & Langenhove, 1999, Ochs & Capps, 2001). A particular focus is placed on positions and stances taken with respect to sociohistorical and cultural norms and values represented by each language and culture including religious practices. When a new language and culture are being socialized, they must inevitably affect individuals’ moral and emotional systems to a great extent. This is because, some unresolved conflicts of cultural allegiances and ambivalence about identity may shake one’s sense of belonging and even slow the learning process. It can impact on the later command of two languages and integration. On the other hand, “comfortable bicultural identity” and “non-ethnocentric views” of people in general, together with a strong aptitude for language learning, proved to be one of the main factors determining success in becoming skilled in two languages and two cultures (Lambert, 1962, in Paulson & Tucker 2006, pp.315-319). Thus, it is often admitted in the Language Socialisation literature that cultural ideologies not only have a profound effect on those who learn a new language, but also influence the learning and further socialisation of their first language and culture. This micro-analysis of language socialisation is contextualized within a more holistic account of the Polish community in Ireland (Singleton, 2007) - a community culturally shaped by, and in turn shaping, wider societal and cultural ideologies, values and power relations.
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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, no. 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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Souryasack, Rassamichanh, and Jin Sook Lee. "Drawing on Students’ Experiences, Cultures and Languages to Develop English Language Writing: Perspectives from Three Lao Heritage Middle School Students." Heritage Language Journal 5, no. 1 (June 30, 2007): 79–97. http://dx.doi.org/10.46538/hlj.5.1.4.
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Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study examines the second language writing experiences of three long-term ESL learners of Lao heritage who took part in a nine-week writing workshop. Analysis of their writings, pre and post interviews, and observational notes from the writing workshops revealed that these students had been unmotivated to write at school. However, joining a community of emerging writers who shared similar social, academic and cultural experiences created a supportive environment for students to write about topics of personal relevance such as community, isolation, and their heritage language and culture. Participation in the workshop was associated with more positive attitudes towards writing, increased motivation, a clearer understanding of the writing process, and improved writing mechanics. Thus, we argue for the need to value, validate, and make visible students' personal experiences, including their heritage cultures and languages, as a critical strategy in motivating students to write.
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Legostaeva, Oksana Vyacheslavovna. "Preservation and Development of National Languages and Cultures of the Indigenous Peoples of Russia as a Necessary Condition for Creating a Favorable Bilingual Educational Environment on the Territory of the Russian Federation." Ethnic Culture, no. 3 (4) (September 29, 2020): 19–23. http://dx.doi.org/10.31483/r-75052.
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The article covers significance of cultural and educational events for development of the bilingual environment; gives definitions of the terms “bilingualism”, “bilingual educational environment” and “indigenous / small peoples”. The relevance of studying this issue is in changing approaches from 2017 in teaching national languages in bilingual and multilingual regions of the country, in changing the number of hours in teaching in native (national) languages in a secondary school, in taking into account the national-regional component in the education system of a multinational state. The subject of the research is rapidly disappearing ethnic groups and their languages according to the classification of languages of UNESCO. The article emphasizes the importance of preserving and promoting national languages and cultures for establishing intercultural dialogue and peaceful coexistence of ethnic groups in a multinational state. The purpose of the article is to identify and draw attention to the problem of disappearance of national languages and cultures through a set of measures in the field of culture, science, education. Research methods: study of literature on the research topic, analysis of educational programs and curricula, a comparative analysis method for describing the status of the languages. Results. In the study, we came to the conclusion that the availability of bilingual textbooks and teaching aids with assignments built on national-Russian bilingualism, the organization of various kinds of bilingual events and their popularization in the media will help to maintain a viable level of national languages and cultures of indigenous peoples in the Russian Federation.
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Artemenko, О., S. Аnzorova, P. Gasanova, М. Nikitina, S. Fedorova, and D. Petrukhina. "SCHOOL - A TOOL OF CONSOLIDATION." BULLETIN 5, no. 387 (October 15, 2020): 226–32. http://dx.doi.org/10.32014/2020.2518-1467.162.
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In modern conditions of the world economy's monopolization, sanctions, the flow of external migration of the labor force is an urgent problem of the necessity at the state level to preserve the cohesion and unity of the multiethnic Russian society. The article examines the historical development of Russia, where the school as a social institution performs not only an educational function but also the role of consolidating the multiethnic composition of the state. Russian language and culture fulfill this role through the school. Russian is historically considered as the language of integration of nations who have passed their ethnoge- nesis on the territory of Russia, their spiritual and cultural rapprochement with the Russians by the method of N. I. Ilminsky while preserving the native languages of students. Performing the function of consolidation, the Russian language acted as an integrator of nations, not their assimilator, as evidenced by statistics on the actual existence of more than 230 languages and dialects of nations. The article notes that in Russian politics before the reconstruction period, the school, performing a conso-lidating function, was a tool for leveling the ethnic characteristics of students, through unitary language training, forming national-Russian bilingualism. The analysis of scientific sources shows that such conditions before the reconstruction period led to objective facts not manifestations of interethnic conflicts. Also, during the entire Soviet period, literary languages were created and developed, and dialects were preserved to some extent, but, unfortunately, the functions of native languages were narrowed in social spheres. Describing the post-soviet period, cultural and linguistic diversity is noted, which is a significant source of social conflicts and political discussions. Under these conditions, cultural and linguistic state homogeneity becomes a subject of dissatisfaction in the public life of speakers of minority languages. The problem arises as to how to guarantee the participation of each language group in the life of a multilingual society with their socio-cultural integration, without violating international human rights legislation.
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Khanal, Govinda Prasad. "English Language Education in Nepal: Need or Hegemony?" Marsyangdi Journal 3, no. 1 (September 2, 2022): 58–63. http://dx.doi.org/10.3126/mj.v3i1.47947.
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English language teaching (ELT) has become much pervasive in Nepal in the recent decades since its entry in the mid nineteenth century. Recently, the trend of converting government aided community schools into English medium has become a common phenomenon throughout Nepal. This paper intends to explore the hegemonial nature of English language education in Nepal, which has pressurised several local languages including Nepali, the official language of Nepal. I have reviewed some documents to establish how expansion of English has pressurised the growth of indigenous languages including Nepali, with the possibility of the loss of indigenous properties including languages, cultures and values. It pictures out the possibility of hybridity in language and culture in the new generations of youths and children if undue priority to ELT continues in the academia.
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Chironov, S. V. "School of teaching Japanese, Korean, Mongolian and Indonesian languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 267–69. http://dx.doi.org/10.24833/2071-8160-2014-5-38-267-269.
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School of teaching Japanese, Korean, Mongolian and Indonesian languages is a continuation of the synonymous department at Moscow state university. Teaching materials at the Department of Oriental languages are designed in such a way that make it possible to study not only these complex languages, but also the state and political system, history, culture and traditions of the countries the language. Articles of the department's members are published in various volumes of scientific papers both in Russia and abroad
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Varricchio, Andrea. "Teaching Communications, Cultures, Connections, Comparisons, and Communities with Multimedia: A University-Middle School Service-Learning Project." LETRAS, no. 44 (July 22, 2008): 149–65. http://dx.doi.org/10.15359/rl.2-44.7.
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Se describe el uso de tecnología en forma de presentaciones de multimedia para facilitar la enseñanza de las Normas para el Aprendizaje de una Lengua Extranjera del Concilio Americano para la Enseñanza de Lenguas extranjeras. Las normas abarcan las comunicaciones, las culturas, las conexiones, las comparaciones y las comunidades. El estudiantado universitario aprende a crear, con multimedia, presentaciones sobre un tema cultural en la lengua meta. El componente de aprendizaje por servicio comunitario se fundamenta en las presentaciones creadas para estudiantes de colegio, quienes tienen acceso a las presentaciones en un sitio web de la universidad.A description is provided of how the use of technology in the form of multimedia presentations enhances the teaching of the Five C Standards for Foreign Language Learning of the American Council on the Teaching of Foreign Languages: communications, cultures, connections, comparisons, and communities. University students learn to create multimedia presentations on a cultural topic in the target language. The service-learning component provides the multimedia presentations for middle-school students who access them from the university website.
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Ribeiro, Gabriela Castelo Branco, and José Peixoto Coelho De Souza. "As oficinas e o festival de cultura e música brasileira da Universidade de Glasgow como iniciativa de promoção e integração cultural." BELT - Brazilian English Language Teaching Journal 10, no. 1 (August 1, 2019): 33236. http://dx.doi.org/10.15448/2178-3640.2019.1.33236.
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The aim of this paper is to present and reflect on the project “Workshops of Brazilian Culture and Music”, done in 2015 and 2016 by the Portuguese Programme of the University of Glasgow. Motivated by the interest of students of Portuguese in Brazilian music and by the recognition of its cultural richness and pedagogical potential (Barbosa (2001), Hermeto (2012), Coelho de Souza (2014)), the project focused on musical, cultural, historical, artistic and intercultural elements of Brazilian popular music in seven sessions and a festival. The workshops and festival attracted a varied audience, receiving very positive feedback from participants, with a potential to have a positive impact for the University, the School of Modern Languages and Cultures and the Portuguese Programme. With this paper, we expect to contribute to the discussion and effective implementation of initiatives which foster the promotion of the Portuguese language and Lusophone cultures and create interest in the study of the language.
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Rahman, Ferry Fadzlul, Kuan_Han Lin, and Hamka. "The Psychological Well-Being of Newly-Arrived Indonesian Students in Taiwan." Journal of International Students 10, S3 (November 5, 2020): 44–57. http://dx.doi.org/10.32674/jis.v10is(2).2713.
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A study abroad program is of great interest among high school leavers globally. Indonesian school leavers are no exception. This study investigates the psychological well-being of Indonesian students studying at Taiwanese universities. Informed by a phenomenological approach, sixteen Indonesian participants who studied in Taiwan were recruited for this case study. Data were garnered from semi-structured interviews and observations. The findings of the study show that the students were unable to manage their emotions (e.g., culture shock, a feeling of being isolated) and adapt with different cultures and languages.
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PAVLENKO, O. "FORMATION OF SPEECH COMPETENCE OF HIGH SCHOOL STUDENTS IN NON-FORMAL EDUCATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 29 (September 10, 2022): 180–85. http://dx.doi.org/10.33989/2075-146x.2022.29.264343.
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In the conditions of tendencies of development of education requirements to pupils of senior classes increase every year. Today, the study of foreign languages is an acute issue. Since high school students do not yet have a specific profile, teachers need to pay attention to the formation of foreign language communicative competence in the context of pre-professional education. This creates certain requirements for choosing the topic of lessons and methods of conducting them. The right combination of topics and methods will allow high school students to develop not only skills in foreign languages, but also to promote the disclosure of their personal natural talents, interest in studying certain issues. Therefore, based on this, the formation of monologue and dialogic speech in students is a topical issue. Based on the study, it can be argued that monologue and dialogic speech are key competencies for the formation of foreign language communicative competence in terms of pre-professional education. By developing such competencies, high school students form socio-cultural competencies in parallel, because foreign language lessons combine several cultures and many patterns of behavior. Since such training is conducted in non-formal education, it is possible to form a number of competencies in various fields by modeling them in foreign language lessons.
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Kolosai, Nedda. "Meeting Cultures and Languages in the Classroom : Rethinking Aronson’s Method." Neveléstudomány, no. 3 (2021): 83–103. http://dx.doi.org/10.21549/ntny.34.2021.3.5.
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Prejudices unconsciously influence the actors in school life, and may unintentionally hinder opportunities of equal access to learning, because teachers speak ‘another language’, use other language codes which many children are unable to decipher. By adapting and re-thinking the Aronson mosaic method, our research team has developed an innovative circular classroom learning model that creates opportunities for the validation of different aspects in teaching. The study seeks answers to the following questions: Which aspects of the Circular Learning method make it possible to compensate for cultural and linguistic differences? What factors can make peer-to-peer education effective from the children’s perspective? We studied mutual learning and teaching by peers in spring 2018, when 284 children and 74 trained adult observers took part in the process. We studied the complex pedagogical and educational process in 30 classes in 3 schools, in 4 times 45-minute activities in each class, factors that reinforce the validity of the research and its results. We processed the quantified answers of Children and Adults Assessment Forms in two ways. 1) An R Statistical Program and SPSS Statistical Program in which test groups were compared with a two-sample t-probe. Correlation calculations were performed using the Spearman correlation coefficient at alpha = 0.05 significance level, which we corrected through Holm’s method for multiple hypothesis testing. 2) We processed the answers of both children and adults by qualitative content analysis. The learning organization procedures used in our research model create opportunities for children from different cultures, with different mother tongues and of very different socio-economic status (diversity) for learning, equal access to knowledge (equity), cooperation with each other, and equality, as well as mutual understanding (sustainability). Currently in Hungary and worldwide, developing the ability of children to integrate into another person’s way of thinking is of great importance. Ensuring the perspective of others, in addition to the effectiveness of learning, is a significant factor in developing empathy.
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Kolosai, Nedda. "Meeting Cultures and Languages in the Classroom : Rethinking Aronson’s Method." Neveléstudomány, no. 3 (2021): 83–103. http://dx.doi.org/10.21549/ntny.34.2021.3.5.
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Prejudices unconsciously influence the actors in school life, and may unintentionally hinder opportunities of equal access to learning, because teachers speak ‘another language’, use other language codes which many children are unable to decipher. By adapting and re-thinking the Aronson mosaic method, our research team has developed an innovative circular classroom learning model that creates opportunities for the validation of different aspects in teaching. The study seeks answers to the following questions: Which aspects of the Circular Learning method make it possible to compensate for cultural and linguistic differences? What factors can make peer-to-peer education effective from the children’s perspective? We studied mutual learning and teaching by peers in spring 2018, when 284 children and 74 trained adult observers took part in the process. We studied the complex pedagogical and educational process in 30 classes in 3 schools, in 4 times 45-minute activities in each class, factors that reinforce the validity of the research and its results. We processed the quantified answers of Children and Adults Assessment Forms in two ways. 1) An R Statistical Program and SPSS Statistical Program in which test groups were compared with a two-sample t-probe. Correlation calculations were performed using the Spearman correlation coefficient at alpha = 0.05 significance level, which we corrected through Holm’s method for multiple hypothesis testing. 2) We processed the answers of both children and adults by qualitative content analysis. The learning organization procedures used in our research model create opportunities for children from different cultures, with different mother tongues and of very different socio-economic status (diversity) for learning, equal access to knowledge (equity), cooperation with each other, and equality, as well as mutual understanding (sustainability). Currently in Hungary and worldwide, developing the ability of children to integrate into another person’s way of thinking is of great importance. Ensuring the perspective of others, in addition to the effectiveness of learning, is a significant factor in developing empathy.
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Permatasari, Denatasa. "Multimodal Analysis on The Cultural Content of Indonesian High School English E-Textbooks." ENLIT Journal 2, no. 2 (November 10, 2022): 111–22. http://dx.doi.org/10.33654/enlit.v2i2.1921.
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The pedagogy of English-Language Teaching (ELT) has highlighted the close connection between language and culture. In the educational setting, teaching and learning materials are linked to the introduction of culture, which is represented through language, particularly in English language material. The findings of this paper provide Indonesian English teachers with new insights into the presence of cultural value in the English textbooks used. Unquestionably, the inclusion of various cultures in the textbook may help teachers and students become more aware of their own cultures as well as develop a better understanding of the existence of other cultures. The cultural content of High school Indonesian English e-textbooks was analyzed using multimodal analysis. The framework used in this project is based on Stec's work on categorizing as well as Cortazi and Jim's (1999) work. It is discovered that there is an imbalance between the source culture, the target culture, and the international culture as a result of the cultural content in Indonesian high school e-textbooks. Nevertheless, when compared to other cultures, the source culture is more dominant. Students are expected to be more aware of their culture after reading input texts that expose surface cultures. It could validate the idea that using relevant, culturally relevant content is crucial when teaching the target language.
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Alabdalla, Nada. "Formation of Arabic Theatrical Speech Culture in the Context of Language Situation." Observatory of Culture 15, no. 4 (October 25, 2018): 436–43. http://dx.doi.org/10.25281/2072-3156-2018-15-4-436-443.
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The Arabic world’s language situation is characterized by bilingualism (diglossia), as alongside the written language (Fusha), there exist many spoken languages. This situation raises important theoretical and methodological issues before the theatre in general and theatrical pedagogics in particular. The article deals with the problem of orthoepic norms’ lacking in spoken Arabic, which affects both the teaching methods in theatrical high schools and the speech culture in general. In this context, the author gives a short review of language development in Arabic theatre and considers some points of view of Arabic theatrical directors and playwrights of different periods. The article represents a table of phonetics’ comparison of Arabic literary and spoken languages. Furthermore, the article raises the problem of spoken language codification and also considers the issue of theatre language. Emphasizing the importance of both the written and spoken languages, the article concludes on the ambivalent approach to forming the theatrical speech teaching methods in the Syrian theatrical school, provided that local dialects are standardized and actors-students master the capital dialect along with the literary language. In practice, teachers have to combine the written language acquisition basing on the rules, and that of the spoken language using audio samples.
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MALKI, Ilham. "Gender Differences in the Usage of Speech Act of Promise among Moroccan Female and Male High School Students." International Journal of Social Science Studies 10, no. 2 (February 3, 2022): 50. http://dx.doi.org/10.11114/ijsss.v10i2.5472.
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The study aims at examining and analysing speech act of promise used by male and female Moroccan high school students. Research studies conducted on speech acts in different languages and cultures serve to provide an insightful understanding of intercultural communication. They substantially help in reaching over communicative differences among speakers of divergent languages, and accordingly lay the ground for addressing and handling issues that arise from intercultural miscommunication. This article is a research endeavour that seeks to fill the void that has been mentioned above. The core of this study is on a pragmatic-based analysis of the speech act of promising in Moroccan Arabic. More precisely, it targets identifying and investigating the widely utilized techniques of promise among male and female Moroccan high school students.The data has been collected from questionnaires composed of 19 hypothetical real-life situations in Morocco. The respondents of the research have been Moroccan-Arabic native speaking students studying in three public high schools in Casablanca, Morocco. The sample consists of 60 male students and 60 female students belonging to the three high school levels: common core, first year, and second year of Baccalaureate. The analysis of the data has revealed that Moroccan high school students embark on six strategies while constructing promise utterances, namely, self-repetition, conditional promises that incorporate Al Istithna (exception) promises and if promises, swearing tactic, assurance-based expressions, self-praising attributions, and preferred adjacency pairs technique. Furthermore, the findings of this study have exhibited that there are significant differences in the use of those strategies among male and female Moroccan high school students as they perform the speech act of promising. It has been proven through the distinct use of promising strategies that both genders speak different languages. Unlike male respondents whose language seems to be assertive, adversarial, and strong, female respondents speak a language of support, politeness, cooperation, and social affiliation.
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Arnau, Joaquim, and Humbert Boada. "Languages and school in Catalonia." Journal of Multilingual and Multicultural Development 7, no. 2-3 (January 1986): 107–22. http://dx.doi.org/10.1080/01434632.1986.9994236.
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Tochon, Francois Victor. "The Key to Global Understanding: World Languages Education—Why Schools Need to Adapt." Review of Educational Research 79, no. 2 (June 2009): 650–81. http://dx.doi.org/10.3102/0034654308325898.
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This review article is a plea for the education community to reconsider the place of world languages teaching within the schools. With globalization, languages education should be one of the strategic goals of public as well as private education. The article reviews research on the best age level for learning a language, the assets of bilingualism, the problems that arise from lack of recognition for other languages and cultures, the ways to change current language education, and the integration of international language policies. The literature reviewed points at how the issues discussed can be resolved to increase global understanding.
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Trobitsch, Julie. "Culture in the French Foreign Language Classroom." TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (September 20, 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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Irawan, Lalu Ari, and Haerazi Haerazi. "ISLAMIC CULTURAL NOTES IN ELT INSTRUCTION IN THE ISLAMIC BOARDING SCHOOLS OF HARAMAIN NAHDLATUL WATHAN NARMADA, WEST NUSA TENGGARA." AKADEMIKA: Jurnal Pemikiran Islam 25, no. 2 (January 23, 2021): 385. http://dx.doi.org/10.32332/akademika.v25i2.1437.
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Islamic contents and English were taught at Islamic Boarding School (IBS) Haramain Nahdlatul Wathan (NW) Narmada. English is taught as a general subject and compulsory subject as well. An English community (Language Asrama) is established by Kiai. It is aimed at practicing speaking English and exercising public speaking skills. IBS Haramain NW Narmada includes one of the IBSs in Indonesia in which it reflected Islamic values, cultures, and indoctrination in its teaching and learning. The pieces of evidence showed that this institution taught English for students (Santri) as a tool to gain global information around the world. Dealing with the ELT classrooms, IBS Haramian NW Narmada employed some learning strategies reflecting Islamic cultures and values such as syawir, Lalar, Hafal (memorizing), and Setoran (deposit). The strong emphasis on Arabic and English in daily communication addresses the immersion language program. It is a method applied to teach foreign languages. Based on the application, the IBS Haramain NW Narmada applied a total immersion program, in which Arabic and English are the target languages.
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Kholod, Iryna. "EDUCATIONAL CONDITIONS FOR THE FORMATION OF INTERCULTURAL COMPETENCE OF STUDENTS AT THE FACULTY OF FOREIGN LANGUAGES." Psychological and Pedagogical Problems of Modern School, no. 1(7) (May 25, 2022): 131–37. http://dx.doi.org/10.31499/2706-6258.1(7).2022.261218.
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The article is devoted to the development of intercultural competence as one of the main competencies of language training of higher education students at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. The author considers the theoretical foundations of intercultural competence in the educational environment, which are outlined in the basic document in the field of language education “Common European Framework of Reference for Languages: Learning, Teaching, Assessment”. The article considers the model of formation of intercultural competence and its components: knowledge, skills, attitudes, and education. Based on this model, the educational conditions for the formation of intercultural competence at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University, where foreign citizens from Turkmenistan study, are analyzed. As part of the study, a survey of 4th year students of the Faculty of Foreign Languages was conducted, in which both foreign citizens of Turkmenistan and Ukrainians became respondents. It was found that none of them had any previous knowledge of each other’s country, except for general information about the country from geography and world history lessons at school. The article finds that by teaching English as a language of intercultural communication, the conditions for students are created, regardless of nationality, to realize themselves as representatives of culture; involvement of students in cultural events of different levels dedicated to folk traditions, national holidays, and anniversaries promotes an effective dialogue of cultures, critical analysis of cultural similarities and differences, and acceptance of the culture of another country; awareness of current globalization trends shows that the importance of establishing ties with all countries of the world is growing, as all countries unite for a common future.
Keywords: culture; communication; intercultural competence; learning English; language of international communication; intercultural bias; model of intercultural competence; educational conditions; prerequisites for effective intercultural competence.
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Makena, Bulelwa, and Ntando Mpahla. "PERCEPTIONS OF ENGLISH LANGUAGE TEACHERS ON CODE-SWITCHING APPROACH TOWARDS LANGUAGE DEVELOPMENT." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (March 15, 2022): 15–25. http://dx.doi.org/10.20319/pijtel.2022.61.1525.
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This paper explores how code-switching can be meaningfully used as an empowerment approach towards improving learners’ performance in the English language. In cultures with people using more than one language for communication, code-switching exists. Bilinguals as speakers of many languages, code-switch, using their languages resourcefully at conveying meaning in a variety of ways. Code-switching occurs every day during teaching and learning as most subjects in the curriculum are offered in the English language. Teaching and learning the English language in South Africa is characterized by serious challenges because the government is advocating for use of home languages for all subjects of lower grades in primary schools. However, teachers still encounter challenges when using English as a medium of instruction in preceding grades because learners fail to comprehend challenging concepts and terminologies presented to them in a language besides their home language. This qualitative study revealed that using code-switching can be a worthwhile approach for use in bilingual classrooms. A possible recommendation is that English language teachers should utilize code-switching as an approach to assist language development as learners in schools investigated emanate from diverse cultures, underpinned by different linguistic backgrounds and linguistic constituencies.
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Прибылова, Н., and N. Pribylova. "Specificity of the Integrative Approach in Teaching Students a Foreign Language." Standards and Monitoring in Education 7, no. 5 (November 25, 2019): 24–27. http://dx.doi.org/10.12737/article_5dc5361e7bbae7.75735591.
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The article deals with the problem of integrativity in teaching foreign language in the system of school education. The aim of the integrative approach in teaching a foreign language is to achieve a synergetic effect on the basis of mastering a curricilum and independent use of the language in an externally specifi ed context. The author describes the specifi cs of the integrative approach in the school foreign language course, which lies in interdisciplinary synthesis in mastering a foreign language; inclusive education of children with disabilities and normal students; cultural-based study of native and second languages and comparative analysis of their native and foreign cultures. The author highlights the pedagogical and methodological importance of the integrative approach as an element of holistic education, emphasizes the need for individualization of education in the context of the humanistic paradigm.
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Alaoui, Sadik Madani. "Promoting Multilingual Communicative Competence for the Labor Market." European Scientific Journal, ESJ 13, no. 7 (March 31, 2017): 201. http://dx.doi.org/10.19044/esj.2017.v13n7p201.
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Over the past decades, globalization has been completely changing the context of the labor market such that the importance of learning languages as a means of cultural understanding cannot be ignored. As a result, employers look for people who have experience from different countries and have shown that they are able to adapt to different languages and cultures. The issue of learning languages and developing intercultural competence stands at the heart of human experience, reflecting not only cultures but also providing a key to better understanding them. The paper supports the promotion of a dialogue among various partners, educators and decision-makers as a good way to respond to the challenges associated with the development of language skills for the job market. Seen from an employment perspective, promoting multilingual communicative competence for the labor market is currently regarded as a means to an end. This paper examines ways to sharpen the focus on employability promotion in the Moroccan ENSAM School of Engineering. Moroccan would-be engineers will be shown to increase their chances of finding jobs, not only nationally but also internationally through greater multilingual competence.
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Hansson, Johan. "Samernas folkhögskola och de samiska språken 1942–1990." Nordic Journal of Educational History 3, no. 1 (May 24, 2016): 95–119. http://dx.doi.org/10.36368/njedh.v3i1.69.
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The Sami folk high school and the Sami languages 1942–1990The Swedish Mission Society – SMS (Svenska missionssällskapet – SMS), wanted to improve the opportunities’ for Sami youth in Sweden and therefore they started a folk high school (folkhögskola) for the Sami in 1942. One of the aims of SMS was to help the Sámi to preserve and develop the Sami culture and languages. Over time Sami themes, the languages being one, became more prominent at the school. However some of the problems regarding the language teaching remained: the students wanted to learn different Sami languages, their linguistic skills varied a lot, and there was not that many students who wanted to learn Sami. Despite these problems, the teaching improved over the years and the Sami folk high school remained important for the Sami people during the researched period.
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Muhammad Sya’roni. "INTERNALISASI BUDAYA PESANTREN PADA KURIKULUM SEKOLAH." JURNAL CENDEKIA 11, no. 2 (October 23, 2019): 99–110. http://dx.doi.org/10.37850/cendekia.v11i2.92.
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The culture of pesantren is the work, feeling and creation of goods, regulations, ideas, activities, language, behavior, beliefs and habits in boarding schools that have been mutually agreed upon. Among the pesantren cultures that can be internalized in the school curriculum include the Deepening of the religious sciences; Mondok; Obedience; Exemplary; Piety; Independence; Discipline; Simplicity; Tolerance; Qana'ah; Humble; Fortitude; Solidarity / Please help; Sincerity; Istiqamah; Society; Cleanliness. The internalization of pesantren culture is integrated into all school activities, both intracurecular and extra-curricular activities.