Artykuły w czasopismach na temat „Language and languages – study and teaching – europe”
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Fişekcioğlu, Aslı. "The Common European Framework of Reference for Languages Literacy of Teachers Working in Turkish Teaching Centers". International Journal of Education and Literacy Studies 10, nr 2 (30.04.2022): 141–48. http://dx.doi.org/10.7575/aiac.ijels.v.10n.2p.141.
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The Common European Framework of Reference for Languages, which will be briefly referred to as CEFR in this article, is accepted as a reference by academics working for the Council of Europe Committee on Languages. It sets the criteria for the teaching of any language as a foreign language. It aims to assess and evaluate foreign language acquisition, foreign language teaching, and foreign language levels in the world within certain criteria. In an attempt to determine the prevalence of the literacy of the Common European Framework of Reference for Languages among 88 randomly selected teachers teaching Turkish to foreigners, this study aims to explore, based on the concepts of information literacy and academic literacy, how well the framework is known and received by the teachers. The data revealing the perceptions of the teachers towards the concept of “CEFR” were analyzed and interpreted with the content analysis method. As it can be concluded from the results of the current study, more research is needed on CEFR literacy. In addition, teachers of Turkish as a foreign language should be encouraged to develop professionally and improve their CEFR literacy. This is indeed a key step for the future of teaching Turkish as a foreign language.
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DENİZ, Kemalettin, i Yunus Emre ÇEKİCİ. "LANGUAGE FUNCTIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE". Zeitschrift für die Welt der Türken / Journal of World of Turks 13, nr 1 (15.04.2021): 01–26. http://dx.doi.org/10.46291/zfwt/130101.
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Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situations ought to be taught but rather predetermined language structures. Accordingly, an education based on language functions has been adopted in the programmes reformed on teaching Turkish as a foreign language. However, there is no language functions framework that can be used as a source for teaching Turkish as a foreign language, is developed by scientific methods and includes the structure, usage and cultural elements. The purpose of this study is to develop a programme on teaching Turkish as a foreign language, to prepare course material and to prepare a language functions framework that suits cultural elements, structure, functioning and usage of Turkish in order to be used in the assessment and evaluation studies. Literature review and document analysis methods has been used nn the qualitative model and situational patterned study. Subsequent to literature review, oral and written document analysis and expert consultation, “Language Functions Framework for Teaching Turkish As a Foreign Language” has been formed. In the scope of “information inquiry and explanation”, “attides/emotions inquiry and explanation”, “persuasion”, “socialization”, “prevention and retrieval of communication errors” and “structuring the discourse” functions, 46 functions and142 subfunctions has been determined. Keywords: Language functions, teaching functional language, teaching Turkish as a foreign language, Common European Famework of Reference for Languages (CEFR), Language Policy Programme Education Policy Division Education Department Council of Europe.
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Szymankiewicz, Krystyna, i Radosław Kucharczyk. "KOMPETENCJA RÓŻNOJĘZYCZNA W POCZĄTKOWYM KSZTAŁCENIU NAUCZYCIELI". Neofilolog, nr 45/1 (22.03.2019): 73–86. http://dx.doi.org/10.14746/n.2015.45.1.05.
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Modern language policy in Europe has put forward the concept of multilingualism,and with this plurilingual competence. The definitions of both phenomenacan be found in numerous documents of the Council of Europe, especiallyin the Common European Framework of Reference for Languages.The authors of this document describe multilingual communication in somedetail, where the native speaker user is beyond the scale. A lot of attention iscurrently being given to issues of multilingualism in education, with numerousarticles, suggestions for teaching activities and tools to develop related skills.This article raises the question of the preparation of future teachers of languageswhich will be taught as the second foreign language (L3) and how plurilingualcompetence can be developed in the classroom. The study, conductedamong students of Romance languages answers the following questions.Are students, who are future L3 language teachers, adequately preparedto develop plurilingual competence in their students? Do they have theappropriate knowledge and practical skills to do this? What are their beliefsregarding the role of different languages when teaching the L3 target language?
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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar i 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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Haque, Shahzaman. "Transmission des langues natives aux deuxièmes générations : le cas de la diaspora indienne en Europe Nordique et occidentale". Travaux neuchâtelois de linguistique, nr 52 (1.01.2010): 29–50. http://dx.doi.org/10.26034/tranel.2010.2823.
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In the matter of migrant families the language transmission and language practices are often subjected to issues related to national, family and local language(s) policies. This paper aims to explore the salient features of these issues concerning four Indian families as an in-depth case study, who have migrated to France, Sweden, Norway and Finland. Here fewer investigations have been conducted related to transmission of native languages on the migrant Indian community. Through the prism of sociolinguistic-ethnographic approach, it was possible to sift various measures taken by the authority and family members in order to transmit the language to the second generation. The national language policy on education of the concerned host societies prescribes the role, function and infrastructure for the teaching and development of migrant languages which is however ineffective as claimed by immigrant parents. In such event, the role of parents becomes crucial to formulate and execute decisive steps regarding implementation of the native languages inside the home.
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Olnova, Margarita. "IMPACT FACTORS IN CONTEMPORARY EUROPE FOR MOTHER LANGUAGE ACQUISITION OUTSIDE THE LANGUAGE ENVIRONMENT". Russian Journal of Multilingualism and Education 11, nr 1 (15.12.2019): 29–39. http://dx.doi.org/10.35634/2500-0748-2019-11-29-39.
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The research presents the results of the European project “Leo Effect. Learn from each other effectively” (2013-2015), which involved five schools-participants: “Alliance Russe” (Nice, France), “Centre de développement bilingue LOGOS” (Paris, France), “Centro de Lengua y Cultura Rusa A. Pushkin” (Barselona, Spain), “Multiculturele Stichting “Poesjkin” (Leiden, The Netherland) and “Senter for russisk språk og kultur” (Oslo, Norway). The study aimed at investigating the policy of multilingualism, represented in official documents of the European Union and analyzing actual opportunities for immigrants to study their mother language in Norway, France, the Netherlands and Spain. The research is relevant as it provides a brief overview of the language policy of the European Union, and in particular Norway, France, the Netherlands and Spain, and analyses the existing opportunities for immigrants (or children of immigrants) to learn their native language in a new country of residence. In addition, it presents an analysis of the demand for knowledge of different languages (including Russian) in European countries. Research methods included analysis of the legal documents regulating the language policy, analysis of educational programmes in educational institutions of the country, questionnaires of students from the schools participating in the Leo “Effect. Learn from each other effectively,” monitoring of the labour market for the demand for knowledge of different languages (Russian, in particular). As a result of the project “Leo Effect. Learn from each other effectively” the external factors affecting acquisition of the mother tongue outside the language environment were studied. These factors include: the official language policy of the state governing the teaching of the mother tongue, the existing opportunities for learning the mother tongue in the country, the demand for knowledge of different languages on labor market, and the popularity of a particular language in a particular state. The study showed that the education of a multilingual citizen in Europe is basically a family task. State educational institutions do not provide enough support in the issue of teaching the mother tongue and reading and writing in the mother tongue are usually taught by commercial or non-profit organizations created by the immigrants themselves.
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Yao, Dingning. "A Study on the Selection and Development of English Education A Case Study of China and Belgium". Lecture Notes in Education Psychology and Public Media 40, nr 1 (5.03.2024): 228–34. http://dx.doi.org/10.54254/2753-7048/40/20240762.
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The importance of foreign language education has been highlighted in the globalized state nowadays. Foreign language teaching is gradually entering the education curriculums of various countries. The current global trend can be analyzed by finding the similarities of foreign language teaching in different countries. This article chooses China in Asia and Belgium in Europe for comparison. This article focuses on the reasons for choosing to learn a foreign language in two countries and when education begins. Through analysis, this paper argues that the choice of language education should take into account the needs of social development and national development. As the world's common language, English plays an important role in realizing nationalization and promoting talent development, so foreign languages have become the first choice for second language education and learning in many countries. In addition, this paper argues that based on children's education and growth characteristics, starting to learn a foreign language as early as possible can effectively attract and master it. This paper suggests that people should fully understand the importance of English education, fully grasp the characteristics of students' age and stage, and improve the talent training plan.
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Nadvornikova, Olga, i Tomas Klinka. "Language policy of the Czech Republic in the field of second foreign language teaching – the future of German, Spanish, French, Russian, and Italian in the revision of curriculum proposal". XLinguae 16, nr 4 (październik 2023): 156–80. http://dx.doi.org/10.18355/xl.2023.16.04.12.
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The study describes the context of foreign language teaching in the Czech Republic over the last ten years. Special interest is given to the area of teaching second foreign languages (FL2). The aim is to show to what extent the intentions of the Czech state in this area serve as a possible vector for implementing the ideas of the European Union and the Council of Europe in language policy and, on the contrary, how they may pose a threat to those ideas. The text includes statistical data, analyses of risks and opportunities, and expert suggestions for future language policy solutions.
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Shidur Rahman, Md. "Investigating Pedagogical Techniques in Classroom Interactions at a CELTA Training Programme". English Language Teaching 9, nr 9 (10.07.2016): 1. http://dx.doi.org/10.5539/elt.v9n9p1.
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<p>The study investigated the similarities and dissimilarities of using pedagogical techniques in classroom interactions, taken place whilst teaching a known language and an unknown language in a CELTA training classroom context. For this purpose, the classroom interactions in unknown and known languages were analysed according to the qualitative research method. First, the interactions were recorded; and then transcribed them by following Jefferson’s transcription conventions. The interactants were one instructor (Female), and twelve trainees: seven females and five males. Usually, the CELTA has a maximum class size of tweleve. The instructor was a native-speaker of English, but the trainees were the mixture of native and non-native speakers. One was from Thailand, one from Indonesia, one from Bangladesh; two from Europe, and the rest were from the UK. Most of the trainees had teaching experience. The results of the study indicated that there exist distinctions, rather than similarities, between pedagogical strategies ued while teaching known and unknown languages. The study also suggested that all the pedagogical techniques do not fit equally with teaching both the languages; some can be used in a wider degree—some can be employed in a lesser degree.</p>
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Abralava, Nino, i Manana Kutelia. "Linguistic Landscape of Georgia". Caucasus Journal of Social Sciences 7, nr 1 (3.11.2023): 45–54. http://dx.doi.org/10.62343/cjss.2014.131.
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The purpose of our article is to discuss the general situation regarding the use and teaching of foreign languages in Georgia, especially German Language. Knowing several foreign languages is a prerequisite for academic and social mobility, which is one of the main goals of the Bologna process. This problem is particularly important for a small country like Georgia, whose language is not spoken outside of the country. Knowing several foreign languages is a necessary condition to ensure that our graduates acquire knowledge relevant to western standards and become competitive on the international labor market. This is impossible if graduates only know English. Therefore, more students should have the opportunity to study foreign languages including the German. If Georgian Universities consider this trend, then they will be on the right path towards amultilingual Europe.
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Shigemori Bučar, Chikako, Hyeonsook Ryu, Nagisa Moritoki Škof i Kristina Hmeljak Sangawa. "The CEFR and teaching Japanese as a foreign language". Linguistica 54, nr 1 (31.12.2014): 455–69. http://dx.doi.org/10.4312/linguistica.54.1.455-469.
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Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teachers and students can use to plan their teaching/learning through self-assessment of their language ability levels. The JF is also publishing new types of textbooks for Japanese education, emphasizing cross-cultural understanding between peoples.The Japanese Language Proficiency Test was revised in 2010 and is now ability-oriented; it is indirectly influenced by the CEFR.The authors analyzed Japanese education at the University of Ljubljana in relation to the CEFR assessment levels. At the end of their undergraduate study, students reach approximately level B1/B2 of the CEFR, and at the end of the master’s course level C1. There are difficulties in assessing the current Japanese courses using the CEFR framework due to the specific character of Japanese, particularly in relation to the script, politeness and pragmatic strategies, and students’ familiarity with current events in Japan and background knowledge of Japanese society. Nevertheless, the CEFR framework offers concrete ideas and new points of view for planning language courses, even for non-European languages.
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Jurkowski, Marcin, i Zbigniew P. Możejko. "The Role of CLIL Science Teachers in Teaching Writing Skills". Anglica Wratislaviensia 54 (15.11.2016): 87–98. http://dx.doi.org/10.19195/0301-7966.54.6.
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Content and Language Integrated Learning CLIL is becoming more and more valued as an educational solution to teaching foreign languages. The role ascribed to meaning content in communicative processes seems to explain the increasing popularity and spread of integrative approaches to teaching foreign languages across Europe and in the world. The explanation of the effectiveness of CLIL can also be sought in our understanding of how second language acquisition takes place. The theoretical part of the paper outlines the links made between the outcomes of second language acquisition research and CLIL and sheds some light on the role of meaning in communicative processes. The empirical study investigates the role of teachers in CLIL science classrooms in the context of writing scientific reports and the role of English of CLIL science classes in teaching referencing skills. The results of the research indicate to the roles that CLIL science teachers should play in the development of writing skills, including the use of referencing styles. There is also some evidence to suggest that in order for the successful integration of content and language to occur, some form of cooperation between language and CLIL content teachers should exist, especially in the context of teaching referencing skills.
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Palacios-Hidalgo, Francisco Javier, Cristina A. Huertas-Abril i Mª Elena Gómez-Parra. "Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences". Journal of Language and Education 7, nr 2 (30.06.2021): 243–55. http://dx.doi.org/10.17323/jle.2021.11938.
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Language learning, as a means to promote intercultural awareness and communication as well as to help citizens prosper professionally, is one of today’s main goals of educational systems around the world. In Europe, several guidelines have been published, and significant efforts have been devoted to encouraging the development of the quality of foreign and bilingual language education to improve citizens’ communicative skills. Although there were attempts to foster foreign language proficiency in some parts of the United Kingdom between the 1990s and the early 2000s, the country has not traditionally considered languages among its educational priorities. Nonetheless, Brexit seems to have increased the need to learn languages in the country. In some other European countries, however, Content and Language Integrated Learning (CLIL), an additive bilingual approach, has been implemented since the early 2000. Considering that the nations in the United Kingdom and the regions in Spain have the freedom to organise educational affairs, an analysis of the provision of foreign and bilingual language education in the United Kingdom and Spain appears relevant. This paper presents the results of a systematic review of 2012-2020 literature in the field of foreign and bilingual language education in both contexts. The differences that exist within the United Kingdom concerning foreign language teaching are discussed, and information in relation to the provision of CLIL in some Spanish regions is also examined. The findings show that foreign language teaching is provided across the United Kingdom, whereas bilingual education is offered in the form of Welsh-, Irish-, and Gaelic-medium education mainly, although CLIL is also implemented in England.
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Demirsu, Ozcan Ilgınc. "THE EUROPEAN POLICY ABOUT TRAINING STUDENTS OF LANGUAGES". Near East University Online Journal of Education 3, nr 1 (29.01.2020): 55–61. http://dx.doi.org/10.32955/neuje.v3i1.184.
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The European Union (EU) is a political and economic union which comprises 28 member states primarily located in Europe. It works for its members to promote peace, its values and the well-being of its citizens. Offer freedom, security and justice without internal borders. It also aims to enhance economic, social and territorial cohesion and solidarity among EU countries. Consequently, education becomes one of the most important issues in Europe that is urged on. Especially, language education has a key position. Learning language means developing a multicultural identity and knowing about different cultures. In order to provide a better language education, training prospective language teachers in accordance with current educational principles has a significant role. European Commission has introduced several documents for teaching, learning, assessing and teacher training in Europe according to the European Educational Policy. This study examines the documents developed for prospective language teachers in order to identify the European policy about training European language teachers. In the study, qualitative method based on document analysis was used. The results of the study showed that …………..
Keywords: European policy, training language teachers, language teaching, European documents
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MORITOKI ŠKOF, Nagisa. "Foreword". Acta Linguistica Asiatica 8, nr 1 (30.01.2018): 5–6. http://dx.doi.org/10.4312/ala.8.1.5-6.
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… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map of Asian language teaching sites, including secondary and tertiary education, and their background systems.In her work “Poučevanje tujih jezikov v slovenskem šolskem sistemu: prostor tudi za japonščino?”, which opens the present volume, Bronka STRAUS outlines the picture of Slovene educational system. The paper reminds us that language teaching when taught as a curricular course, must be incorporated into the country’s system.The article »Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal«by Mateja PETROVČIČ proposes a dynamic curriculum reform in secondary education mostly but targets tertiary education as well.The next article, authored by Nagisa MORITOKI ŠKOF and named »Learner Motivation and Teaching Aims of Japanese Language Instruction in Slovenia«, discusses main aims and objectives to teaching Japanese at secondary level education, and looks into the ways of how to find the place for Japanese language teaching in Slovene language curricula.Kristina HMELJAK SANGAWA in her paper “Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives” gives an introduction to the history and contents of Japanese language teaching in tertiary education in Slovenia.Following are the two articles concern teaching Asian languages in Serbia. Ana JOVANOVIĆ’s research, entitled »Teaching Chinese at the University Level – Examples of Good Practices and Possibilities for Further Developments«, presents several cases of Chinese language teaching and articulation from primary all the way to tertiary education.On the other hand, »Current State of Japanese Language Education in Serbia and Proposal for Future Solutions« by Divna TRIČKOVIĆ’s similarly discusses the Japanese language courses and their present situation in secondary education. The author points out the need for a well-thought pick up of both the teacher and the textbook, and offers an exemplar from University of Beograd.The next two articles on teaching Asian languages in Romania concern articulation mainly. Angela DRAGAN in her work »Teaching Japanese Language in Tertiary and Secondary Education: State and Private Institutions in Romania« offers a perspective on articulation at tertiary level mainly, while on the other hand, Mariana LUNGU discusses it from the view of secondary education. The Ion Creanga National college in Bucharest is the only institution in Romania which provides Japanese language education at secondary level ongoing every year.The final article by Karmen FEHER MALAČIČ “Teaching of the Japanese and Chinese Language in Extracurricular Courses for Children, Adolescents and Adults in Slovenia” brings the story back to Slovenia in a form of a survey on teaching Asian languages as extracurricular subjects. The author considers the problems and perspectives that arise within such extracurricular course and at the same time shape language education within curricular course. Nagisa Moritoki Škof
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Vacca, Alessia. "Australia and Catalonia: a comparative study on the protection of minority languages from a legal standpoint. Education in the mother tongue. Is the language a factor of integration or a barrier?" Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, nr 1 (17.06.2011): 335–46. http://dx.doi.org/10.12697/jeful.2011.2.1.22.
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This article is a comparative study of the education system in minority languages between Catalonia and Australia from a legal standpoint. Catalonia has a complex legislation: National Constitution, Statute of Autonomy, Regional Laws, a strong legal framework, a language always alive as a political instrumentto get the power. Australia has not a legal framework in this area and has a confused planning system. In Europe, the Council of Europe has been in charge of the protection of human rights.Australia signed and ratified some International Conventions which are not a strong legal basis to claim an education system in aborigines’ languages. The Catalan Law on Linguistic Normalizationn. 7 of 1983, replaced by the Law on Linguistic Policy n. 1 of1998, has, among the other purposes, also that to stimulate the use of Catalan as language of education in all levels of teaching.The school has a fundamental importance for the transmission of the culture of minorities. If the educational systems didn’t have any regime of teaching in the mother tongue all policies are not efficient.
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Talqis Nurdianto i Noor Azizi bin Ismail. "Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia". al Mahāra: Jurnal Pendidikan Bahasa Arab 6, nr 1 (24.06.2020): 1–22. http://dx.doi.org/10.14421/almahara.2020.061.01.
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Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has different levels of difficulty. The difficulty of learning is not always due to the language but also the student. The Common European Framework of Reference for Language (CEFR) in learning foreign languages in Europe is an alternative method chosen in learning English for non-English speakers in Europe. Can this theory be applied in Arabic learning, as can 40 foreign languages besides English? This study seeks to determine the effectiveness, opportunities and challenges of learning Arabic in Indonesia using CEFR by using descriptive qualitative methods. The level of formal education that refers to the age of students is not used in learning Arabic with CEFR. The CEFR theory in learning Arabic refers to Arabic language ability at each level and has the total of six levels.. A1 and A2 are for beginners, B1 and B2 for intermediate, and C1 and C2 for advanced levels. Arabic learning material arranged according to the competencies of each level makes it possible for anyone to learn it and occupy the level according to their abilities. Meanwhile, the implementation of CEFR in learning Arabic in Indonesia and its opportunities and challenges is still difficult to find, both in formal and non-formal education without support from the government.
Keywords: CEFR, Arabic learning.
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Vasiukovych, Oksana. "INNOVATIVE LEARNING TECHNOLOGIES FOR PROFESSIONALLY-ORIENTED ENGLISH LANGUAGE TEACHING IN THE HIGHER TECHNICAL EDUCATIONAL INSTITUTIONS OF EUROPE". Academic Notes Series Pedagogical Science 1, nr 191 (2020): 52–55. http://dx.doi.org/10.36550/2415-7988-2020-1-191-52-55.
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The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of education into groups is characterized. The innovative forms of education are divided into two groups: the ones based on Internet technologies and on the computer technologies. It is noted that innovative forms of learning can be synchronous and asynchronous. It is noted that the European template for learning foreign languages is aimed at the practical interdisciplinary and professional orientation of foreign language classes. The research methods used are search on the available methodological and scientific literature with the analysis of the found material, classification, elucidation of causal relationships, systematization and analysis of documentation and results of researchers on the problem of the study. It is emphasized that the active use of innovative technologies is a tool to ensure access to information resources in a foreign language and to establish interaction with those who speak other languages. The most innovative products used in learning English are considered. The advantages of innovative forms of learning based on information technologies in the study and teaching of ESP are described. It is emphasized that the student was given the opportunity to build a more flexible and independent way of learning, a wider choice of the best learning technology. The models for ESP training are described. The emphasis is placed on training as a recognized method of active learning, which combines situations aimed at achieving the educational aim.
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Irsara, Martina. "English and other languages in a plurilingual pedagogical approach: A case study from northern Italy". Glottodidactica 50, nr 1 (29.06.2023): 119–40. http://dx.doi.org/10.14746/gl.2023.50.1.7.
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Language teaching constantly needs to be adapted to changing societal realities, such as the spread of English as an international language or the growing linguistic complexity in Europe. A key question is whether and how languages could be treated together in school programmes to cater to a multilingual milieu. This article analyses a plurilingual pedagogical approach that is adopted in a few primary schools in the Italian province of South Tyrol. The research is a qualitative case study and draws on various theoretical perspectives, including the method model developed by Richards and Rodgers (1982, 2001, 2014). The dataset comprises analogue and digital data gathered through participant observation, field notes, personal communications, audio recordings, and school documents. Results show how a multilingual turn has taken root in the context examined, while reinforcing English acquisition.
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Necheporuk, Yana. "ENGLISH LANGUAGE AS ONE OF THE OFFICIAL LANGUAGES OF INTERNATIONAL CIVIL AVIATION ORGANIZATION". Academic Notes Series Pedagogical Science 1, nr 182 (październik 2019): 98–101. http://dx.doi.org/10.36550/2415-7988-2019-1-182-98-101.
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The article aims to address the problem of becoming English as one of the official languages of the International Civil Aviation Organization. To study the main tasks and trends of the presenters of modern aviation English recommendations and programs. To study the main objectives and criteria related to aviation English language training identified by ICAO. The process of training future aviation professionals is guided by regulations Ukraine on air navigation services in accordance with the standards and recommended practices of the International Civil Aviation Organization (ICAO); ICAO regulatory documents, regulatory documents of the European Aviation Safety Agency (EASA); Code of Regulatory Requirements of the Joint Aviation Authority of Europe (JAA); the contents of the Chicago Convention on international civil aviation. All this necessitates future aviation specialists English language training as the essential part of flight personnel educational process. It was analyzed the documents that determine the necessity of English language studying for different categories of future aviation professionals. ICAO has identified specific features, content and methods of teaching English to students of two categories of future professions. Attention is given to the content of English language materials relevant to the professional language orientation. The work deals with the fact that the preparation of an interpreter capable to work in the field of civil aviation, carried out in aviation educational institutions, using training programs for each specialty. The author describes the teaching methods of students studying at aviation universities, who are taught in English according to ICAO standard regulations.
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Topal, Ibrahim Halil. "A CEFR-Oriented Probe into Culture: Implications for Language Learners". Journal of Linguistics, Culture and Communication 2, nr 2 (17.06.2024): 163–89. http://dx.doi.org/10.61320/jolcc.v2i2.163-189.
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The Common European Framework for Languages (CEFR), adopted by the Council of Europe (2001), is an action-based framework for language education, teaching and assessment in Europe. CEFR's descriptions of language skills across all skill levels can guide language learners, educators, and assessors. Alongside language-related issues, one phenomenon considered highly by the CEFR is culture – a concept intricately connected with language. Given the significance of culture and related concepts for language education, this study evaluated the CEFR and Companion Volume to draw inferences about culture and explore the possible implications for language learners. To this end, the two volumes were subjected to content analysis. Findings indicated several types of cultural awareness (n=7), knowledge (n=4), competence (n=8), and strategy (n=1) that language learners must adopt for successful cross-cultural interactions. These cultural expectations might also be considered under plurilinguistic awareness, knowledge, competence, and strategies. The study is expected to contribute theoretically and practically since it intends to bridge the literature gap. Prospective research, however, is urged to corroborate the findings. Furthermore, the study is expected to guide future studies tackling the significance of culture for language learners within the CEFR.
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Saepudin, Saepudin. "TEORI LINGUISTIK DAN PSIKOLOGI DALAM PEMBELAJARAN BAHASA". AL-ISHLAH: Jurnal Pendidikan Islam 16, nr 1 (20.06.2018): 100–118. http://dx.doi.org/10.35905/alishlah.v16i1.738.
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This article discusses several language theories and psychological theories thatinfluence the educator's point of view in teaching languages both mother tongueand second language learners. Among the linguistic theories described arestructuralism theories pioneered by Ferdinand de Saussure in Europe; the firstfigure to do a study of language with scientific principles and codified so that it canbe analyzed using systematic and clear methods. Other figures in this genre areLeonardo Bloomfield, Edward Saphier, Charles Hokait and Charles Fries. Second,the transformational generative theory pioneered by Noam Chomsky, who wasborn in 1928 in Pennsylvania, United States. Psychological theories discussed arethe theories of behaviorism, nativism, cognitivism, functional, constructivism,humanism and cybernetics
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GROMOV, IEVGEN, YULIA HORDIIENKO, MAIIA SUPRUN i JULIA FALSHTYNSKA. "CREATING A MOTIVATIONAL CONTEXT FOR FOREIGN LANGUAGE TRAINING OF STUDENTS AT HUMANITARIAN COLLEGES IN EASTERN EUROPE". Comparative Professional Pedagogy 12, nr 2 (29.12.2022): 24–34. http://dx.doi.org/10.31891/2308-4081/2022-12(2)-3.
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The article considers certain issues of increasing the effectiveness of teaching foreign languages to students of humanitarian institutions of higher education in Eastern Europe. It was shown that after the approval of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) some radical changes took place in the methods of teaching foreign languages in many Eastern European countries. Taking into account the fact that among the most effective ways to improve the quality of foreign language education the CEFR determines an increase in the level of personal motivation of students to learn foreign languages, Eastern European educators more actively apply didactic solutions that meet as many criteria as possible, leading to deep learning of knowledge. Since motivation is an individual internal matter of the student, it is more logical for the teacher to create an educational context that the students themselves would recognize as motivating, rather than to directly motivate each student individually.
The authors note that the creation of a motivational context, in particular for students of liberal arts colleges, takes place through a constant demand to combine the acquired knowledge (internalization) with what students have previously learned, reflected on and are able to express independently (externalization); emphasis on higher-order thinking (analysis, synthesis, evaluation) and performance of tasks that are more focused on mental activity (minds-on) than on physical activity (hands-on), while remembering that activating exercises are often mistakenly identified with physical activity load on students; students’ analysis of their own experience, attitudes, and values. The authors consider in detail three didactic solutions that are widely used by Eastern European teachers in the process of creating a motivational context for foreign language training of future humanitarians: the creation of conceptual maps, the «flipped classroom» method, and the method of duo-ethnographic dialogues. The authors conclude that the given didactic solutions relate to the field of issues, the study of which is determined by the students themselves as having personal value and being useful for their future career. By performing these exercises, students express their own points of view, present their personal understanding of the essence of the phenomena mentioned in the framework of the lesson, sometimes even revise and change their previous beliefs. Therefore, students’ progress in learning a foreign language is not only a consequence of studying, but is due to the motivating educational environment created by their teachers.
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Kříž, Milan. "Ruimte voor structureel gebruik van muziek en poëzie in het taalverwervingsonderwijs NVT in Centraal-Europa". Neerlandica Wratislaviensia 28 (26.06.2019): 47–61. http://dx.doi.org/10.19195/0860-0716.28.5.
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Space for the structural use of music and poetry in the didactics of Dutch as a foreign language in Central Europe This paper deals with the potential of the systematic use of authentic texts presented via songs and poetry to the students of Dutch as a foreign language studying at universities in Central Europe. Based on the positive experience with these materials, which is believed to be relevant also to other foreign languages than Dutch, the article advocates a much broader and more intensive exploitation of such materials. This research combines literature study and examples of good practice observed at one of the universities in the Czech Republic offering a Dutch studies programme. Within the framework of the specific research questions, it also discusses the relevance of songs and poetry to foreign language teaching. Additionally, it provides a detailed overview of the elements concerning the systematic way of exploiting songs and poetry within a specific Dutch language course.
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S. Amrenova i K. Zh. Rakhymova. "The Global Impact of CEFR in Higher Education: A Case Study in Kazakhstan and Insights from a Pedagogical Experiment". Bulletin of Toraighyrov University. Pedagogics series, nr 1,2024 (29.03.2024): 46–59. http://dx.doi.org/10.48081/obvs7996.
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The article explores the transformative impact of the Common European Framework of Reference for Languages (CEFR) on global language pedagogy, with a particular focus on its implications for higher education and its application in Kazakhstan. Introduced by the Council of Europe in the early 2000s, the CEFR offers a comprehensive framework for language teaching, learning, and assessment, spanning six competency levels from A1 to C2. Its widespread adoption has reshaped language education policies and practices worldwide, emphasizing communication skills across reading, writing, speaking, and listening. The study investigates the evolution of the CEFR and its integration into higher education systems, examining its influence in countries such as the UK, Germany, France, and Canada. Notably, Kazakhstan has embraced the CEFR as a guiding framework for language instruction, aiming to enhance graduates’ employability in the international job market. Additionally, the article presents findings from a pedagogical experiment conducted at a Kazakhstani university, assessing the effectiveness of CEFR-aligned speaking assessment criteria in improving students’ proficiency. The study employs a mixed-methods approach, combining quantitative data analysis with qualitative student feedback, highlighting the positive impact of aligning teaching strategies with the CEFR. Overall, the research contributes valuable insights into the practical application of the CEFR in Kazakhstani higher education and its broader implications for language instruction worldwide. Keywords: CEFR, higher education system, teaching methods, assessment criteria, student feedback, survey.
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Licari, Camilla, i Monica Perotto. "A study of the speech of bilingual children of Russian Germans living in Germany". Russian Language Studies 19, nr 2 (15.12.2021): 180–90. http://dx.doi.org/10.22363/2618-8163-2021-19-2-180-190.
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The article presents the relevant issue of analysing the common features of the grammar of Russian as language inherited by the second or third generation of migrant children in Europe and in the world. The novelty of the study is in the fact that it compares the speech of children with different dominant languages and, in particular, studies the speech of a group of children from families of Russian Germans living in Germany under dual language inheritance. Their parents have a very rich migration history, as they are, in turn, also heritage speakers of German, the language, which they spoke in their family. In the present paper, the main task will be to identify the common features determined by the contact between Russian as a heritage language and other languages, especially at morphological and lexical levels. For this purpose, a field research project was conducted at the Learning and Integration Centre Dialog e. V. in Reutlingen. The analysis of oral and written works of bilingual children of the last generation of Russian Germans showed not only the common elements of erosion identified in the heritage grammar, but also the special linguistic features caused by the transition from German-Russian to Russian-German inheritance. The influence of their parents language distinguishes them from other groups of Russian students, emphasizes the importance of studying not only childrens, but also their parents speech, as well as teaching standard Russian in the framework of non-formal education.
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Baltgalve, Agita. "Tibetiešu valodas specifika un mācību metodes Latvijā". Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (13.09.2022): 247–75. http://dx.doi.org/10.37384/va.2022.17.18.247.
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The article offers a unique study on Tibetan language teaching methods and the usage in Latvia. Nowadays, more and more Buddhist masters from Europe and India arrive in Latvia; they are visiting Tibetan delegations from the Tibet Autonomous Region of the PRC. That is why the demand of the Tibetan language in Latvia constantly increases. In Europe, in the 19th and 20th centuries, the classical Tibetan language was mainly studied. The grammar-translation method dominated in teaching and studies, so that language learners would be able to translate Buddhist scriptures. But now, in the 21st century, thanks to the globalization, many Latvians have come into direct contact with the Tibetan culture and Tibetans. Thus, there is a real need for conversational skills, which can be acquired in a formal or informal way through communicative methods. The article consists of three parts. In the first chapter a sociolinguistic approach is used to illustrate the topicality of the Tibetan language in the Latvian society. In the second chapter the main differences of Tibetan and Latvian languages are highlighted from the perspective of contrastive linguistics. But the most important is the third part of the research, which is based on the author’s personal pedagogic experience, as well as on the theoretical and statistical conclusions made in the first and second chapters. First, the learning environment and opportunities for learning the Tibetan language in Latvia are evaluated, then the possible teaching methods and types are analysed, but in the end the author enlists and evaluates the most important teaching materials.
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Tsaknaki, Olympia. "Some Reflections on Reference in the Teaching of French as a Foreign Language Context". European Journal of Education 5, nr 2 (1.10.2022): 67–78. http://dx.doi.org/10.2478/ejed-2022-0015.
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Abstract Grammatical and lexical cohesion are necessary conditions to guarantee a text’s coherence (Halliday and Hasan 1976). Grammatical cohesion is classified into four types of relation: reference, conjunction, substitution, and ellipsis. This study aims to investigate the use of the cohesive device of reference in written discourse produced by users/learners of French as a foreign language, to explore the kind of references they prefer and to highlight the difficulties they come across. Our study is based on a learner corpus composed of written productions of Greek-speaking users/learners of French who participated in National Foreign Language Exam System (Κρατικό Πιστοποιητικό Γλωσσομάθειας, ΚΠΓ). We used a sample of texts produced by candidates who participated in the examination willing to be certified at the levels B (Independent user) and C (Proficient user) of language proficiency according to the 6-level scale of the Common European Framework of Reference for Languages (Council of Europe 2001).
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Tsaknaki, Olympia. "Some Reflections on Reference in the Teaching of French as a Foreign Language Context". European Journal of Education 5, nr 2 (1.10.2022): 67–78. http://dx.doi.org/10.2478/ejed-2022-0005.
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Abstract Grammatical and lexical cohesion are necessary conditions to guarantee a text’s coherence (Halliday and Hasan 1976). Grammatical cohesion is classified into four types of relation: reference, conjunction, substitution, and ellipsis. This study aims to investigate the use of the cohesive device of reference in written discourse produced by users/learners of French as a foreign language, to explore the kind of references they prefer and to highlight the difficulties they come across. Our study is based on a learner corpus composed of written productions of Greek-speaking users/learners of French who participated in National Foreign Language Exam System (Κρατικό Πιστοποιητικό Γλωσσομάθειας, ΚΠΓ). We used a sample of texts produced by candidates who participated in the examination willing to be certified at the levels B (Independent user) and C (Proficient user) of language proficiency according to the 6-level scale of the Common European Framework of Reference for Languages (Council of Europe 2001).
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Ivanova, I. N., S. V. Filimonov i I. S. Yaryomenko. "TEACHING FEATURES OF THE ARCHITECTURAL DESIGN IN FOREIGN LANGUAGES". Regional problems of architecture and urban planning, nr 14 (29.12.2020): 173–81. http://dx.doi.org/10.31650/2707-403x-2020-14-173-181.
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The article refers to the formation of students with a specialty "Architecture and Urban Planning" of the educational level "Bachelor, Master" of the ability to function as subjects of the international educational space, carrying out active intercultural communication as part of their professional and scientific activities. The Bologna Declaration formulated the main goals leading to the comparability and harmonization of national educational systems of higher education in Europe. Currently, due to the active process of Ukraine's integration into the common European educational space of particular significance foreign language training of highly qualified personnel in the system of undergraduate and graduate programs. Relevant for the introduction of training programs in a foreign language in specialized disciplines in non-linguistic universities into the educational process is the process of preparation and planning by teachers of classes in the relevant disciplines. It is necessary to identify priorities, taking into account the study of these disciplines in the framework of the basic methodology, defined by many years of experience. The article focuses on the features of teaching the main core discipline of a specialty of architectural design in a foreign language. In this case, a foreign language acts as a means of increasing professional competence and personal and professional development of both teachers and students. In order to achieve a high quality education comparable to European, it is necessary to actively introduce new teaching technologies. Innovative technologies of teaching foreign languages in a non-linguistic university include a combination of traditional and intensive teaching methods, the development of a holistic system of teaching students how to speak language on professional topics, taking into account professional training, and the development of common assessment criteria. Without the synchronization and interconnection of the work of foreign language departments and disciplines in the profile of the training, it is impossible to master professional foreign language vocabulary, develop skills in all types of speech activity, and reading and translating texts in the specialty. Foreign language training in a specialized discipline contributes to the achievement of a number of goals: obtaining skills and competencies necessary for employment, the opportunity to participate in integration activities, developing a lifelong learning culture, countering social exclusion, and promoting an active citizenship.
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Chen, Kanyi. "Whether Different Languages Can Have Different Impacts on the Learning of Different Subjects?" Communications in Humanities Research 33, nr 1 (24.05.2024): 136–40. http://dx.doi.org/10.54254/2753-7064/33/20240063.
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In recent years, there has been an increasing amount of research on second language acquisition, basically looking at the benefits of second language learning and how it can be done better. However, it is not clear whether the language can strengthen some areas of the brain, thus leading to the learning of some subjects in the region where the local language is learned being more advantageous or even easier to learn than in other regions. For example, mathematical ability in Asia, artistic ability in Europe, and the ability to distinguish snow colors in Skimmers. Therefore, this study will use a case study method to investigate whether the effects of bilingualism (dialect) or different languages on the brain and learning can have the same reinforcement as natural learners. The case study reveals the effect of language on the learning of some subjects, such as teaching in Chinese, which makes it easier for students to understand math vocabulary, and the possibility of learning a language to strengthen other subjects, which means that it is possible to intervene at a certain age to strengthen the learning ability.
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Finardi, Kyria, Roberta Leao i Livia Melina Pinheiro. "English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach". Education and Linguistics Research 2, nr 1 (7.03.2016): 54. http://dx.doi.org/10.5296/elr.v2i1.9150.
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<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried out to examine pre-service English teachers’ beliefs on the use of CLIL in Brazil. The results of study show that pre-service English teachers understand the importance of the CLIL approach though they are aware of the various obstacles to its implementation in that context. The study suggests a review of language policies in Brazil so as to ensure a convergence between them and internationalization policies and approaches, at all levels of education. Regarding the ELT approach analyzed, the study concludes that despite the difficulties associated with the implementation of CLIL in Brazil, it represents a relevant alternative in that context.</p>
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Bazhutina, Marina M. "Integrated foreign languages teaching: development of learning outcomes for IT majors". Perspectives of Science and Education 62, nr 2 (1.05.2023): 280–92. http://dx.doi.org/10.32744/pse.2023.2.16.
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Introduction. Design of descriptors for achieving objectives of foreign language education in case of non-language majors at tertiary level on the basis of the existing scales of the Common European Competences in Foreign Language (CEFR) promotes the policy of cultural diversity and multilingualism implemented by the Council of Europe. The motivation for the research lies in the fact that Russian universities lack a clear and transparent system of criteria that can be used for planning and assessing foreign language competences for non-language majors. The paper presents a developed scale of descriptors for planning learning outcomes and assessing language proficiency of undergraduate students majoring in information technologies in the context of Russian education at tertiary level. With regard to federal state educational standards for higher education, foreign language competence is described as integrative foreign language professional communicative competence which combines professional and linguistic constituents. Materials and methods. The exploration adopted combined methods of analysis of previous studies, CEFR descriptors, interviews with master and bachelor students of IT majors (Togliatti State University, Russia), and foreign language communicative needs analysis in the IT industry. The obtained data were then processed in the backward design of targeted learning outcomes following the Common European Framework of Reference for Languages format. Research results. The study elicited cross-cultural communicative needs in the industry in question, and then there were selected appropriate CEFR descriptors for their subsequent modification. The choice of the CEFR format was justified by its high adaptability and the author’s previous successful experience of elaborating such scale descriptors for automotive engineering majors. The author designed a scale for A2, B1 and B2 levels, where learning outcomes are presented as descriptors of communicative language activities with CEFR level distinctions being combined with activities involved in on-the-job cross-cultural communication. Conclusion. The initiated research should be helpful to investigate ways of devising and testing adequate sets of CEFR-based descriptors to improve the quality of university syllabi. The proposed scale of descriptors has certain limitations, therefore, further exploration directions are outlined. Keywords: integrative foreign language professional communicative competence, learning outcomes, CEFR-based descriptors, assessment, IT majors
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Арская, М. А. "Control of the level of the development of foreign language competence of students of higher educational institutions". Management of Education, nr 7(53) (30.08.2022): 214–21. http://dx.doi.org/10.25726/r3101-3673-5033-g.
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Языковое образование на уровне государственных документов признано одним из главных составляющих высшего образования. Над разработкой концепции и стратегии языковой политики в Европе работали коллективы ученых из Канады, США и различных европейских стран-членов Совета по культурному сотрудничеству. Интеграция России в европейские и международные организации обуславливает необходимость качественной иноязычной подготовки курсантов вузов системы МВД. Основы новой языковой политики в России освещены в работах коллектива лингвистов, в которых определены современные подходы к преподаванию иностранных языков в русле Общеевропейских Рекомендаций Совета Европы. В исследованиях отечественных и зарубежных ученых выделен ряд противоречий, объективно существующих в практике обучения иностранным языкам в высших учебных заведениях. К ним относятся: традиционное изучение грамматики, лексики, обучение переводу на занятиях по иностранному языку и необходимость формирования практических навыков иноязычного общения с учетом фоновых знаний о стране и языке и знаний профессиональной терминологии; отсутствие системной связи между профессиональной и иноязычной подготовкой курсантов нефилологических специальностей в высших учебных заведениях; несогласованность требований Министерства образования и науки России с рекомендациями Совета Европы. Language education at the level of state documents is recognized as one of the main components of higher education. Teams of scientists from Canada, the USA and various European countries -members of the Council for Cultural Cooperation - worked on the development of the concept and strategy of language policy in Europe. Russia's integration into European and international organizations necessitates high-quality foreign language training of graduates of the Ministry of Internal Affairs system. The foundations of the new language policy in Russia are highlighted in the works of a team of linguists, which define modern approaches to teaching foreign languages in line with the Pan-European Recommendations of the Council of Europe. In the studies of domestic and foreign scientists, a number of contradictions have been identified that objectively exist in the practice of teaching foreign languages in higher educational institutions. These include: the traditional study of grammar, vocabulary, translation training in foreign language classes and the need to develop practical skills of foreign language communication, taking into account background knowledge of the country and language and knowledge of professional terminology; the lack of a systematic link between the professional and foreign language training of students of non-philological specialties in higher education institutions; inconsistency of the requirements of the Ministry of Education and Science of Russia with the recommendations of the Council of Europe.
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Matijašević, Miljen. "LANGUAGES FOR SPECIFIC PURPOSES AT THE FACULTY OF LAW, UNIVERSITY OF ZAGREB". Language for Specific Purposes – Trends and Perspectives XIII, nr 42 (październik 2022): 73–93. http://dx.doi.org/10.31902/fll.42.2022.6.
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The teaching of languages for specific purposes has been an increasingly appealing and relevant topic both in the academic and the professional sphere for decades. In today’s globalised world and, more specifically, in an increasingly united Europe, the importance of learning and using foreign languages need no longer be particularly emphasized. Using foreign languages in professional communication facilitates participation in political and economic exchange and arrangements. The field of law is a peculiar area in terms of its professional language. Law is firmly dependant on its national language, making it an even more closed system, creating its own unique concepts in the national language, often without obvious counterparts in other systems. However, communication between legal experts and the European integration of which Croatia is part make it necessary for legal professionals to master the foreign languages of the legal profession. This is particularly true of English, as it is still the dominant working language in EU institutions, but also of French, being the principal working language of the Court of Justice of the EU, and finally of German. The importance of German is twofold – not only is the Croatian legal system rooted in the traditions of German and Austrian law, but it is also those two countries that have a strong presence in economic transactions in Croatia. The importance of German in the legal professions seems sometimes to be recognized by students in their senior years or even after they graduate. This is evident from the fact that many students who enrol in the paying lifelong learning courses of German for law are in fact senior-year students or fresh graduates of Law. Hopefully, the interest in German in other study programmes will be rekindled in the coming years, despite the growing dominance of English as the language of international communication.
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Pięta, Hanna, Susana Valdez, Ester Torres-Simón i Rita Menezes. "Pivot Templators’ Challenges and Training: Insights from a Survey Study with Subtitlers and Subtitler Trainers". Íkala, Revista de Lenguaje y Cultura 28, nr 2 (26.05.2023): 1–21. http://dx.doi.org/10.17533/udea.ikala.v28n2a02.
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Given the increase of non-English audiovisual content, translating through pivot templates is increasingly common. Yet, pivot templates have attracted scant scholarly attention. Several factors remain unclear. Among the first factors are the questions of who creates pivot templates, from what languages are they translated, into what languages are they translated, and what audiovisual products and channels are they for? Secondly, what are the challenges involved in the creation of templates? The third factor would be whether there is any training available for pivot template creators, and whether this training is effective. To provide more clarity on these issues, we distributed a questionnaire and elicited replies from 100 pivot templators and 75 subtitler trainers based in Europe. The results indicate that most pivot templators translate into English as L2. Because of this, diverse difficulties arise. Training in pivot template making seems rare, especially compared to training in subtitling in general. The training that is offered comes mainly from the industry and not academia. This is problematic for various reasons: (a) the former does not typically cover issues related to subtitler ethics or the sustainability of the profession, and (b) translator training and professional codes of conduct eye L2 translation with suspicion. Drawing on the respondents’ insights, we argue that much can be gained from teaching non-English-language native speakers how to create English-language templates.
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Jaleniauskiene, Evelina. "Shifting towards the action-oriented approach in Higher Education: language learners’ perceptions". Language Learning in Higher Education 11, nr 2 (1.10.2021): 375–94. http://dx.doi.org/10.1515/cercles-2021-2031.
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Abstract In the updated version of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume (Council of Europe 2020), the Action-Oriented Approach is highlighted as the most viable approach for learning languages. The present study explored students’ reflections on the collaborative project based on this approach. The project was offered to the learners at a tertiary level during a course of English (C1 level). Analysis of the data revealed that the project appeared to be useful for the development of both general and communicative language competences. Although collaboration was indicated among the most satisfactory aspects, the learners also experienced the most difficulties with it. Despite the finding that most students considered such a project to be of acceptable difficulty, their level of satisfaction differed significantly. The results point to some potential challenges while shifting to the Action-Oriented Approach as a more active language learning approach. Not all students may be ready for the new type of language learning which requires higher levels of cognitive effort and more collaboration in comparison to traditional language classes. As this approach marks a significant turn in language education, it is anticipated that both the detailed presentation of the project and students’ reflections on it will help to increase the awareness of other language educators seeking to design quality action-based projects.
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SHUMS’KYI, O. "ON THE ISSUE OF APPLICANTS FOR HIGHER EDUCATION’S TRAINING FOR LINGUISTIC SELF-EDUCATION IN MODERN PEDAGOGICAL THEORY AND PRACTICE". ТHE SOURCES OF PEDAGOGICAL SKILLS, nr 27 (13.12.2021): 244–48. http://dx.doi.org/10.33989/2075-146x.2021.27.247126.
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The article substantiates that in modern conditions the core didactic principle of higher education should be the transition from teaching to self-education, which is regarded by contemporary native researchers as the highest stage of education. Social trends in the world have, in their turn, actualized the need to revise the conceptual system of views on the theory and practice of language self-instruction. The result of expanding the range of research issues of training students for independent acquisition of foreign language knowledge, as a kind of alternative to institutional education, was the introduction into scientific circulation of new categories, concepts and terms.
Along with theoretical developments, the practice of linguistic self-education is being actively improved. New and already known methods of independent mastering foreign languages are emerging. It is typical of foreign higher education that productive self-educational activities increasingly permeate all the basic elements of the educational process and become its defining feature. In particular, special courses on linguistic autodidactics are introduced in higher educational establishments, the so-called “independent study” becomes widespread, students develop their own individual curriculum, which is carried out through the student’s free organization of his/her educational process and so on. Thus, a new dimension in teaching foreign languages has been introduced into existing educational technologies, namely: “learning to learn”, which meets the recommendations of the Council of Europe.
Up to date the fundamental scientific and theoretical base, which covers important aspects of theory and practice of foreign language self-education, has been formed in native pedagogical science. Contemporary researchers recognize the training of future professionals for lifelong learning as one of the main factors of implementing the latest paradigm of higher education. With that self-education in the field of foreign languages is considered as the basic factor of forming the secondary language personality. It is particularly important to work out methodological support and appropriate technologies of “learning to learn”, aimed at equipping students with necessary skills of foreign language self-education. Researchers also comprehensively study the peculiarities of the organization and modern methods of autonomous mastering foreign languages.
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Oscarson, Mats. "Bedömning på systemnivå - En komparativ studie av stegsystemet i språk i den svenska skolan och språknivåer i Europarådets Common European Framework of Reference for Languages (CEFR)". Educare, nr 2 (1.06.2015): 128–53. http://dx.doi.org/10.24834/educare.2015.2.1135.
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In the early 1970’s, the Council of Europe commenced work that aimed at identifying levels of language learning in a transparent and generally applicable way. The project resulted in the definition of six cardinal levels of competence according to a descriptive model called the Common European Framework of Reference for Languages. This made a strong and lasting impact and the CEFR concept is now being employed both in Europe and beyond as an important tool in the communication about goals and activities in language teaching and assessment. The highly influential work inspired the Swedish National Agency for Education (Skolverket) to transpose the curricular goals for languages into an approximate CEFR model encompassing 7 levels, or stages (steg), which would thereby, among other things, enable comparison of features of language education across cultural and national boundaries.This article describes a previously unpublished study that investigated the conceptual relationship between the 7 stages of language ability laid out in Swedish school curricula and the 6-level CEFR system (Oscarson 2002). Against the background of the increasingly strong interest in the latter system, the purpose of the article is to update and review the analytical procedure and the results of this study. A text analytics method for stepwise comparison of the systems was devised and used in the alignment. Areas of competence were matched for content, and descriptions of abilities in the Swedish curricula close in meaning to descriptors in the CEFR system were identified. Conclusions were drawn about the interrelationships that exist between the systems and points on the two scales. The results indicate where any given stage in a Swedish language curriculum is located on the CEFR scale. The general conditions for the work undertaken, as well as possible further research, are discussed.
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Šumskas, Linas, Katarzyna Czabanowska, Raimonda Brunevičiūtė, Rima Kregždytė, Zita Krikštaponytė i Anna Ziomkiewicz. "Specialist English as a foreign language for European public health: evaluation of competencies and needs among Polish and Lithuanian students". Medicina 46, nr 1 (9.01.2010): 51. http://dx.doi.org/10.3390/medicina46010009.
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Foreign languages are becoming an essential prerequisite for a successful carrier among all professions including public health professionals in many countries. The expanding role of English as a mode of communication allows for university graduates to project and to seek their career in English-speaking countries. The present study was carried out in the framework of EU Leonardo da Vinci project “Specialist English as a foreign language for European public health.” The study aimed to get a deeper insight how the English language is perceived as a foreign language, by Polish and Lithuanian public health students, what is level of their language competence, which level of English proficiency they expect to use in future.Material and methods. A total of 246 respondents completed the special questionnaires in autumn semester in 2005. A questionnaire form was developed by the international project team. For evaluation of English competences, the Language Passport (Common European Framework of Reference for Languages of Council of Europe) was applied. Results. Current self-rated proficiency of the English language was at the same level for Lithuanian (3.47±1.14) and Polish (3.31±0.83) respondents (P>0.05). Majority of respondents (88.6% of Lithuanian and 87.8% of Polish) reported using the English language for their current studies. Respondents reported a significant increase in necessity for higher level of English proficiency in future: mean scores provided by respondents changed from B1 level to B2 level. Respondents gave priority to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented methods of learning (self-studying, Internet courses). Conclusions. Similar levels of English language in all five areas of language skills were established in Polish and Lithuanian university students. Respondents gave more priorities to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented or classroom-based methods of learning (self-studying, Internet courses). Survey showed a growing interest of students in improving English language in the future in Poland and Lithuania.
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Reswari, Girindra Putri Ardana, i James Kalimanzila. "Human Resources Perspectives: Intercultural Competence Benefits In Learning English and Japanese Languages Simultaneously". KIRYOKU 5, nr 1 (31.05.2021): 80–86. http://dx.doi.org/10.14710/kiryoku.v5i1.80-86.
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This research is aiming at discussing the benefits of learning English and Japanese languages simultaneously to cross-cultural competency. This article is also having a further discussion about the human resources development benefits gained from learning the two languages and cultures. English and Japanese are two languages that are famous as foreign languages for international business. It is because The United States, Japan, and the major economic forces of Western Europe are developed countries whose infrastructures and well-established financial markets are conducive to the operation and potential success of multinational corporations (MNCs). This study is a qualitative study with explanatory research as its method. The data gained by analyzing the perceptions drawn from the existing literature of various scholars documented in journals and books connected to Japanese and English languages, as well as human resources development issues. The results showed that learning Japanese and English simultaneously is also a good method in teaching the worker or students that will work in an international setting in having the comprehension of cross-cultural issues in general. The differences of those languages in terms of culture such as direct and indirect behavior in speaking, personal address system, and polite speech will become an example of understanding two different foreign language categories: high and low context cultures.
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Robinson-Jones, Charlie, Joana Duarte i Mirjam Günther-van der Meij. "“Accept All Pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education". Sustainable Multilingualism 20, nr 1 (1.06.2022): 94–128. http://dx.doi.org/10.2478/sm-2022-0005.
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Summary Schools across Europe are experiencing a growing number of multilingual pupils; however, teachers claim to be generally underprepared for dealing with this ever-increasing linguistic and cultural diversity. Initial teacher education often pays insufficient attention to multilingualism, thus there is a call for research on what pre-service teachers learn about the topic during training. Against this background, this small-scale exploratory study sets out to explore pre-service primary teachers’ (a) views of multilingualism in education in general, (b) experiences of multilingualism in education as trainee teachers, and (c) self-perceived knowledge and skills acquired and developed during training, in the context of the Netherlands. Based on 195 survey responses, descriptive statistical analyses indicate that the sampled pre-service primary teachers have slightly positive views of multilingualism in education, specifically regarding their opinions on the role of multilingualism in education, focusing on school and home languages, and their tolerance of multilingualism in the classroom and at school. A qualitative content analysis reveals that several pre-service primary teachers have had general experiences of teaching pupils with migrant backgrounds, such as in transition classes (Dutch: schakelklassen), and of teaching pupils who communicate with each other only in their home languages. Challenges in teaching multilingual pupils are also reported, such as the implications of being unable to understand pupils’ home languages. Regarding their self-perceived knowledge and skills, the content analysis shows that some pre-service primary teachers in this study are aware of how to encourage collaboration between multilingual pupils to involve their languages in their learning, and have knowledge of language comparison and awareness approaches that can be implemented in multilingual classrooms. A concerning finding, however, is that according to pre-service primary teachers’ self-reported communication skills for multilingual pupils, there is a tendency to use simplified language, which may have a negative impact on pupils’ language development. These findings highlight the need for further research that employs a mixed-methods longitudinal approach to gain insights into the depth of knowledge and skills acquired during training and how views of multilingualism in education influence classroom practices. This study further reveals shortcomings of primary teacher education in the Netherlands regarding the topic of multilingualism, which are followed up by preliminary recommendations for improving training programmes; for instance, training institutions should aim to collaborate with more multilingual schools where pre-service teachers can gain first-hand practical experience.
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Dobkowska, Joanna. "Koncepcja wspólnej podstawy biegłości językowej w rozwijaniu umiejętności argumentacyjnych dwujęzycznych uczniów Szkół Europejskich". Kwartalnik Pedagogiczny, nr 65/4 (19.07.2021): 23–36. http://dx.doi.org/10.31338/2657-6007.kp.2020-4.2.
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The article presents the possibility of using the concept of a common core of language proficiency in developing the argumentative skills of the bilingual students of European Schools – an institution comprising a network of educational centres operating in the European Union, which provide multilingual and multicultural pre-school, primary and secondary education. In the study, conducted with the desk research method, the author analysed curriculum documents constituting the basis for the work of native and foreign language teachers in European Schools. The research shows that the curricula for different languages provide for similar general competences, but differ in terms of the philosophy of language education and the emphasis placed on particular content and teaching methods. This opens up the possibility of collaboration between teachers, who can increase the effectiveness of their work by building on skills common to all languages.
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Xu, Bo. "A Comparative Study of Language Educational Policy in China and Western Europe". Journal of Education, Humanities and Social Sciences 8 (7.02.2023): 768–72. http://dx.doi.org/10.54097/ehss.v8i.4351.
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Nowadays, English has become a very important communicative tool for people from non-English-dominant countries. The Chinese government has been trying to push its residents to keep this pace for decades while recently most Western European countries try to avoid English teaching to protect their languages and cultures. Most Chinese students have to study English when they enter Grade 3. The College English Test Band 4 (CET4) has been the basic examination for Chinese students for decades and some universities will even require their students to pass CET6. Certificates of proving passing CET4 and CET6 will also offer help in job hunting. Recently, Chinese government even released the “Chinese culture go abroad” which aims to teach students how to spread Chinese cultures in English. For Western countries, Germany government want to protect their language and maintain the use of English at the same time while English academic writing continues to develop in Italy even these triggered severe debates. Now the Chinese government can see their reward after policies released for decades as it has become one of the strong competitors on academic area while the objectors in Western Europe are still working hard to defend their opinions. However, there are problems with policies released by the Chinese government as some teachers will argue that learning English cost a huge part of students’ time.
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Tórrez, Nahúm Misael. "A framework for characterizing communication-oriented ELT textbooks". Nordic Journal of Language Teaching and Learning 9, nr 2 (5.01.2022): 66–88. http://dx.doi.org/10.46364/njltl.v9i2.903.
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Textbooks hold a fundamental position in English Language Teaching (ELT). Today, their main aim is to contribute to the development of the learner’s communicative competence. This paper sets out to set the basis for constructing a framework for characterizing ELT textbooks, in terms of their opportunities to promote communicative competence. In order to provide a theoretical foundation for the framework, it first introduces the notions of input (Krashen, 1989) and output (Swain & Lapkin, 1995). Then, it presents two influential models of communicative competence, i.e., those of Canale and Swain (1980), and the Common European Framework for Reference of Languages (Council of Europe, 2001, 2018). Following that, it presents two significantly quoted sets of principles for the study of learning materials in Communicative Language Teaching (CLT), i.e., the principles of Richards and Rodgers (2014) and Nation (2007). Building on the models and principles, the paper suggests eleven criteria for characterizing communication-oriented ELT textbooks, covering input in the form of topics and texts, and output in the form of activities. A short discussion of the main affordances of the suggested framework is provided at the end of the article.
Keywords: Communicative Competence, ELT Textbooks, Textbook Analysis, Communicative Language Teaching (CLT).
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Guerra, Luís. "ELF-AWARENESS AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN ELT POLICIES IN PORTUGAL". Estudos Linguísticos e Literários 1, nr 65 (24.04.2020): 49. http://dx.doi.org/10.9771/ell.v1i65.36468.
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<span lang="EN-US">This study attempts to examine to what extent the concepts of Intercultural Communicative Competence and English as a Lingua Franca are theoretically and practically formulated in some of the most recently implemented European and Portuguese English language teaching documents and, if so, how they are framed to be put into practice in the English language classroom. Overall, the documents analyzed—the <em>Common European Framework of Reference for Languages</em> (2001), the <em>CEFR Companion Volume with New Descriptors </em>(2018), both published by the Council of Europe, and the <em>Essential Learnings</em> (2018), introduced by the Portuguese Ministry of Education—display traditional approaches to the development of intercultural (communicative) competence in the English language classroom failing to truly and consistently represent the current role of English as an international lingua franca.</span>
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Anikina, Inessa, Iryna Onishchuk, Ruslana Presner, Olha Osipchuk, Andrii Turchyn i Yanina Pocheniuk. "Problems of foreign-language education of future educators in the context of the search for a new model of humanitarian education". 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): 15–21. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).02.
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Important for the research of the problem of foreign-language education of future teachers of humanitarian specialties in the twentieth century was the search for a new model of humanitarian education, its direction towards forming the system of values, spiritual guidelines, and social norms that determine the dynamics of the development of human civilization, which set new requirements for the level and effectiveness of foreign-language education. The analysis of standards applied in the foreign practice of foreign-language education makes it possible to identify categories of foreign-language knowledge and skills that need to be reflected in documents developed in Ukraine. The use of international experience in the standardization of pedagogical activities in foreign language education and the development of qualification requirements, professional standards, and certification procedures, diagnostic methods for assessing and self-evaluation of pedagogical activities in a foreign language can be used in the process of modernizing the practice of teaching foreign language education for future teachers of humanities at pedagogical universities of Ukraine. Foreign language education of future teachers of humanities is understood as the process and result of the training of specialists in the field of foreign languages with a set of competencies, systematic knowledge, and practical skills that allow solving theoretical and practical tasks on the profile of foreign language training. The influence of the strategic documents of the Council of Europe during the study period on improving the quality of foreign-language education of future teachers of humanities in Ukraine is due to the recommendations of the Council of Europe on language education and the peculiarities of the European educational space, its innovative nature.
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Mendel, Yonatan. "1914 as an inflection point: Arabic teaching in the Jewish community in Palestine". Journal of Arabic Sociolinguistics 2, nr 1 (marzec 2024): 116–30. http://dx.doi.org/10.3366/arabic.2024.0025.
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The late Ottoman period in Palestine witnessed the establishment of some prominent Hebrew educational institutions which, in addition to Hebrew, taught Arabic and other languages. Arabic was primarily taught in Arabic by native speakers – either Palestinians of Muslim or Christian origin, or Jewish-Sephardic teachers (from Palestine or neighboring countries) who were fluent in both the language and the culture. In light of pedagogical developments in the field of Arabic studies in the Middle East, and the widespread instruction of Arabic in Jewish schools, an Arabic-language pedagogical and educational elite developed in Jewish schools in Palestine, composed of Jewish and Arab natives to the region. Yet political and demographic changes transformed Arabic-language study at the start of the century. Whereas at the close of the 19th century, Jews constituted 3% of the population, they had increased to 10% by 1914, and included more and more European Jews as well as Jews who immigrated to Palestine as part of the Zionist movement’s efforts. In other words, for the first time in history, on the eve of World War I most Jews in the country were immigrants from Europe who represented new national Zionist ideologies. Their attitudes toward Arabic instruction were different, their pre-school capabilities in Arabic were nonexistent, and their presence transformed relations between Jews and Arabs alongside Arabic pedagogy in the Jewish school system. Thus, 1914 symbolizes the end of an era of Arabic-language instruction dominated by individuals intimately familiar with Arabic language and culture and ushered in the demise of the Arabic-Sephardic Jewish leadership that had been instrumental to Jewish Arabic-language instruction until that time.
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Bogush, Alla, Tetiana Korolova i Oleksandra Popova. "DEVELOPMENT OF UNIVERSITY STUDENTS’ LINGUOCULTURAL COMPETENCE UNDER CONDITIONS OF CORONAVIRUS PANDEMIC: UKRAINIAN DIMENSION". Advanced Education 8, nr 18 (22.06.2021): 103–17. http://dx.doi.org/10.20535/2410-8286.228611.
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The aim of the study is to analyse the educational means facilitating the development of the linguocultural competence within the academic environment in Ukraine under conditions of the coronavirus pandemic. About 60 senior students and 15 university instructors giving classes in English and Chinese participated in the research. The research methodology is based on analytical and practical analyses of the normative documents facilitating the correlation of foreign language education standards in Ukraine, Europe and China; interviewing; observation (within the experimental study/training). The results show that all students and instructors admitted the importance of culture-related issues in the process of teaching and learning languages; 99% of the teaching staff and 75% of the students chose a more detailed content of culture-related issues to be taught/learnt; 80% of instructors and 78% of the students highlighted the importance of organising culture-related events. The research results show that it is crucial to accomplish a balanced integration of language and culture in the teaching process. Teachers should clearly understand what cultural information is significant and how to make efficient use of it by applying digital resources. The key issues teachers should pay attention to are the evaluation of cultural information, its accessibility and the most efficient ways to present it to students.
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Shackleton, Caroline. "Developing CEFR-related language proficiency tests: A focus on the role of piloting". Language Learning in Higher Education 8, nr 2 (25.09.2018): 333–52. http://dx.doi.org/10.1515/cercles-2018-0019.
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Abstract Most language proficiency exams in Europe are presently developed so that reported scores can be related to the Common European Framework of Reference for Languages (CEFR; (Council of Europe. 2001. Common European framework of reference for languages: learning, teaching, assessment. Cambridge: Cambridge University Press.). Before any CEFR linking process can take place, such tests should be shown to be both valid and reliable, as “if an exam is not valid or reliable, it is meaningless to link it to the CEFR [and] a test that is not reliable cannot, by definition, be valid” (Alderson, Charles J. 2012. Principles and practice in language testing: compliance or conflict? Presentation at TEA SIG Conference: Innsbruck. http://tea.iatefl.org/inns.html (accessed May 2017).). In the test development process, tasks developed based on test specifications must therefore be piloted in order to check that test items perform as predicted. The present article focuses on the statistical analysis of test trial data provided by the piloting of three B1 listening tasks carried out at the University of Granada’s Modern Language Center (CLM). Here, results from a detailed Rasch analysis of the data showed the test to be consistently measuring a unidimensional construct of listening ability. In order to confirm that the test contains items at the correct difficulty level, teacher judgements of candidates’ listening proficiency were also collected. The test was found to separate A2 and B1 candidates well; used in conjunction with the establishment of appropriate cut scores, the reported score can be considered an accurate representation of CEFR B1 listening proficiency. The study demonstrates how Rasch measurement can be used as part of the test development process in order to make improvements to test tasks and hence create more reliable tests