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Статті в журналах з теми "Language and languages Study and teaching Australia"
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Sneddon, J. N. "Teaching informal Indonesian." Australian Review of Applied Linguistics 24, no. 2 (January 1, 2001): 81–95. http://dx.doi.org/10.1075/aral.24.2.06sne.
Повний текст джерелаАнотація:
Abstract Of the Major Asian languages taught in Australia, Indonesian is the only one which exists in a diglossic situation, in which the language of everyday conversation is significantly different from the formal language. Indonesian language teaching in Australia concentrates largely on the ‘high’ form of the language; in most schools and universities the everyday variety is dealt with either superficially or not at all. As a result, most Australian learners develop no proficiency in this variety. Unlike the formal language, informal Indonesian is highly context-bound, with presuppositions and shared knowledge playing an essential role in conveying meaning. The paper looks at the preposition soma to demonstrate this distinction between formal and informal language. Using language appropriate to the situation is essential to ‘good manners’ and effective communication. Hence it is important to incorporate teaching of informal language into Indonesian courses, particularly the variety spoken by the Jakartan middle-class, which is acquiring status as a standard colloquial form of the language. It has as yet been subjected to very little study and as a result almost no materials are available for teaching it. Moreover, most non-native teachers have little or no knowledge of it. Only when descriptions of this variety are available can effective teaching be implemented.
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Gassin, June. "Innovations in university language teaching." Language Teaching and Learning in Australia 9 (January 1, 1992): 19–32. http://dx.doi.org/10.1075/aralss.9.02gas.
Повний текст джерелаАнотація:
University language teaching in Australia has undergone significant changes over the past few years in spite of considerable constraints. Many institutions have responded positively to the changing needs of their students with new courses, study abroad programs and summer schools. This paper focuses on some recent innovations taking place in language teaching at the University of Melbourne. These relate to both policy and practice and include the establishment of a School of Languages. Taken as a whole these innovations constitute an important step in the development of a coherent university language policy and provide new directions in language teaching at this University.
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Scarino, Angela. "A rationale for acknowledging the diversity of learner achievements in learning particular languages in school education in Australia." Describing School Achievement in Asian Languages for Diverse Learner Groups 35, no. 3 (January 1, 2012): 231–50. http://dx.doi.org/10.1075/aral.35.3.01sca.
Повний текст джерелаАнотація:
In school languages education in Australia at present there is an increasing diversity of languages and learners learning particular languages that results from a greater global movement of students. This diversity builds on a long-established profile of diversity that reflects the migration history of Australia. It stands in sharp contrast to the force of standardisation in education in general and in the history of the development of state and national frameworks for the learning of languages K-12 in Australia and indeed beyond. These frameworks have characteristically generalised across diverse languages, diverse learner groups and diverse program conditions, in particular, the amount of time made available for language learning. In addition, in the absence of empirical studies of learner achievements in learning particular languages over time, the development of such frameworks has drawn primarily on internationally available language proficiency descriptions [such as the American Council for the Teaching of Foreign Languages (ACTFL), the International Second Language Proficiency Rating Scale (ISLPR), and more recently the Common European Framework of Reference (CEFR)] that were developed primarily to serve reporting and credentialing rather than learning purposes. Drawing on a description of the current context of linguistic and cultural diversity and on a brief characterisation of the history of curriculum and assessment framework development for the languages area, I provide a rationale for acknowledging in the development and use of frameworks (i.e. descriptions of achievements) the diversity of languages that comprise the languages learning area in Australia and, in particular, the diverse learner groups who come to their learning with diverse experiences of learning and using particular languages. The Student Achievement in Asian Languages Education (SAALE) study provides an example of the development of descriptions of achievement that are sensitive to these dimensions of context. I discuss the rationale for such context-sensitive descriptions in relation to their potential purposes and uses at the language policy and planning and educational systems level, at the teaching and learning level, and in ongoing research.
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Napier, Jemina. "Training sign language interpreters in Australia." Babel. Revue internationale de la traduction / International Journal of Translation 51, no. 3 (December 31, 2005): 207–23. http://dx.doi.org/10.1075/babel.51.3.01nap.
Повний текст джерелаАнотація:
Abstract This paper describes an innovative approach to training sign language interpreters, through a program established at Macquarie University in Sydney, Australia. The course is innovative because sign language and spoken language interpreting students jointly study key subjects, which enables all students to gain insight into the theoretical applications and professional practices of their respective working experiences. This component is particularly innovative as sign language interpreting programs are typically provided as language specific courses with little (if any) exposure to interpreting students of other languages. This paper will provide an overview of the program for both spoken and signed language interpreters, detailing the structure, content and delivery modes, with the aim of encouraging other interpreter educators to consider combining the teaching of all language interpreters.
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Moore, Paul J., and Adriana Díaz. "Conceptualizing language, culture and intercultural communication in higher education languages programs." Language and Intercultural Communication Pedagogies in Australian Higher Education 42, no. 2 (July 15, 2019): 192–213. http://dx.doi.org/10.1075/aral.00024.moo.
Повний текст джерелаАнотація:
Abstract Languages curricula are an important, yet underutilized, site for students’ development of intercultural knowledge, awareness and skills in higher education, though there has been little related empirical research. Given the key role teachers play in student learning, in the context of two Australian universities, this study explores language teaching academics’ perspectives on language, culture and intercultural communication, and how these are reflected in their teaching approaches. As part of a larger needs analysis project into the teaching of languages and intercultural communication, this article reports on semi-structured interviews with ten academic staff engaged in teaching and/or researching languages, and one study abroad coordinator with a language teaching background. Interpretations of the key concepts varied, as did participants’ reported approaches to teaching, from critical to instrumental. Teachers’ interpretations and approaches were influenced by their teaching and learning histories, and while there were a range of approaches to the incorporation of the (inter)cultural in the teaching of languages, this was approached more critically than reported in previous studies. Contextual features which may limit such integration of language and culture are discussed, as is the contribution of languages teachers to students’ development of intercultural competence.
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Fhonna, Rahmi, and Yunisrina Qismullah Yusuf. "Indonesian Language Learning Methods in Australian Elementary Schools." Journal of Language and Education 6, no. 2 (June 30, 2020): 106–19. http://dx.doi.org/10.17323/jle.2020.10080.
Повний текст джерелаАнотація:
Previous studies have largely focused on the importance, problems, and challenges of teaching second languages in Australian schools, but very few have investigated the teaching methods used in the classroom to do so. Therefore, the purpose of this study is to identify the methods applied by teachers who teach Indonesian as a second language in one of the public primary schools in South Australia to enable their Australian students to comprehend the instruction in the Indonesian class. The data were collected through observational field notes and video recordings of three class meetings from two teachers. Evidence gives validity to analysis, and thus the data were analysed using the transcription conventions as proposed by Burns, Joyce & Gollin (1996). The results showed that the most frequently used methods by the teachers in teaching Indonesian to the Early Year level students were TPR (total physical response) and GTM (grammar-translation method). TPR was useful as the act of moving around seemed to help the children remember the vocabulary. Furthermore, GTM helped the teachers clarify the meanings of words and sentences for the students by translating them into their first language, i.e. English. These methods were not taught in isolation but were integrated by the teachers with other methods such as the direct method and audio-lingual method. The reflection of this teaching practice is considered a worthwhile contribution for other teachers who are also teaching Indonesian in other countries and as additional insights to immerse themselves in their language teaching practice. Moreover, considering the benefits of becoming bilingual, such as in communication, culture, cognition, character, curriculum, and economy, schools should provide more training for teachers to help them be able to use the best techniques in teaching the second language to enable and empower them to integrate other languages into their classes.
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Ringel, Christina. "The Role of Country and Self-Determination in Revitalisation." Zeitschrift für Australienstudien / Australian Studies Journal 36 (2022): 13–29. http://dx.doi.org/10.35515/zfa/asj.36/2022.02.
Повний текст джерелаАнотація:
The UNESCO Decade of Indigenous Languages (2022-2032)is a good opportunity for shining a light on language endangerment in Australia. In this paper, I argue that many causes of endangerment can be traced back to a relocation of speakers of Indigenous languages from their traditional land. A case in point is the endangered language Miriwoong. The analysis of a case study with the Miriwoong people will demonstrate that both their traditional educational practices and several current revitalisation projects rely on access to traditional Country. Miriwoong is no longer transmitted in natural contexts, i.e. it is not spoken and learned in the family home. Thus, in order to achieve the goal of countering endangerment, the community needs the support that Australian governments can provide via the mainstream education system. For such projects to be effective, self-determination needs to be part of any policies concerning formal education. This ensures that traditional beliefs and practices, such as teaching ‘on Country’, can be properly incorporated.
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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, no. 1 (June 17, 2011): 335–46. http://dx.doi.org/10.12697/jeful.2011.2.1.22.
Повний текст джерелаАнотація:
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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Liddicoat, Anthony J. "Culture for language learning in Australian language-in-education policy." Australian Review of Applied Linguistics 28, no. 2 (January 1, 2005): 28–43. http://dx.doi.org/10.1075/aral.28.2.03lid.
Повний текст джерелаАнотація:
Abstract Australia’s language-in-education policy documents have consistently included references to the place of ‘culture’ in language teaching. This paper seeks to examine how the major national policies conceptualise culture and interculturality in relation to languages education. For each policy, this study will analyse the language focus, the conceptualisation of the relationship between language and culture, the contexts in which the policy envisages cultural knowledge will be relevant, and the overall educative vision for language and culture learning. From these analyses it can be seen that successive policy documents have shifted the domain and purpose of interculturality and have constructed views of interculturality that are increasingly instrumentaly focused. The policies show a transformation from a humanistically focused construction of education and a view of languages as relevant to diversity, to an economically focused construction of education and a view of languages as capital for economic deployment. At the same time, they have preserved a largely static, information-focused construction of culture which is not consistent with the user-oriented policy goals.
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Zulferdi, Lazuar Azmi, and Nudia Imarotul Husna. "Exploring Intercultural Capability on Indonesian Teachers of English: A Narrative Study." JEELS (Journal of English Education and Linguistics Studies) 9, no. 2 (December 5, 2022): 411–31. http://dx.doi.org/10.30762/jeels.v9i2.544.
Повний текст джерелаАнотація:
This paper presents a study on the development of Indonesian English as a Foreign Language (EFL) teachers’ intercultural capability in an overseas study program and its impacts on classroom English Language teaching practices. By using narrative inquiry as a research methodology, this study draws on the stories of two Indonesian EFL teachers’ experiences of intercultural learning during the master's degree program overseas. Data were gathered through semi-structured individual interviews with Indonesian EFL teachers who have completed Master of Teaching English to Speakers of Other Languages (TESOL) studies in Australia. Findings show that communication and cultural disequilibrium in an overseas study program plays a crucial role in the development of EFL teachers’ intercultural capability to enable them to develop their attributes from ethnocentrism to ethnorelativism. The findings also reveal that although the teachers become interculturally capable, the overseas study program does not necessarily contribute to their oral English skill development. As a further result, this study reveals that the development of the teachers’ intercultural capability affects their subsequent classroom English teaching practices in a way that they begin to employ dialogical communication and interaction by reflecting on their past experiences.
Дисертації з теми "Language and languages Study and teaching Australia"
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Debela, Nega Worku. "Minority language education with special reference to the cultural adaption of the Ethiopian community in South Australia /." Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phd2858.pdf.
Повний текст джерела
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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.
Повний текст джерелаАнотація:
In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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Mrowa, Colette. "Communication, discourse, interaction in language classes. /." Title page, contents and summary only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phm939.pdf.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).
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Mercieca, Paul. "Teacher attitudes to approaches to teacher education in adult TESOL." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1732.
Повний текст джерелаАнотація:
This study looked closely at the attitudes of TESOL teachers to a range of approaches to teacher education, with particular emphasis on the role of classroom observation. The influence of pre- and in-service training and the school environment was probed through semi-structured interviews and confirmatory discussions. Participants for this qualitative study were practising TESOL teachers at the Centre for International English, Curtin University, Western Australia. The approach taken was to allow them, as far as possible, to identify issues in teacher education for themselves. At the same time, their words were used, where possible, to describe attitudes to these issues. Any categories which emerged during analysis were regarded as flexible and dynamic. The research shed useful light on the attitudes of teachers with implications for teacher educators in TESOL. It found that informants introspecting on teacher education were mainly concerned with classroom events, but also believed factors outside the classroom and teaching itself, such as personal experience, to be worthy of consideration. The range of contexts in which teacher development takes place is represented in this study as the 'Action- Reflection continuum', which covers six linked aspects. Teaching, the first aspect, is at the 'action' end of the continuum, which then moves through Observing, Being observed, Hearing and Talking about Teaching, Reading and Writing about Teaching, and finally to Personal Development, at the 'reflection' end. Within the individual aspects of teacher development a range of main factors were found to be influential. These were the degrees of experience, comfort, formality, reality, contact with others, and the appropriate balance between theory and practice. A number of clear and consistent views emerged. Teaching itself was clearly a major context for development and unobserved teaching was felt to be extremely valuable at both pre- and in-service. At the same time feedback was considered to be so crucial that some form of observation was essential and unavoidable. When teachers themselves are observed by senior staff, a range of situational factors influence the level of comfort experienced and development taking place. Clearly peer observations were felt to be valuable and less threatening in general. They were felt to be most useful at in-service level, but generally conducive to teacher development. Informants also felt that there were developmental opportunities outside the classroom, particularly of an informal nature, via workshops and other staff interactions, and via personal reflection. The findings of the study support the now strong conviction amongst many of those writing about teacher education that experiential and reflective approaches are preferable to purely behavioural. Previous findings that teachers wish to be actively involved in their own development, participating and interacting with colleagues within a framework of strong institutional support, are also vindicated. At the same time it is clear that more traditional supervisory and evaluative approaches to such matters as classroom observation are still felt to be essential.
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Batt, Deleece A. "The communicative orientation of virtual language teaching in upper primary and lower secondary telematics in Western Australia." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/36669/1/36669_Digitised%20Thesis.pdf.
Повний текст джерелаАнотація:
The aim of this study was to investigate the communicative orientation of classroom interaction in Japanese language lessons that are conducted in the virtual environment of synchronous (real-time) telematics. Specifically, the study examined Japanese telematics classrooms in upper primary and junior secondary schools in Western Australia. This study focused on whether the interaction in the classes studied, evident in the virtual learning mode of telematics was facilitative of second language (L2) acquisition.
The form of telematics used in this study was synchronous communication between teacher and students using telephone and computer links, sometimes also referred to as "audiographics". Telematics may also include the use of other communication technologies, such as live interactive television (LIT) however this was not available to all sites in the current study so it was not investigated.
The aim of this study is articulated through the research questions:
1. What is the nature of the communicative orientation in upper primary and junior secondary Japanese language classrooms in telematics mode?
2. ls the interaction observed in Japanese language telematics classrooms of the type that promotes L2 acquisition?
The first question seeks to identify the relative emphasis placed on interaction and form-focused interaction in the telematics classroom context. The second question identifies whether the features of interaction that SLA researchers suggest promote L2 acquisition are evident in the telematics context. This study uses the term interaction to refer to the type of human-human communicative interaction occurring in L2 telematics classes via the computer/technology that is facilitated by a number of key communicative features of interaction drawn from the second language acquisition (SLA) research. Interactivity on the other hand is used to refer to the human-computer engagement which is technologically facilitated.
Subjects in the study were three telematics teachers, with distributed classes across several student receival sites. The study examined descriptive process data collected from Japanese telematics classes in Western Australia via audio and video recordings. The study engaged in a descriptive inquiry using Classroom-Centred Research (CCR) methodology. CCR as a methodology provides evidence about the nature and influence of language instruction and classroom interaction have on L2 acquisition. This study used multi-methods of data collection via four stages: teacher questionnaire, classroom observations of interactions, teacher focus group discussion and follow-up interviews conducted later in the study to confirm the findings.
The major analytical tool used was the current version of the Communicative Orientation of Language Teaching (COLT) Observation (1995). The use of this scheme stems from its ability to bring together all of the communicative variables to capture features deemed theoretically and empirically relevant to the L2 classroom. The COLT Observation Scheme also provides a framework for comparing features of discourse in classrooms with features of natural language acquisition considered to be facilitative of L2 acquisition. In this way the extent to which an instructional treatment may be characterised as communicatively orientated can be measured. Both Part A and Part B of the scheme were used. The features and categories in Part A are primarily derived from pedagogical issues identified in the literature on communicative language teaching (CL T). Features and categories in Part B reflect issues in first and second language acquisition. The only modification was an additional investigation of how form was used in the telematics lessons.
Although recent studies have recommended improvements to telematics delivery, no other known study has specifically investigated whether the interaction evident in the delivery of Japanese via telematics is of the type that promotes successful L2 acquisition. Through the use of the COLT Observation Scheme, this study was able to capture and measure features of L2 classroom interaction in these telematics environments.
The results indicate that there were a number of internal and external variables that influenced the nature of the communicative orientation of telematics classes in this study. In terms of the communicative features of interaction identified in the COLT Observation Scheme as predictors of successful L2 acquisition, a number of these were not strongly evident in the results, for example, use of the target language, interaction in group work, use of extended text, use of authentic resources and student-made materials, reaction to message and clarification request.
Pedagogic factors impinging on the communicative orientation of the telematics environment included the highly teacher-centred nature of the telematics context. The use of the computer as a controlling device and the only visual connection also moved teachers further towards a more directive delivery style and greater dependence on using the L 1. Given the recent support for the incorporation of some focus on form into a communicative curriculum, the supplementary focus on form data revealed how the electronic nature of telematics delivery influenced how form was taught and the overuse in some cases of vocabulary games, drilling, substitution and repetition. There was also little evidence of students initiating discourse, negotiating activities or requesting clarification. Students engaged in mainly minimal rather than extended text thus limiting opportunities to experiment with the L2.
The communicative orientation of L2 telematics classes in this study was also impacted upon by a number of external factors, such as noise, technical breakdowns and inadequate learning environments at receival sites. The impact of the absence of a two-way human visual connection led to teachers using a more directive style of teaching where "silences" were often filled with teacher talk. Teachers identified this limitation as also limiting opportunities for students to obtain comprehensible input. However, teachers developed useful compensation strategies to overcome some of these limitations such as, using colour on the computer screen and tone of voice to highlight salient features. They also introduced games that promoted interaction between sites.
Whilst this study has revealed that some of the communicative features of interaction are evident, a greater number of these features need to become more prominent or more communicative. As well as targeting the technological orientation of the delivery method by adding a human visual connection, this would also involve the careful incorporation of the features that are characteristic of a more communicative approach to L2 acquisition.
This study has contributed to the fields of SLA and virtual delivery in a number of ways. It has added to the existing literature base through interfacing the SLA literature with the telematics literature. It has also contributed to a new methodology by taking an existing methodology and methods and applying them to the virtual L2 telematics classroom, in particular, the use of the COLT Observation Scheme in a virtual context. A contribution this study has made to language teaching through telematics lies in a mapping framework that has evolved from the study that aims to bring the type of interaction that occurs in SLA, communicative interaction and telematics closer together.
Further research needs to determine how interaction can be more effectively promoted m the telematics and virtual learning environments. It is anticipated that this study will encourage other researchers to further investigate the benefits of a more communicatively orientated intervention which will ultimately lead to positive L2 learning outcomes for all students in telematics environments and the broader virtual learning contexts.
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Chinen, Glenn Y. "Language process errors in year 9 mathematics problem solving : a multi-strategy language-based intervention." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/197.
Повний текст джерелаАнотація:
In the past two decades there has been a growing body of literature acknowledging and supporting the important role that language plays in the teaching and learning of mathematics. There have been numerous and significant research studies drawing special attention to the influence of language factors on mathematics learning. These studies have also indicated the inappropriateness of many remedial mathematics programs in which there is an over-emphasis on the revision of standard algorithms instead of a focus on language based activities (Markshoe, 2000). There appears to be a lack of research that gauges the effectiveness of intervention programs specifically focusing the literacies needed for mathematics.
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Evans, Simone Kirsten School of Modern Languages UNSW. "How can teachers best enable adult English language learners to interact verbally?" Awarded by:University of New South Wales. School of Modern Languages, 2004. http://handle.unsw.edu.au/1959.4/20512.
Повний текст джерелаАнотація:
The study revolves around the delivery of an ESOL (English to Speakers of Other Languages) program on conflict management in the workplace to a small group of adult learners studying in a private educational institution in Sydney, Australia. The program was of four days???? duration, and was delivered over a four-week period. It involved both in-class and out-of-class tasks, and required learners to analyse their own discourse practices, those of other learners, and those of the speech community in which they were living. The program had two principle objectives. Firstly, it asked whether learners are able to modify their discourse practices at will in order to achieve successful negotiation outcomes. Secondly, it explored the effect of deliberately altered discourse styles on perceptions of learners held by speech community members. The methodology employed to achieve these objectives was ethnographic in nature and involved the following processes: 1. Learners were video-taped negotiating with other learners before and after the program. 2. Learners undertook the program aimed at increasing their ability to negotiate in business environments using culturally appropriate spoken language in conjunction with compatible prosodic and paralinguistic features as well as conversation management strategies. Learners kept diaries of their experiences and self-evaluation, and were interviewed following the course. 3. A group of nine native speakers of English viewed the 'before' and 'after' video-tapes and completed a survey aimed at collecting and quantitatively measuring (change in) their perceptions of the learners. This change was statistically analysed using a repeated-measures t test. The effect proved statistically significant overall; t(80) = 1.990, p>.01, two-tailed. 4. The 'before' and 'after' negotiations were then analysed by the researcher using ethnomethodological Conversation Analysis, modified to include some aspects of facial expression. The implications of the findings for teaching 'Business English', 'Global English' and 'Speaking' more generally are then discussed.
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Ainsworth, Sharon G. "Perspectives on differentiation in practice : an interpretive study from teaching Japanese as a second language in Western Australian secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/288.
Повний текст джерелаАнотація:
This focus of this interpretive study was aimed at presenting an active conception of differentiated curriculum from within the context of Western Australian (WA) second language teaching practice. Significantly, research into differentiation is a relatively new phenomenon in Australia and in particular, to WA second language teaching. Data was collected from seven Japanese language tcachers and their perspectivcs illustrated the realities of individual teaching in the construction and implementation of diffrerentiated curriculum. These teachers worked within an outcomes-based Curriculum Framework (Curriculum Council. 1998) mandate which defines curriculum for all WA schools and require responsive teaching to cater for the myriad range of learners apparent in classrooms. Differentiation authors suggest how teachers may differentiate classroom elements of ' content', 'process'. 'product' and 'learning environment' and design curriculum in response to student needs and address learner characteristics of 'readiness', 'interest', 'learning profile' and 'affect'. Teachers' interviews in this study highlighted how students enter Year 8 with a range of prior primary school second language learning experience that differs in terms of intensity, duration or type. Students in transition to secondary school may therefore be both beginners and continuers of the Japanese language and be in the same Year 8 class.
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Kazemi, Ali School of Modern Language Studies UNSW. "A systematic study of self-repairs in second language classroom presentations: with some reference to social variables and language proficiency." Awarded by:University of New South Wales. School of Modern Language Studies, 2006. http://handle.unsw.edu.au/1959.4/24298.
Повний текст джерелаАнотація:
Self-repairs have been the subject of investigation in a number of research areas, notably psycholinguistics and conversation analysis. This study has aimed at the examination of self-repairs in second language classroom presentations. Specifically, it has sought to gain insight into self-repairs in naturally occurring talk and to explicate the possible relationships between the variables of age, sex, and educational background and self-repair behaviour of L2 speakers as well as the possible link between self-repair and proficiency. Accomplishing these required a scrutiny of individual self-repairs and their classification. However, the classifications which have traditionally been used in the psycholinguistic approach suffer from a number of shortcomings, as they are usually based on the analysis of surface forms of self-repairs. Because of the subjectivity involved in this process, there has been considerable variation in terms of classes of self-repairs and also the decision as to where a given self-repair belongs. An in-depth analysis of self-repair data revealed that self-repairs do cluster into categories. This analysis also yielded a set of features which are relevant to the study of self-repairs. In addition to showing that the established categories are mutually exclusive, comparison of major categories of self-repairs according to these features, which characterise the trajectory of self-repairs, resulted in the explication of a number of regularities in the way L2 speakers carry out self-repairs. Having established a data-driven classification of repairs, an attempt was made to see whether learner variables of age, sex and educational background have any significant effect on self-repairs. It turned out that none of these variables have a significant effect on self-repairs. In addition, it became clear that while beginning, intermediate, and advanced L2 speakers have been shown to demonstrate significant proficiency-related differences, these differences fade away when they come from the same proficiency level.
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Paolino, Annamaria. "An interdisciplinary intervention : the potential of the Orff-Schulwerk approach as a pedagogical tool for the effective teaching of Italian to upper primary students in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/557.
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Since the second half of the twentieth century, Italian has been the second language spoken in Western Australia. In the primary school sector, there are over two hundred Italian teachers engaged with primary students. Many Italian teachers also use music/song as a pedagogical tool. The first part of the research examines the extent that music/song is used in primary Italian classes, as well as how and why they are used. The second part of the research centres on the use of the Orff-Schulwerk approach as an integrated music approach to teaching Italian. The research examines the success of a trialled intervention with a group of upper primary Italian language teachers, as well as exploring the support that is required to support Italian as a second language specific to upper primary contexts.
The research findings conclude that the novelty of the Orff-Schulwerk approach is considered effective in the teaching and learning of Italian. However, the research also highlights a number of constraints, which need to be addressed if teachers are to provide students with a rich and engaging curriculum.
Книги з теми "Language and languages Study and teaching Australia"
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Moloney, Robyn. Language teachers' narratives of practice. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, 2013.
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2
Scarino, Angela. Australian language levels guidelines. Woden, A.C.T. [Australia]: Curriculum Development Centre, 1988.
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3
Jenkins, Heather J. Learning languages in western Australian primary schools: A needs survey for the teaching of language other than English at the primary level in Western Australia. [Perth?]: Western Australian Multicultural Education Advisory Committee, 1986.
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Australia's many voices: Australian English--the national language. Berlin: Mouton de Gruyter, 2004.
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5
Ceil, Lucas, ed. Multilingualism and sign languages: From the Great Plains to Australia. Washington, D.C: Gallaudet University Press, 2006.
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Language & learning: An introduction for teaching. 5th ed. Oxford: Oxford University Press, 2010.
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Roberts, Bryn. A review of the National Aboriginal Languages Program. Canberra: Pitman Roberts and Partners, 1990.
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White, Ely. An ecology of relationship: Language, understanding and education. Batchelor, N.T: Batchelor Institute of Indigenous Tertiary Education, 1999.
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1947-, Wolf Volker, ed. Bibliography of German studies in Australia: Didactics, film, language, literature. München: Iudicium Verlag, 1993.
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Susanto, Djoko. Teaching Indonesian language in Australia: A methodological perspective of primary English teaching in Indonesia. Malang, East Java, Indonesia: UIN-Malang Press, 2009.
Знайти повний текст джерелаЧастини книг з теми "Language and languages Study and teaching Australia"
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Muchnik, Malka, Marina Niznik, Anbessa Teferra, and Tania Gluzman. "Teaching the Four Languages in Israel." In Elective Language Study and Policy in Israel, 65–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34036-4_3.
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Gale, Mary-Anne. "Square Peg in a Round Hole: Reflections on Teaching Aboriginal Languages Through the TAFE Sector in South Australia." In Language Policy, 455–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50925-5_28.
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Ballester-Roca, Josep, and Camilla Spaliviero. "CLIL and Literary Education: Teaching Foreign Languages and Literature from an Intercultural Perspective—The Results of a Case Study." In Teaching Language and Content in Multicultural and Multilingual Classrooms, 225–51. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56615-9_9.
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"Teaching Chinese in Australia: A Case Study." In Language Education in the School Curriculum, 181–98. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350069497.ch-009.
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Simpson, Jane. "Language studies by women in Australia." In Women in the History of Linguistics, 367–400. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0015.
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Few women contributed to documenting Indigenous Australian languages in the nineteenth century. Brief accounts are given of six settler women who did so: Eliza Dunlop (1796–1880), Christina Smith (‘Mrs James Smith’; 1809?–1893), Harriott Barlow (1835–1929), Catherine Stow (‘K. Langloh Parker’; 1856–1940), Mary Martha Everitt (1854–1937), and Daisy May Bates (1859–1951). Their contributions are discussed against the background of forty-four other settler women who contributed to language study, translation, ethnography, or language teaching. Reasons for the relative absence of women in language documentation included family demands, child raising, and lack of education, money, and patrons, as well as alternative causes such as women’s rights. Recording Indigenous languages required metalinguistic analytic skills that were hard to learn in societies that lacked free education. Extra obstacles for publication were remoteness from European centres of research, and absence of colleagues with similar interests.
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Wang, Yuping, and Nian-Shing Chen. "Engendering Interaction, Collaboration, and Reflection in the Design of Online Assessment in Language Learning." In Computer-Assisted Foreign Language Teaching and Learning, 16–39. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch002.
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As suggested by its title, this chapter situates online assessment in language learning in complete online mode as opposed to blended learning (i.e., campus-based learning supported by online components), or traditional distance language learning with no online components. Online language learning discussed in this study has its own inherent characteristics. Typically, this type of learning features the physical separation of learners from one another and from their education providers. Consequently, without the support of sophisticated online educational technologies, the provision of interaction, collaboration, and reflection, the fundamental elements in modern education would be problematic. This chapter discusses the framework developed for the design of online assessment that engenders interaction, collaboration, and reflection, by taking advantage of advanced online educational technologies. Examples of online assessment design drawn from the assessments implemented in an online Chinese program at Griffith University, Australia, are evaluated to establish the validity of the proposed design framework. These discussions also lead to recommendations for online assessment design for online language learning.
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Han, Feifei, and Zizhen Wang. "Willingness to Communicate." In Study Abroad Contexts for Enhanced Foreign Language Learning, 96–119. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3814-1.ch005.
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This chapter examines factors impacting L2 WTC among Chinese ELLs studying in an EAP program in Australia. Adopting both quantitative and qualitative methods, three questionnaires were used to measure L2 WTC, English learning motivation, and self-rated English proficiency; and semi-structured interviews were used to triangulate and complement questionnaire data. The main results were (1) L2 WTC with friends was higher than L2 WTC with acquaintance and with strangers and (2) L2 WTC with strangers and acquaintances were positively related to integrativeness and attitude toward the learning situation, but not with motivation intensity. L2 WTC with friends did not correlate with any of the scales in the English learning motivation; thus, (3) L2 WTC with strangers and acquaintances but not with friends had positive association with self-rated English proficiency, and (4) factors such as teaching methods, teachers' attitude, learning style, and personality all impacted on L2 WTC. The results are discussed and practical implications are articulated.
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Hanewald, Ria. "Professional Development with and for Emerging Technologies." In Pedagogical Applications and Social Effects of Mobile Technology Integration, 175–92. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2985-1.ch010.
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This chapter provides a case study of professional development for a cohort of Asian languages teachers in Australia who undertook training with new technologies during 2011. While the use of emerging technologies requires a learning curve in terms of technical skill, the pedagogical understanding and affordance of those teaching and learning platforms have to be equally acquired. The group of 41 teachers of Chinese (Mandarin), Indonesian, and Japanese participated in three interwoven yet distinct components: exploration and integration of new technology devices and applications, familiarization with the pedagogical affordances of new media in the classroom, and acquaintance with action research as a tool for teacher professional development. Findings indicate that the chosen combination was a successful mixture to improve their professional practice while integrating innovative approaches into classroom practices that were not only effective in the immediate term but also sustainable over the longer term.
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Hanewald, Ria. "Professional Development with and for Emerging Technologies." In Adult and Continuing Education, 1010–27. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch057.
Повний текст джерелаАнотація:
This chapter provides a case study of professional development for a cohort of Asian languages teachers in Australia who undertook training with new technologies during 2011. While the use of emerging technologies requires a learning curve in terms of technical skill, the pedagogical understanding and affordance of those teaching and learning platforms have to be equally acquired. The group of 41 teachers of Chinese (Mandarin), Indonesian, and Japanese participated in three interwoven yet distinct components: exploration and integration of new technology devices and applications, familiarization with the pedagogical affordances of new media in the classroom, and acquaintance with action research as a tool for teacher professional development. Findings indicate that the chosen combination was a successful mixture to improve their professional practice while integrating innovative approaches into classroom practices that were not only effective in the immediate term but also sustainable over the longer term.
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Couzens, Vicki, and Christina Eira. "Meeting Point: Parameters for the Study of Revival Languages." In Endangered Languages. British Academy, 2014. http://dx.doi.org/10.5871/bacad/9780197265765.003.0015.
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As language revival and revitalization rapidly become primary modes of community-based work in Aboriginal Australia, the need for a theoretical foundation for the linguistic scenarios that emerge is becoming increasingly evident. Language revival presents a new situation for analysis, as languages are simultaneously researched, learned, and developed in a single overarching and ongoing process. This brings to the fore the need to account for and implement vernacular approaches to language as well as disciplinary ones, as the languages are simply not available for objective academic study outside of community-internal motivations, processes, and analyses. To this end, the authors aim to develop a research methodology and epistemology that can benefit from ways of knowing and learning privileged in Aboriginal communities, as well as those of academic linguistics. The meeting points of these can be explored through collaborative community-based ventures, and in direct response to current developments in language revival itself.
Тези доповідей конференцій з теми "Language and languages Study and teaching Australia"
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Zeng, Yueying. "BARRIERS TO TECHNOLOGY INTEGRATION INTO TEACHING CHINESE AS A FOREIGN LANGUAGE: A CASE STUDY OF AUSTRALIAN SECONDARY SCHOOLS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1795.
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Суслова, Оксана Валентиновна, and Павел Витальевич Савко. "CASE METHOD IN TEACHING FOREIGN LANGUAGES TO STUDENTS OF LANGUAGE-STUDY EDUCATION." In Слово, высказывание, текст в когнитивном, прагматическом и культурологическом аспектах. Челябинск: Челябинский государственный университет, 2022. http://dx.doi.org/10.47475/9785727118054_289.
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Mukhametkaliyeva, Saya. "VIRTUAL REALITY IN TEACHING OF FOREIGN LANGUAGES." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(23).
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The study of the mechanisms of language and speech abilities has shown that the most effective method of learning a foreign language is the method of full immersion, since students enter the natural language environment and are in it constantly. But the learning process in the classroom, no matter how organized and communicative it may be, cannot replace the real teaching experience. Since the most important factors for effective learning of a foreign language are the language environment and motivation, therefore, the development of new motivational language learning environments, including virtual reality (VR), is the main elements of the learning process. In such an educational space, virtual reality helps students to understand phenomena and situations that cannot be understood and explained using traditional methods in order to become part of the real world through modeling. In general, virtual reality is an ideal learning environment, and the possibilities of its technologies for learning have an extremely high potential for application
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Ramazanova, Zarina, and Alfiya Kitibayeva. "INNOVATIVE TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES AT AN EARLY AGE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(27).
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The article presents an analysis of the most popular innovative educational technologies used in the modern educational process. The author gives the main methodological principles and criteria that can ensure the effectiveness of the use of innovative educational technologies and improve the quality of foreign language education. The research aim is to analyze new methods of technologies in education process, particularly, in a foreign language teaching. For Generation Z diversity of teaching approaches are required. Innovative technologies are intended for diversifying the methods and forms of teaching. During the study interactive technology, game technology, mobile learning and “quest” technology were examined. In addition to it, their essence and characteristics are observed
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Kapustina, Liubov Viktorovna. "TEACHING FOREIGN LANGUAGES: BETWEEN DIDACTIC PRINCIPLES AND PRAGMATISM." In Russian science: actual researches and developments. Samara State University of Economics, 2020. http://dx.doi.org/10.46554/russian.science-2020.03-1-320/322.
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Foreign language teachers have been forced to position themselves as thoughtful practitioners who are looking for opportunities to combine the principles of methodology and pragmatism in order to most effectively fulfill their mission. It is the efficiency of the foreign languages course that is the main goal today. The purpose of this study is to analyze the didactic principles of teaching foreign languages so that teachers could combine various didactic principles with modern trends in learning
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Adnyana, Ida Bagus Artha, and Kadek Dwi Cahaya Putra Putra. "A Study of Text-Based Writing Skills for Teaching Indonesian Language for Speakers of Other Languages at Bali State Polytechnic." In Proceedings of the International Conference On Applied Science and Technology 2019 - Social Sciences Track (iCASTSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icastss-19.2019.11.
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Do Thi, Hien. "Teaching Vietnamese to Deaf Children Using Sign Languages: Situations and Solutions." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.13-2.
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Human civilization has made tremendous progress, to improve its quality of life. However, there are still a number of people in society who suffer from grave disadvantages due to their disabilities. There are many reasons for this phenomenon, and even though science is rapidly developing, it is impossible to completely erase those causes. Ameliorating education and offering vocational training for the disabled are considered as effective solutions to provide these people with a satisfying life, especially children. For deaf children, the dream of normal schooling becomes great. Limited language proficiency leads to limited communication skills and reduces confidence when entering the first grade, adversely affecting their academic performance and later development. Therefore, in this article, we focus on first grade deaf children. Like the impact of normal language on normal children, sign language plays an important role in language development of deaf children. They use sign language to think and communicate. However, to study in textbook programs as does a normal child, in the classroom of deaf children, both the teachers and students must use finger alphabets to teach and learn Vietnamese. We thus study teaching Vietnamese to deaf children and suggest games to draw their attention to the lessons.
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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.
Повний текст джерелаАнотація:
Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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Mukhammad, Khalid Innaiat Ali, and Irina Mikhailovna Timofeeva. "Reliance on invariant grammatical content when teaching the Russian language to foreign students." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-33230.
Повний текст джерелаАнотація:
Annotation The article is devoted to the pedagogical strategy of modeling the educational process of foreign students based on the invariant content of contacting languages: studied - Russian and native - Urdu, taking into account the structures of the intermediate language (English). As the material of the study, the grammatical category of the verb type included in the standard text is considered, producing certain invariant meanings (invariant semantic content). The aim of the work is to model the pedagogical strategy of teaching the Russian language to Pakistani and Indian students at level A0 - A2, based on universal semantic content. The novelty of the search is the creation of a nationally oriented pedagogical strategy based on invariant (universal) units of contact languages.
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Dorofeeva, Elena, and Ramziya Gubaydullina. "THE EFFICACY OF THE CASE STUDY METHOD IN TEACHING FOREIGN LANGUAGES TO STUDENTS AND LEARNERS IN VARIOUS LANGUAGE COURSES AT HIGHER EDUCATION INSTITUTIONS." In INTCESS 2022- 9th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.51508/intcess.202263.
Повний текст джерелаЗвіти організацій з теми "Language and languages Study and teaching Australia"
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.
Повний текст джерелаАнотація:
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Cassity, Elizabeth, Jacqueline Cheng, and Debbie Wong. Teacher development multi-year study series. Vanuatu: Interim report 1. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-672-7.
Повний текст джерелаАнотація:
The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu’s ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.
Повний текст джерелаАнотація:
Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.