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Relevant bibliographies by topics / Foreign language education|Education

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Academic literature on the topic 'Foreign language education|Education'

Author: Grafiati

Published: 9 July 2021

Last updated: 17 February 2022

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Journal articles on the topic "Foreign language education|Education"

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Shafer, Susanne M. "Foreign-Language Education." European Education 29, no. 2 (1997): 5–6. http://dx.doi.org/10.2753/eue1056-493429025.

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Sulkarnayeva, Assiya Raphailovna. "Foreign Language Education in Kazakhstan: Paradigms and Trends." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (2017): 18–24. http://dx.doi.org/10.18844/gjhss.v3i3.1507.

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정우향. "Foreign Language Education as Humanities Education." 아시아문화연구 40, no. ll (2015): 131–53. http://dx.doi.org/10.34252/acsri.2015.40..005.

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Khomenko, Oleksandr. "POLYLINGUAL EDUCATION IN NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS." АRS LINGUODIDACTICAE, no. 2 (2018): 18–28. http://dx.doi.org/10.17721/2663-0303.2018.2.03.

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Background: Globalization processes directly affect the system of foreign language training in particular in non-linguistic higher education institutions and determine the need for its modernization. Such modernization requires both the theoretical and methodological substantiation of the strategic goal of foreign language training in Ukraine. We formulate this goal as formation of a polycultural professional linguistic personality, primarily, a secondary professional linguistic personality. Formation of the secondary linguistic personality is accompanied by acculturation i.e a person’s involvement in the secondary culture, its norms and traditions. Since acculturation is generally impossible without polylingualism, so raising the question of polylingualism in Ukrainian universities has become well-timed and expedient in the conditions of globalization and integration and determines the relevance of the article. Purpose. The purpose of the article is to substantiate the feasibility of polylingual education in non-linguistic higher education institutions and outline the ways of its implementation. Results. The introduction of polylingualism provides freedom of choice since it enables such an organization of the learning process where the use of more than one foreign language for instruction will becomes possible. It will primarily promote the diversification of professionally oriented foreign language training of students that will result in provision of personalized learning, particularly in the field of foreign language training, as well as freedom to choose languages for mastering, and, therefore, a student’s autonomy, which is relevant to the whole system of our higher education. The introduction of polylingualism also prompts the introduction of a pan-European standardized level of foreign language proficiency, providing future language specialists with a foreign-language communicative competence recognized in a broad European format. The introduction of polylingual education implies the need for effective innovative methods, compulsory teaching of foreign languages by their native speakers, structural improvement of foreign language training, etc. Though polylingualism has become the matter of research in some contemporary studies, however the theoretical foundations and technologies of its teaching have not yet been developed in the domestic and foreign pedagogical literature. Discussion. The introduction of polylingualism into the educational process of non-linguistic higher educational institutions is considered as means that will give the students freedom to choose the language of instruction; will facilitate the diversification of professionally oriented foreign language training; will form polylinguistic competence, updating the level approach to language learning and requiring further development of theoretical and methodological principles and relevant innovative techniques.

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Határ, Ctibor, and Soňa Grofčíková. "Foreign language education of seniors." Journal of Language and Cultural Education 4, no. 1 (2016): 110–23. http://dx.doi.org/10.1515/jolace-2016-0009.

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Abstract This study is of a theoretical-conceptual nature and is a partial outcome of the research project VEGA MŠVVaŠ SR and SAV no. 1/0176/15. It deals with one of the problems currently faced by educational theory and practice, i.e. the foreign language education of seniors. The trend is typical for many EU member states, since it results from the needs of a modern society. In addition to strategic documents, programs and legislation which binds the Slovak Republic to create conditions for lifelong education, including foreign language education, the authors are more closely preoccupied with specificities and possibilities of the language education of seniors, which are explained on a comparative basis with the language education of children and youth. Even though in literature one can find results of many substantial empirical research projects devoted to foreign language education of children and youth, research into the education of adults and seniors in the area of foreign languages falls behind considerably. A sufficient platform for the methodology of language education of adults and seniors in Slovakia has not been created either, if compared with the methodology of language education of younger age categories. This shortcoming is often quite noticeable in practice. The study attempts to pay adequate attention to the analysis of selected teaching styles specific for adult and senior age as well as teaching methods which may be used in the language education of seniors.

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Pateşan, Marioara, and Dana Zechia. "Foreign Language Education in the Military." International conference KNOWLEDGE-BASED ORGANIZATION 24, no. 2 (2018): 351–55. http://dx.doi.org/10.1515/kbo-2018-0114.

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Abstract As teachers of English in the military, we totally believe that today’s military should have foreign language skills and cultural expertise besides military competencies, needed to face the challenges of our present security. Foreign languages and cultural awareness can be considered ‘critical capabilities’. But proficiency in a foreign language is difficult to be acquired when you are not allotted sufficient class hours or the linguistic level of your students is pretty low. The English language proficiency training is a complex process involving time as well as human and financial resources. Each army needs literate military in foreign languages that can speak and write, comprehend oral speech or written text, in the literal and figurative forms of the language. Not being able to speak the NATO prime language of communication can be considered a real barrier for any military participant in international missions. The present study is a theoretical approach presenting some priorities in language learning education at home and abroad

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Krasnoshchekova, Galina A. "New Concept of Foreign Language Education in Higher Technical School." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (2020): 68–74. http://dx.doi.org/10.5373/jardcs/v12sp7/20202084.

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Stranovská, Eva, Silvia Hvozdíková, Dáša Munková, and Gadušová Zdenka. "Foreign Language Education and Dynamics of Foreign Language Competence." European Journal of Social and Behavioural Sciences 17, no. 3 (2016): 2141–53. http://dx.doi.org/10.15405/ejsbs.192.

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Fäcke, Christiane. "Foreign Language Didactics and Foreign Language Education since 1945." European Journal of Applied Linguistics 9, no. 1 (2021): 1–19. http://dx.doi.org/10.1515/eujal-2020-0029.

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Abstract This editorial presents an overview of European language policy and foreign language education in Europe as well as a special focus on two European countries differing very much in multilingualism and language competences: the United Kingdom and Luxembourg. A very brief summary of research discourses and language policy, especially of AILA, leads to a short introduction into the contributions of this volume.

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Mekhrigul Najmiddin Kizi, Najmiddinova, and Ikromov Qamariddin Ilgorbekovich. "Features of foreign language education." International Journal on Integrated Education 2, no. 3 (2019): 16–17. http://dx.doi.org/10.31149/ijie.v2i3.85.

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Dissertations / Theses on the topic "Foreign language education|Education"

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Graham, Suzanne. "Foreign language learning processes in post-compulsory education." Thesis, University of Bath, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261182.

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Smith-Justice, Ella M. "Foreign language teacher self-efficacy: A descriptive study of high school foreign language teachers in central Appalachia." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503071224694554.

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NOGUEIRA, MARIA CRISTINA MATOS. "WHY NOT LET ME SPEAK IN ANY LANGUAGE I LIKE?: FOREIGN LANGUAGE EDUCATION, IDENTITY AND INTERCULTURAL EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35469@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Esta pesquisa teve por objetivo investigar o potencial do ensino de língua estrangeira na promoção de uma educação intercultural. Examina diferentes propostas para uma educação intercultural, considerando tanto o pensamento educacional mais amplo como as propostas originadas da reflexão sobre ensino de língua estrangeira, em particular o trabalho de Kramsch, Byram e Guilherme. Segundo esses autores, a aprendizagem de línguas deveria possibilitar aos alunos o desenvolvimento de uma competência comunicativa intercultural e de uma consciência cultural crítica. A pesquisa de campo adotou uma abordagem qualitativa, escolhendo a entrevista semi-estruturada como sua ferramenta. Foram entrevistados quatorze professores de língua inglesa, atuando nos diferentes contextos educacionais da escola pública e da particular, bem como em cursos de idiomas. Os professores foram selecionados com base em sua formação e experiência no magistério. As entrevistas foram gravadas e transcritas. Posteriormente, foi realizada uma décima quinta entrevista, desta vez através de correio eletrônico, com a coordenadora pedagógica do Centro Interescolar de Línguas de Brasília. Esta entrevista teve o objetivo diferenciado de explorar um caso de sucesso no ensino de idiomas na rede pública. A pesquisa mostrou a preocupação dos professores com o ensino de cultura, com a valorização da língua e cultura materna dos alunos e com a necessidade de desenvolver neles uma reflexão crítica. No entanto, alguns dos aspectos de uma educação intercultural definidos por Guilherme (2003) tais como uma preocupação com uma ação transformativa não foram evidenciados.<br>This study had the objective of investigating the potential of foreign language teaching in promoting an intercultural education. It examines different proposals for an intercultural education considering both educational thought as well as proposals originating from reflections on foreign language teaching, particularly those put forward by Kramsch, Byram and Guilherme. According to these authors, language learning should make it possible for learners to develop intercultural communicative competence and critical cultural awareness. The empirical research adopted a qualitative approach, selecting the semi-structured interview as its tool. Fourteen interviews were carried out with English language teachers working in the different educational contexts of both state and private schools as well as language institutes. The teachers were selected on the basis of their training and teaching experience. The interviews were recorded and transcribed. At a later stage, a fifteenth interview was carried out through e-mail with the pedagogic coordinator of the Centro Interescolar de Línguas in Brasília. This interview had as its especial objective to explore a successful example of teaching foreign languages in the state school context. The study revealed the teachers concern with the teaching of culture, with valuing the learners mother tongue and culture and with the need to help them develop critical reflection. However, some of the aspects of an intercultural education as defined by Guilherme (2003) such as a concern with transformative action did not become evident.

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Corbitt, William Keith. "Learning styles, strategy use and metacognitive awareness in foreign language reading by Modified Foreign Language Program post-secondary students of Spanish." Thesis, Indiana University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3569001.

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<p> Learning to read in a foreign language can be a difficult task for some students. For at-risk students, for example, students with learning disabilities, the process can be arduous and painstaking. This study explored and compared the reading strategies, preferred foreign language learning styles, perceived foreign language strategy use, actual strategy use and metacognitive awareness of at-risk students in a Modified Foreign Language Program (MFLP) of postsecondary Spanish with those of non at-risk students in a non-MFLP. </p><p> This study followed a mixed-method design consisting of two parts. In the first part, preferred learning style and perceived strategy use data were collected via the Learning Style Survey and Survey of Reading Strategies. The second part of the study consisted of 11 case studies based on semi-structured interviews and think-aloud protocols in which the participants completed a reading task in the target language. </p><p> The major findings for part one are: MFLP and non-MFLP students did not differ in terms of their preferences for sensory/perceptual stimuli. Both groups had a significant preference for Visual over Auditory and Tactile/Kinesthetic stimuli. MFLP and non-MFLP students did not differ significantly in their perceived use of foreign language reading strategies. Both groups indicated a statistically significant preference for the use of cognitive (PROB) strategies, then metacognitive (GLOB) strategies followed by support (SUP) strategies. The relationship between preferred learning style and perceived GLOB strategy use was significant only for the MFLP group. </p><p> The second part of the study consisted of a think-aloud protocol. The major findings are: Both groups used strategies that were in line with their preferred learning style. The MFLP participants, however, relied much more heavily on the use of visual input to help extract meaning from unknown context. While both groups reported a high use of PROB, only the non-MFLP students used them with any regularity during the reading task. The MFLP group relied heavily on the use of support strategies (e.g. dictionary) to extract unknown meaning during the reading task. Non-MFLP students combined metacognitive strategies with cognitive strategies far more frequently than MFLP students. </p>

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Westfall, Philip J. L. "Re-estimation of student ability in foreign languages using the Rasch model /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487595712160434.

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Oldham, Seth. "Foreign language teachers’ perceptions of observational feedback." Kansas State University, 2016. http://hdl.handle.net/2097/32552.

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Master of Arts<br>Department of Modern Languages<br>Mary T. Copple<br>Though the subject of recent national attention and various in-depth investigations, the most effective approach to teacher evaluation in the United States is still an issue of debate. The latest research focuses on evaluation of teachers of core content areas like math, science and reading, but evaluation of foreign language teachers and programs receives comparatively little attention in the literature. This study examines issues related to observational feedback particular to the foreign language teaching context using data collected from teachers and administrators in large public school districts in Kansas. Survey data reveals that while public school foreign language teachers are generally satisfied with observational feedback concerning classroom behaviors, such as teacher-student interaction and behavior management, they often report receiving no feedback in the areas of curriculum planning or instructional techniques particular to their content area. Administrators report focusing on preparedness and classroom management during observations. Gaps identified in observational feedback are discussed and changes to observation practices are suggested.

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Qian, Lihua. "Conceptions of the role of culture in foreign language education in China." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=179539.

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Interest in foreign language, in particular English, education in China has grown considerably in the past three decades, not only in terms of linguistic aspects, but also, more recently, its cultural dimension. The recent syllabuses for non-English and English majors have placed emphasis, to varying extents, on the development of students’ cultural knowledge and/or intercultural communicative competence. The purpose of the research reported in this dissertation is to provide a panoramic picture and a characterisation of the conceptions of culture and its role in English language teaching and learning in China. The research was designed as two discrete, but related, studies: a survey of academic publications; and a field study. The survey aimed at providing a systematic account of the main themes and emphases of writings about culture teaching and intercultural communication studies. Its aim was to discover the research interests, beliefs about culture and the role of culture in foreign language, mainly English, education, and culture teaching techniques. The field study employed semi-structured interviews and non-participant classroom observations to investigate Chinese university EFL teachers’ conceptions of culture and beliefs about culture teaching, and their instructional practices in the classroom. The findings from the studies indicate that the writers and the teachers shared a similar, fairly circumscribed, range of conceptions about culture and culture teaching. Culture is viewed principally as one’s way of life; the role of teaching culture in language learning as presenting factual information relating to products, practices and perspectives. Culture teaching is regarded as important and necessary in foreign language teaching, and its goal as the development of knowledge about cultures and awareness of other cultures. The main culture teaching techniques used in education are introduction, comparison and culture, and student projects Nonetheless, teachers were found to have little acquaintance with culture theory and to lack pedagogical training in culture teaching. They rely predominantly on their own, personal and largely limited, knowledge about and experience of other cultures and tend to focus on the development of students’ language proficiency without sustained cultural input. Despite the rapidly expanding scholarly literature on these topics, it appears to have very limited influence on actual foreign language teaching in universities. On the basis of these findings, a tentative model for cultural education in FLT in China is proposed, comprising (1) developing teachers’ beliefs about and knowledge of culture and culture learning; (2) strengthening comparative cultural studies and cultural pedagogically-oriented research, especially by teachers themselves; (3) developing expertise in culture-related pedagogical practice; (4) extending opportunities for both teachers and learners to gain immersion experiences in other cultures.

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Bergen, Sarah. "Mathematics and Foreign Language: Authentic Texts in Mathematics." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492529675611436.

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Zhu, Juanjuan. "Citizenship Education and Foreign Language Learning: Deconstructing the Concept of Good Citizenship Embedded in Foreign Language Curricula in China and America." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1735.

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Amid a recent wave of revived interest in citizenship and citizenship education, foreign language education is emerging as an important but under-researched site for the education of citizens under conditions of globalization and massive social, economic, and political changes. This qualitative study deconstructed the concept of good citizenship embedded in China's and America's foreign language curricula during the past decade. The study presented a comparative critical discourse analysis of four interwoven data sets: (a) foreign language policies and/or curriculum standards bounded by the two contexts of this study: Shanghai in China and Utah in the U.S.; (b) EFL (English as a foreign language) and CFL (Chinese as a foreign language) instructional materials developed for the 1st through 3rd and 10th through 12th graders in Shanghai and Utah, respectively; (c) media accounts relating foreign language education with citizenship education in the two countries; and (d) relevant academic publications. Together with a body of critical literature on ideology in curriculum, a two-dimensional citizenship matrix consisting of nationalism, cosmopolitanism, neoliberalism, and Confucianism assisted in the identification and comparison of the country-specific sociopolitical and sociocultural meanings associated with being a good citizen in China and the U.S. Three sets of findings were reported in response to the three research questions. First, among a jumble of meanings and expectations, the most widely shared imaginary embedded in China's EFL curriculum is an individual whose allegiance is to the nation and the market, whereas the second popular perception is someone who observes Confucian moral principles and adopts a global perspective. Second, the dominant good citizenship notion embedded in America's CFL curriculum is characterized by a marked neoliberal orientation. Third, the two cases demonstrated two chief differences and two major similarities. Due to the unique social contexts, cultural institutions, and global power differentials of China and the U.S., the good citizenship discursive fields of two cases were qualitatively different both in terms of intent and belonging. The discursive fields were similar in that the neoliberal-nationalism discourse was prevalent and the officially preferred good citizenship notion was oppressive in nature in both cases.

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Kono, Nariyo. "Language orientations: Case study of a Japanese-as-a-foreign-language classroom." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280530.

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The purpose of this study is to examine the theories of orientations in the context of a Japanese-as-a-foreign-language (JFL) classroom in the Northwest of the United States. Using a Grounded Theory methodology, this study includes data from card-sorting activities, teacher and student interviews, classroom observations, and scenario studies. The perspectives of language planning--theories of orientations--bring socio-political aspects to the foreign language classroom context, and help to describe the participants' voices, hopes and determinations toward learning Japanese in a foreign language classroom setting. The existing theories of orientations and the abstraction of the data results are merged into a new taxonomy. The notion of Grounded Theory--an interplay of data and theories--is a central perspective throughout the study. The JFL program in the Northwest reflects many aspects of the language-as-resource orientation. Most of the participants' voices and hopes are explicitly included in the program and in some standards on foreign language education. However, heritage language and identity issues are not explicitly discussed in this program. The research suggests that this program consider this aspect and develop an appropriate methodology for this population. In addition, a new descriptive orientation taxonomy is suggested in the coding process: Language as means of communication, Language as linguistic means, and Language as a mediator of culture (with two different emphases: First language and culture; and Any language and culture). The research findings and interpretations were negotiated with the participants in order to assure their appropriateness, and the study includes two-year data from various interviews, ranging from a pilot study to final interviews. Final interviews were conducted in addition to the main study in order to assure the results and my interpretations of interview quotations. This study contributes to research methodology itself by incorporating various research tools including descriptive statistics and traditional qualitative methods. As an exploration of this topic, this study presents important implications to foreign language education and pedagogy, and to theory development in language planning and policy.

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Books on the topic "Foreign language education|Education"

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Kohonen, Viljo, and Pauli Kaikkonen. Quo vadis, foreign language education? Tampereen yliopisto, OKL, 2002.

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Horiguchi, Sachiko, Yuki Imoto, and Gregory S. Poole, eds. Foreign Language Education in Japan. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-325-4.

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Van Deusen-Scholl, Nelleke, and Stephen May, eds. Second and Foreign Language Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6.

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Chan, Wai Meng, Sunil Bhatt, Masanori Nagami, and Izumi Walker, eds. Culture and Foreign Language Education. DE GRUYTER, 2015. http://dx.doi.org/10.1515/9781501503023.

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Berbeco, Steven, ed. Foreign Language Education in America. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506.

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Krashen, Stephen D. Foreign language education the easy way. Language Education Associates, 1997.

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Cultural studies in foreign language education. Multilingual Matters, 1989.

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Winke, Paula, and Susan M. Gass, eds. Foreign Language Proficiency in Higher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01006-5.

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Bonnet, Andreas, and Peter Siemund, eds. Foreign Language Education in Multilingual Classrooms. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/hsld.7.

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Malova, O. V., and V. A. Pogosyan. TERMINOLOGY OF EARLY FOREIGN LANGUAGE EDUCATION. Knizhnyi Dom LLC, 2019. http://dx.doi.org/10.25807/pbh.978.5.94777.424.5.

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Book chapters on the topic "Foreign language education|Education"

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Hildén, Raili, and Ritva Kantelinen. "Language Education - Foreign Languages." In Miracle of Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-811-7_11.

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Spolsky, Bernard, and Elana Shohamy. "Planning Foreign-Language Education." In Perspectives on Foreign Language Policy. John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/z.81.09spo.

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Phạm, Thạch Ngọc. "Foreign Language Policy." In Higher Education in Vietnam. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_8.

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McKay, Sandra Lee. "Sociolinguistics and Language Education." In Second and Foreign Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_2.

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McKay, Sandra Lee. "Sociolinguistics and Language Education." In Second and Foreign Language Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_2-1.

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Hasan, Diana Chitra, and Sitti Fatimah. "Foreign Language Anxiety in Relation to Gender Equity in Foreign Language Learning." In Equality in Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-692-9_14.

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Berbeco, Steven. "Foreign Language Education in America." In Foreign Language Education in America. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_1.

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Early, Margaret, Diane Dagenais, and Wendy Carr. "Second Language Education in Canada." In Second and Foreign Language Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_27.

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Early, Margaret, Diane Dagenais, and Wendy Carr. "Second Language Education in Canada." In Second and Foreign Language Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02323-6_27-1.

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Coakley, Thomas. "Language at the Point of Need — The Defense Language Institute Foreign Language Center." In Foreign Language Education in America. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_10.

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Conference papers on the topic "Foreign language education|Education"

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Gluchmanova, Marta. "INNOVATIVE FOREIGN LANGUAGE EDUCATION." In 14th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgem2014/b53/s22.084.

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Shen, Qingfeng, and Ying Zheng. "Langue, Parole and Foreign Language Education." In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5997939.

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Krupchenko, Anna. "Axiology Of Foreign Language Education." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.55.

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Kryvych, M. L., and O. S. Kyryliuk. "Diversification of distance foreign language education." In CURRENT TRENDS AND FACTORS OF THE DEVELOPMENT OF PEDAGOGICAL AND PSYCHOLOGICAL SCIENCES IN UKRAINE AND EU COUNTRIES. Baltija Publishing, 2020. http://dx.doi.org/10.30525/978-9934-588-80-8-2.39.

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Burlakova, Irina. "Modern Trends Of Foreign Language Education." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.384.

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Saud, Syukur, and Amirullah Abduh. "Foreign Language Roles in Indonesian Education." In 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.39.

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Mamontova, N. Yu. "DIGITAL TRANSFORMATION OF UNIVERSITY FOREIGN LANGUAGE TEACHING." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.47-61.

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The general issues of digital education are considered; the methodical aspects of distant education are actualized as well as pedagogical organization of the learning process; the educational project of foreign language study which is related to on-line and off-line learning forms is implemented in the educational process; creative tasks to develop communicative and digital learners' competences are used and described; the definition of «a learner's digital education» is supplemented; the characteristics of different level students are generalized according to the teaching experience of «generation Z» and masters.

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Besedova, Petra. "Foreign Language Perception Of University Teachers Of Music And Foreign Languages." In 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.16.

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Xing, Shumei, and Yilong Du. "Chinese Foreign Language Education from the Perspective of Comparative Education." In Proceedings of the 2019 4th International Conference on Social Sciences and Economic Development (ICSSED 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icssed-19.2019.137.

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Roliak, Angelina. "FOREIGN LANGUAGE COMPETENCY LEVELS IN MILITARY EDUCATION." In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_22.

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Reports on the topic "Foreign language education|Education"

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Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2310.

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.283.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

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