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Journal articles on the topic 'Language and languages – study and teaching – europe'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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1

Vynarchyk, Mariya P. "CURRENT PROBLEMS OF MULTILINGUAL EUROPE: EDUCATIONAL CONTEXT." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 20 (2020): 161–67. https://doi.org/10.32342/2522-4115-2020-2-20-18.

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The article considers the features of modern European language policy in the educational context. It has been established that solving the problems of multilingualism is an extremely important matter. Glo- balization and migration flows of the 21st century have made the role of language policy paramount in to- day’s world. Citizens, equal in rights and responsibilities, are distinguished by their cultural identity, which is why the problem of peaceful coexistence of all citizens of the European community is particularly acute today. The aim of the Council of Europe is to bring the individual m

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HAQUE, Shahzaman. "Language use and Islamic practices in multilingual Europe." Signs and society 8, no. 3 (2020): 401–25. https://doi.org/10.1086/710157.

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This article draws on fieldwork conducted into the linguistic practices of religious languages by three Muslim individuals in the Nordic countries and the Netherlands. All informants or their ancestors in the study were born in the Muslim quarter of the Indian sub-continent, with the exception of one informant who hails from Suriname. Few works (Schor 1985; Haque 2012, 2014; Zolberg and Woon 1999) in sociolinguistics focus on the practice of Islam by immigrants in their daily lives, where a plethora of languages are used for different functions. As a field of social inquiry, there is also an a

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Szymankiewicz, Krystyna, and Radosław Kucharczyk. "KOMPETENCJA RÓŻNOJĘZYCZNA W POCZĄTKOWYM KSZTAŁCENIU NAUCZYCIELI." Neofilolog, no. 45/1 (March 22, 2019): 73–86. http://dx.doi.org/10.14746/n.2015.45.1.05.

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Modern language policy in Europe has put forward the concept of multilingualism,and with this plurilingual competence. The definitions of both phenomenacan be found in numerous documents of the Council of Europe, especiallyin the Common European Framework of Reference for Languages.The authors of this document describe multilingual communication in somedetail, where the native speaker user is beyond the scale. A lot of attention iscurrently being given to issues of multilingualism in education, with numerousarticles, suggestions for teaching activities and tools to develop related skills.This

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Fişekcioğlu, Aslı. "The Common European Framework of Reference for Languages Literacy of Teachers Working in Turkish Teaching Centers." International Journal of Education and Literacy Studies 10, no. 2 (2022): 141–48. http://dx.doi.org/10.7575/aiac.ijels.v.10n.2p.141.

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The Common European Framework of Reference for Languages, which will be briefly referred to as CEFR in this article, is accepted as a reference by academics working for the Council of Europe Committee on Languages. It sets the criteria for the teaching of any language as a foreign language. It aims to assess and evaluate foreign language acquisition, foreign language teaching, and foreign language levels in the world within certain criteria. In an attempt to determine the prevalence of the literacy of the Common European Framework of Reference for Languages among 88 randomly selected teachers

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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar, and Oleksandra Vanivska. "The development of future teachers’ foreign language education in the context of the European Council strategic documents." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(133) (March 22, 2021): 88–95. http://dx.doi.org/10.31392/npu-nc.series15.2021.3(133).18.

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Among the main tasks of higher education defined by the National Doctrine for the Development of Education of Ukraine in the 21st century are the following: to form the necessary intellectual and moral basis necessary for future professional activities in the fields of education, science, culture and to form the qualities necessary for further professional development. Such qualities include global thinking; professional values and morals; cultural competence; functional literacy and professional universality; culture of communication; ability to apply knowledge in professional situations; res

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DENİZ, Kemalettin, and Yunus Emre ÇEKİCİ. "LANGUAGE FUNCTIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (2021): 01–26. http://dx.doi.org/10.46291/zfwt/130101.

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Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situ

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Demirsu, Ozcan Ilgınc. "THE EUROPEAN POLICY ABOUT TRAINING STUDENTS OF LANGUAGES." Near East University Online Journal of Education 3, no. 1 (2020): 55–61. http://dx.doi.org/10.32955/neuje.v3i1.184.

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The European Union (EU) is a political and economic union which comprises 28 member states primarily located in Europe. It works for its members to promote peace, its values and the well-being of its citizens. Offer freedom, security and justice without internal borders. It also aims to enhance economic, social and territorial cohesion and solidarity among EU countries. Consequently, education becomes one of the most important issues in Europe that is urged on. Especially, language education has a key position. Learning language means developing a multicultural identity and knowing about diffe

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Haque, Shahzaman. "Transmission des langues natives aux deuxièmes générations : le cas de la diaspora indienne en Europe Nordique et occidentale." Travaux neuchâtelois de linguistique, no. 52 (January 1, 2010): 29–50. http://dx.doi.org/10.26034/tranel.2010.2823.

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In the matter of migrant families the language transmission and language practices are often subjected to issues related to national, family and local language(s) policies. This paper aims to explore the salient features of these issues concerning four Indian families as an in-depth case study, who have migrated to France, Sweden, Norway and Finland. Here fewer investigations have been conducted related to transmission of native languages on the migrant Indian community. Through the prism of sociolinguistic-ethnographic approach, it was possible to sift various measures taken by the authority

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Abralava, Nino, and Manana Kutelia. "Linguistic Landscape of Georgia." Caucasus Journal of Social Sciences 7, no. 1 (2023): 45–54. http://dx.doi.org/10.62343/cjss.2014.131.

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The purpose of our article is to discuss the general situation regarding the use and teaching of foreign languages in Georgia, especially German Language. Knowing several foreign languages is a prerequisite for academic and social mobility, which is one of the main goals of the Bologna process. This problem is particularly important for a small country like Georgia, whose language is not spoken outside of the country. Knowing several foreign languages is a necessary condition to ensure that our graduates acquire knowledge relevant to western standards and become competitive on the internationa

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Shidur Rahman, Md. "Investigating Pedagogical Techniques in Classroom Interactions at a CELTA Training Programme." English Language Teaching 9, no. 9 (2016): 1. http://dx.doi.org/10.5539/elt.v9n9p1.

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<p>The study investigated the similarities and dissimilarities of using pedagogical techniques in classroom interactions, taken place whilst teaching a known language and an unknown language in a CELTA training classroom context. For this purpose, the classroom interactions in unknown and known languages were analysed according to the qualitative research method. First, the interactions were recorded; and then transcribed them by following Jefferson’s transcription conventions. The interactants were one instructor (Female), and twelve trainees: seven females and five males. Usually, the

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Olnova, Margarita. "IMPACT FACTORS IN CONTEMPORARY EUROPE FOR MOTHER LANGUAGE ACQUISITION OUTSIDE THE LANGUAGE ENVIRONMENT." Russian Journal of Multilingualism and Education 11, no. 1 (2019): 29–39. http://dx.doi.org/10.35634/2500-0748-2019-11-29-39.

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The research presents the results of the European project “Leo Effect. Learn from each other effectively” (2013-2015), which involved five schools-participants: “Alliance Russe” (Nice, France), “Centre de développement bilingue LOGOS” (Paris, France), “Centro de Lengua y Cultura Rusa A. Pushkin” (Barselona, Spain), “Multiculturele Stichting “Poesjkin” (Leiden, The Netherland) and “Senter for russisk språk og kultur” (Oslo, Norway). The study aimed at investigating the policy of multilingualism, represented in official documents of the European Union and analyzing actual opportunities for immig

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Hasani Pllana, Mimoza, and Teutë Blakqori-Salihu. "Teaching Methods and Tools in Professional Translation in Higher Education." XLinguae 17, no. 4 (2024): 225–34. http://dx.doi.org/10.18355/xl.2024.17.04.13.

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The main objective of this study is to show how translation is a necessary act in literary and cultural exchanges. In literary communication between readers of different cultures, translation is no longer only a process of interpretation where people understand each other although they speak different languages, but an act that requires prior knowledge of culture, literature, art, faith, customs, characteristics and the place of others in society. In this context, Albanian culture, literature and language are often prejudiced and not included in translation programs or in higher education prog

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Nadvornikova, Olga, and Tomas Klinka. "Language policy of the Czech Republic in the field of second foreign language teaching – the future of German, Spanish, French, Russian, and Italian in the revision of curriculum proposal." XLinguae 16, no. 4 (2023): 156–80. http://dx.doi.org/10.18355/xl.2023.16.04.12.

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The study describes the context of foreign language teaching in the Czech Republic over the last ten years. Special interest is given to the area of teaching second foreign languages (FL2). The aim is to show to what extent the intentions of the Czech state in this area serve as a possible vector for implementing the ideas of the European Union and the Council of Europe in language policy and, on the contrary, how they may pose a threat to those ideas. The text includes statistical data, analyses of risks and opportunities, and expert suggestions for future language policy solutions.

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Linzmeier, Laura, and Tabea Salzmann. "Jesuits and language learning, documenting and teaching: A holistic approach to colonial linguistics and learning practices in the early modern period." Romanistisches Jahrbuch 75, no. 1 (2024): 163–220. https://doi.org/10.1515/roja-2024-0006.

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Abstract This article deals with the learning practices that Portuguese- and French-speaking members of the Jesuit order applied in the two Romance colonies of India and New France to learn local languages for missionary purposes in the 16th–18th centuries. The study is based on an interdisciplinary and process-oriented holistic approach to dealing with sources from these two different contexts and allows for a better understanding of the order’s practices in learning, documenting and passing on local languages within the order and beyond. Starting with examining the preparatory phase in Europ

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Necheporuk, Yana. "ENGLISH LANGUAGE AS ONE OF THE OFFICIAL LANGUAGES OF INTERNATIONAL CIVIL AVIATION ORGANIZATION." Academic Notes Series Pedagogical Science 1, no. 182 (2019): 98–101. http://dx.doi.org/10.36550/2415-7988-2019-1-182-98-101.

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The article aims to address the problem of becoming English as one of the official languages of the International Civil Aviation Organization. To study the main tasks and trends of the presenters of modern aviation English recommendations and programs. To study the main objectives and criteria related to aviation English language training identified by ICAO. The process of training future aviation professionals is guided by regulations Ukraine on air navigation services in accordance with the standards and recommended practices of the International Civil Aviation Organization (ICAO); ICAO re

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Shigemori Bučar, Chikako, Hyeonsook Ryu, Nagisa Moritoki Škof, and Kristina Hmeljak Sangawa. "The CEFR and teaching Japanese as a foreign language." Linguistica 54, no. 1 (2014): 455–69. http://dx.doi.org/10.4312/linguistica.54.1.455-469.

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Soon after the publication of the CEFR in 2001, the Association of Japanese Language Teachers in Europe (AJE) started a research project on the history of language teaching in Europe, carried out a survey of language policies in various European countries, and presented prospects for learning and teaching Japanese as a foreign language in Europe. The association recognizes the need to share the concepts and achievements of the CEFR.The Japan Foundation (JF), partially influenced by the CEFR, set up the JF Standard for Japanese Language Education in 2010. This standard offers tools that teacher

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Fatima El Zahraa. "Kompetensi dan Kesesuaian Sosiolinguistik dalam Konteks Bahasa Arab Berdasarkan Skala Common European Framework of Reference For Languages." al-Ittijah : Jurnal Keilmuan dan Kependidikan Bahasa Arab 16, no. 2 (2024): 1–24. https://doi.org/10.32678/alittijah.v16i2.10882.

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AbstractThis study is grounded in the Common European Framework of Reference (CEFR) for Languages updates from its previous 2001 edition. The primary objective of this research is to explore how sociolinguistic competences and appropriateness are reflected in communicative language and sign language competences and to contextualize these aspects within the Arabic language. This study employs a descriptive analysis of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment  Companion Volume (Europe, 2020). The updated scales in the 2020 edition provide a more r

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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 (2011): 335–46. http://dx.doi.org/10.12697/jeful.2011.2.1.22.

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This article is a comparative study of the education system in minority languages between Catalonia and Australia from a legal standpoint. Catalonia has a complex legislation: National Constitution, Statute of Autonomy, Regional Laws, a strong legal framework, a language always alive as a political instrumentto get the power. Australia has not a legal framework in this area and has a confused planning system. In Europe, the Council of Europe has been in charge of the protection of human rights.Australia signed and ratified some International Conventions which are not a strong legal basis to cl

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Yao, Dingning. "A Study on the Selection and Development of English Education A Case Study of China and Belgium." Lecture Notes in Education Psychology and Public Media 40, no. 1 (2024): 228–34. http://dx.doi.org/10.54254/2753-7048/40/20240762.

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The importance of foreign language education has been highlighted in the globalized state nowadays. Foreign language teaching is gradually entering the education curriculums of various countries. The current global trend can be analyzed by finding the similarities of foreign language teaching in different countries. This article chooses China in Asia and Belgium in Europe for comparison. This article focuses on the reasons for choosing to learn a foreign language in two countries and when education begins. Through analysis, this paper argues that the choice of language education should take in

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Jurkowski, Marcin, and Zbigniew P. Możejko. "The Role of CLIL Science Teachers in Teaching Writing Skills." Anglica Wratislaviensia 54 (November 15, 2016): 87–98. http://dx.doi.org/10.19195/0301-7966.54.6.

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Content and Language Integrated Learning CLIL is becoming more and more valued as an educational solution to teaching foreign languages. The role ascribed to meaning content in communicative processes seems to explain the increasing popularity and spread of integrative approaches to teaching foreign languages across Europe and in the world. The explanation of the effectiveness of CLIL can also be sought in our understanding of how second language acquisition takes place. The theoretical part of the paper outlines the links made between the outcomes of second language acquisition research and C

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Talqis Nurdianto and Noor Azizi bin Ismail. "Pembelajaran Bahasa Arab Berbasis Common European Framework Of Reference For Language (CEFR) Di Indonesia." al Mahāra: Jurnal Pendidikan Bahasa Arab 6, no. 1 (2020): 1–22. http://dx.doi.org/10.14421/almahara.2020.061.01.

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Learning and teaching Arabic for non-Arabic speakers continues to develop, from methods, teaching aid to curriculum. The development of learning and teaching follows the changing demands of the era and era of learners (students). This renewal of methods and media does not mean that the older version is forgotten altogether, but rather they became a platform to be improved thus giving a good impression on Arabic learners that learning Arabic is easy and fun. For Indonesians, Arabic, like any other foreign languages, is not their native language. Depending on the learners, learning Arabic has di

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MORITOKI ŠKOF, Nagisa. "Foreword." Acta Linguistica Asiatica 8, no. 1 (2018): 5–6. http://dx.doi.org/10.4312/ala.8.1.5-6.

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… multicultural education does not necessarily have to imply the study of foreign second languages but the former without the later is limited and will have difficulty in producing the results it often claims to want to achieve, i.e. tolerance, peace and cross-cultural understanding (Crozet et al., 1999). This volume of Acta Linguistica Asiatica is dedicated to the area of teaching Asian languages in non-native surroundings. It is our great pleasure to announce 9 research papers on language teaching and articulation covering a wide-area of Central and Eastern Europe. The papers show us a map o

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Palacios-Hidalgo, Francisco Javier, Cristina A. Huertas-Abril, and Mª Elena Gómez-Parra. "Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences." Journal of Language and Education 7, no. 2 (2021): 243–55. http://dx.doi.org/10.17323/jle.2021.11938.

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Language learning, as a means to promote intercultural awareness and communication as well as to help citizens prosper professionally, is one of today’s main goals of educational systems around the world. In Europe, several guidelines have been published, and significant efforts have been devoted to encouraging the development of the quality of foreign and bilingual language education to improve citizens’ communicative skills. Although there were attempts to foster foreign language proficiency in some parts of the United Kingdom between the 1990s and the early 2000s, the country has not tradit

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Vasiukovych, Oksana. "INNOVATIVE LEARNING TECHNOLOGIES FOR PROFESSIONALLY-ORIENTED ENGLISH LANGUAGE TEACHING IN THE HIGHER TECHNICAL EDUCATIONAL INSTITUTIONS OF EUROPE." Academic Notes Series Pedagogical Science 1, no. 191 (2020): 52–55. http://dx.doi.org/10.36550/2415-7988-2020-1-191-52-55.

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The topical problem of using innovative technologies in teaching professional English, due to the modification of the content of foreign language teaching, increasing the volume and complexity of the studied material, is investigated. Particular attention is paid to innovative teaching methods. It is noted that modern information technology has become an integral tool in ESP training. It is emphasized that teachers integrate technologies into their own courses, bringing them as much as possible in line with the future professional needs of the student. The division of innovative forms of educa

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Sergio, Giuseppe. "HERITAGE LANGUAGE EDUCATION IN ITALY: FIRST SURVEY AS PART OF A EUROPEAN PROJECT." Italiano LinguaDue 16, no. 2 (2025): 555–63. https://doi.org/10.54103/2037-3597/27865.

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The article presents the report of a European pilot project entitled Heritage language education in Europe: Legislative and educational challenges, promoted in 2022 within the 4EU+ Alliance. The article proposes some initial investigations on the Italian situation, considered both from the legislative point of view and from that of the practices implemented. Finally, an overview is proposed on the possibilities of continuing to learn hereditary languages in Italy, mentioning in particular the cases of Romanian, Chinese, Spanish, Arabic and Albanian. In conclusion, it emerged that the teaching

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GROMOV, IEVGEN, YULIA HORDIIENKO, MAIIA SUPRUN, and JULIA FALSHTYNSKA. "CREATING A MOTIVATIONAL CONTEXT FOR FOREIGN LANGUAGE TRAINING OF STUDENTS AT HUMANITARIAN COLLEGES IN EASTERN EUROPE." Comparative Professional Pedagogy 12, no. 2 (2022): 24–34. http://dx.doi.org/10.31891/2308-4081/2022-12(2)-3.

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The article considers certain issues of increasing the effectiveness of teaching foreign languages to students of humanitarian institutions of higher education in Eastern Europe. It was shown that after the approval of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) some radical changes took place in the methods of teaching foreign languages in many Eastern European countries. Taking into account the fact that among the most effective ways to improve the quality of foreign language education the CEFR determines an increase in the level of persona

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Irsara, Martina. "English and other languages in a plurilingual pedagogical approach: A case study from northern Italy." Glottodidactica 50, no. 1 (2023): 119–40. http://dx.doi.org/10.14746/gl.2023.50.1.7.

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Language teaching constantly needs to be adapted to changing societal realities, such as the spread of English as an international language or the growing linguistic complexity in Europe. A key question is whether and how languages could be treated together in school programmes to cater to a multilingual milieu. This article analyses a plurilingual pedagogical approach that is adopted in a few primary schools in the Italian province of South Tyrol. The research is a qualitative case study and draws on various theoretical perspectives, including the method model developed by Richards and Rodger

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Saepudin, Saepudin. "TEORI LINGUISTIK DAN PSIKOLOGI DALAM PEMBELAJARAN BAHASA." AL-ISHLAH: Jurnal Pendidikan Islam 16, no. 1 (2018): 100–118. http://dx.doi.org/10.35905/alishlah.v16i1.738.

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This article discusses several language theories and psychological theories thatinfluence the educator's point of view in teaching languages both mother tongueand second language learners. Among the linguistic theories described arestructuralism theories pioneered by Ferdinand de Saussure in Europe; the firstfigure to do a study of language with scientific principles and codified so that it canbe analyzed using systematic and clear methods. Other figures in this genre areLeonardo Bloomfield, Edward Saphier, Charles Hokait and Charles Fries. Second,the transformational generative theory pioneer

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Ivanova, I. N., S. V. Filimonov, and I. S. Yaryomenko. "TEACHING FEATURES OF THE ARCHITECTURAL DESIGN IN FOREIGN LANGUAGES." Regional problems of architecture and urban planning, no. 14 (December 29, 2020): 173–81. http://dx.doi.org/10.31650/2707-403x-2020-14-173-181.

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The article refers to the formation of students with a specialty "Architecture and Urban Planning" of the educational level "Bachelor, Master" of the ability to function as subjects of the international educational space, carrying out active intercultural communication as part of their professional and scientific activities. The Bologna Declaration formulated the main goals leading to the comparability and harmonization of national educational systems of higher education in Europe. Currently, due to the active process of Ukraine's integration into the common European educational space of parti

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Topal, Ibrahim Halil. "A CEFR-Oriented Probe into Culture: Implications for Language Learners." Journal of Linguistics, Culture and Communication 2, no. 2 (2024): 163–89. http://dx.doi.org/10.61320/jolcc.v2i2.163-189.

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The Common European Framework for Languages (CEFR), adopted by the Council of Europe (2001), is an action-based framework for language education, teaching and assessment in Europe. CEFR's descriptions of language skills across all skill levels can guide language learners, educators, and assessors. Alongside language-related issues, one phenomenon considered highly by the CEFR is culture – a concept intricately connected with language. Given the significance of culture and related concepts for language education, this study evaluated the CEFR and Companion Volume to draw inferences about cultur

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Kříž, Milan. "Ruimte voor structureel gebruik van muziek en poëzie in het taalverwervingsonderwijs NVT in Centraal-Europa." Neerlandica Wratislaviensia 28 (June 26, 2019): 47–61. http://dx.doi.org/10.19195/0860-0716.28.5.

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Space for the structural use of music and poetry in the didactics of Dutch as a foreign language in Central Europe This paper deals with the potential of the systematic use of authentic texts presented via songs and poetry to the students of Dutch as a foreign language studying at universities in Central Europe. Based on the positive experience with these materials, which is believed to be relevant also to other foreign languages than Dutch, the article advocates a much broader and more intensive exploitation of such materials. This research combines literature study and examples of good pract

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Reswari, Girindra Putri Ardana, and James Kalimanzila. "Human Resources Perspectives: Intercultural Competence Benefits In Learning English and Japanese Languages Simultaneously." KIRYOKU 5, no. 1 (2021): 80–86. http://dx.doi.org/10.14710/kiryoku.v5i1.80-86.

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This research is aiming at discussing the benefits of learning English and Japanese languages simultaneously to cross-cultural competency. This article is also having a further discussion about the human resources development benefits gained from learning the two languages and cultures. English and Japanese are two languages that are famous as foreign languages for international business. It is because The United States, Japan, and the major economic forces of Western Europe are developed countries whose infrastructures and well-established financial markets are conducive to the operation and

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Licari, Camilla, and Monica Perotto. "A study of the speech of bilingual children of Russian Germans living in Germany." Russian Language Studies 19, no. 2 (2021): 180–90. http://dx.doi.org/10.22363/2618-8163-2021-19-2-180-190.

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The article presents the relevant issue of analysing the common features of the grammar of Russian as language inherited by the second or third generation of migrant children in Europe and in the world. The novelty of the study is in the fact that it compares the speech of children with different dominant languages and, in particular, studies the speech of a group of children from families of Russian Germans living in Germany under dual language inheritance. Their parents have a very rich migration history, as they are, in turn, also heritage speakers of German, the language, which they spoke

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Tsaknaki, Olympia. "Some Reflections on Reference in the Teaching of French as a Foreign Language Context." European Journal of Education 5, no. 2 (2022): 67–78. http://dx.doi.org/10.2478/ejed-2022-0015.

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Abstract Grammatical and lexical cohesion are necessary conditions to guarantee a text’s coherence (Halliday and Hasan 1976). Grammatical cohesion is classified into four types of relation: reference, conjunction, substitution, and ellipsis. This study aims to investigate the use of the cohesive device of reference in written discourse produced by users/learners of French as a foreign language, to explore the kind of references they prefer and to highlight the difficulties they come across. Our study is based on a learner corpus composed of written productions of Greek-speaking users/learners

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Tsaknaki, Olympia. "Some Reflections on Reference in the Teaching of French as a Foreign Language Context." European Journal of Education 5, no. 2 (2022): 67–78. http://dx.doi.org/10.2478/ejed-2022-0005.

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Abstract Grammatical and lexical cohesion are necessary conditions to guarantee a text’s coherence (Halliday and Hasan 1976). Grammatical cohesion is classified into four types of relation: reference, conjunction, substitution, and ellipsis. This study aims to investigate the use of the cohesive device of reference in written discourse produced by users/learners of French as a foreign language, to explore the kind of references they prefer and to highlight the difficulties they come across. Our study is based on a learner corpus composed of written productions of Greek-speaking users/learners

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Zaher, Aziza. "Application of the CEFR to an Arabic Corpus: A Case Study." CEFR Journal - Research and Practice 7, no. 1 (2025): 100–111. https://doi.org/10.37546/jaltsig.cefr7-5.

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"The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) was developed by the Council of Europe and first published in 2001. It has since evolved significantly and new volumes have been published; most recently, the CEFR Companion Volume (CEFR/CV) in 2020. The CEFR aims to provide the basis for L2 learning, teaching, and assessment of European languages. However, it has been widely used around the world in non-European contexts. This article presents a case study of the application of the CEFR to an Arabic corpus comprising 214 texts produced by first ye

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Zaher, Aziza. "Application of the CEFR to an Arabic Corpus: A Case Study." CEFR Journal - Research and Practice 7, no. 1 (2025): 100–111. https://doi.org/10.37546/sig.cefr7-5.

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"The Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) was developed by the Council of Europe and first published in 2001. It has since evolved significantly and new volumes have been published; most recently, the CEFR Companion Volume (CEFR/CV) in 2020. The CEFR aims to provide the basis for L2 learning, teaching, and assessment of European languages. However, it has been widely used around the world in non-European contexts. This article presents a case study of the application of the CEFR to an Arabic corpus comprising 214 texts produced by first ye

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Bazhutina, Marina M. "Integrated foreign languages teaching: development of learning outcomes for IT majors." Perspectives of Science and Education 62, no. 2 (2023): 280–92. http://dx.doi.org/10.32744/pse.2023.2.16.

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Introduction. Design of descriptors for achieving objectives of foreign language education in case of non-language majors at tertiary level on the basis of the existing scales of the Common European Competences in Foreign Language (CEFR) promotes the policy of cultural diversity and multilingualism implemented by the Council of Europe. The motivation for the research lies in the fact that Russian universities lack a clear and transparent system of criteria that can be used for planning and assessing foreign language competences for non-language majors. The paper presents a developed scale of d

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S. Amrenova and K. Zh. Rakhymova. "The Global Impact of CEFR in Higher Education: A Case Study in Kazakhstan and Insights from a Pedagogical Experiment." Bulletin of Toraighyrov University. Pedagogics series, no. 1,2024 (March 29, 2024): 46–59. http://dx.doi.org/10.48081/obvs7996.

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The article explores the transformative impact of the Common European Framework of Reference for Languages (CEFR) on global language pedagogy, with a particular focus on its implications for higher education and its application in Kazakhstan. Introduced by the Council of Europe in the early 2000s, the CEFR offers a comprehensive framework for language teaching, learning, and assessment, spanning six competency levels from A1 to C2. Its widespread adoption has reshaped language education policies and practices worldwide, emphasizing communication skills across reading, writing, speaking, and li

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Baltgalve, Agita. "Tibetiešu valodas specifika un mācību metodes Latvijā." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 247–75. http://dx.doi.org/10.37384/va.2022.17.18.247.

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The article offers a unique study on Tibetan language teaching methods and the usage in Latvia. Nowadays, more and more Buddhist masters from Europe and India arrive in Latvia; they are visiting Tibetan delegations from the Tibet Autonomous Region of the PRC. That is why the demand of the Tibetan language in Latvia constantly increases. In Europe, in the 19th and 20th centuries, the classical Tibetan language was mainly studied. The grammar-translation method dominated in teaching and studies, so that language learners would be able to translate Buddhist scriptures. But now, in the 21st centur

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Chen, Kanyi. "Whether Different Languages Can Have Different Impacts on the Learning of Different Subjects?" Communications in Humanities Research 33, no. 1 (2024): 136–40. http://dx.doi.org/10.54254/2753-7064/33/20240063.

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In recent years, there has been an increasing amount of research on second language acquisition, basically looking at the benefits of second language learning and how it can be done better. However, it is not clear whether the language can strengthen some areas of the brain, thus leading to the learning of some subjects in the region where the local language is learned being more advantageous or even easier to learn than in other regions. For example, mathematical ability in Asia, artistic ability in Europe, and the ability to distinguish snow colors in Skimmers. Therefore, this study will use

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Pięta, Hanna, Susana Valdez, Ester Torres-Simón, and Rita Menezes. "Pivot Templators’ Challenges and Training: Insights from a Survey Study with Subtitlers and Subtitler Trainers." Íkala, Revista de Lenguaje y Cultura 28, no. 2 (2023): 1–21. http://dx.doi.org/10.17533/udea.ikala.v28n2a02.

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Given the increase of non-English audiovisual content, translating through pivot templates is increasingly common. Yet, pivot templates have attracted scant scholarly attention. Several factors remain unclear. Among the first factors are the questions of who creates pivot templates, from what languages are they translated, into what languages are they translated, and what audiovisual products and channels are they for? Secondly, what are the challenges involved in the creation of templates? The third factor would be whether there is any training available for pivot template creators, and wheth

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Xu, Bo. "A Comparative Study of Language Educational Policy in China and Western Europe." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 768–72. http://dx.doi.org/10.54097/ehss.v8i.4351.

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Nowadays, English has become a very important communicative tool for people from non-English-dominant countries. The Chinese government has been trying to push its residents to keep this pace for decades while recently most Western European countries try to avoid English teaching to protect their languages and cultures. Most Chinese students have to study English when they enter Grade 3. The College English Test Band 4 (CET4) has been the basic examination for Chinese students for decades and some universities will even require their students to pass CET6. Certificates of proving passing CET4

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Finardi, Kyria, Roberta Leao, and Livia Melina Pinheiro. "English in Brazil: Insights from the Analysis of Language Policies, Internationalization Programs and the CLIL Approach." Education and Linguistics Research 2, no. 1 (2016): 54. http://dx.doi.org/10.5296/elr.v2i1.9150.

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<p class="Normal1">The paper proposes a reflection on the role of English in the globalized world and its teaching/learning in Brazil. With that aim, the study reviews language policies and internationalization programs in Brazil regarding the role of foreign languages in general and of English in particular. The theoretical framework includes a review of an English language teaching (ELT) approach used mainly in Europe, as a result of globalization and internationalization, the Content and Language Integrated Approach (CLIL). In order to support this reflection, a case study was carried

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Matijašević, Miljen. "LANGUAGES FOR SPECIFIC PURPOSES AT THE FACULTY OF LAW, UNIVERSITY OF ZAGREB." Language for Specific Purposes – Trends and Perspectives XIII, no. 42 (2022): 73–93. http://dx.doi.org/10.31902/fll.42.2022.6.

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The teaching of languages for specific purposes has been an increasingly appealing and relevant topic both in the academic and the professional sphere for decades. In today’s globalised world and, more specifically, in an increasingly united Europe, the importance of learning and using foreign languages need no longer be particularly emphasized. Using foreign languages in professional communication facilitates participation in political and economic exchange and arrangements. The field of law is a peculiar area in terms of its professional language. Law is firmly dependant on its national lang

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SHUMS’KYI, O. "ON THE ISSUE OF APPLICANTS FOR HIGHER EDUCATION’S TRAINING FOR LINGUISTIC SELF-EDUCATION IN MODERN PEDAGOGICAL THEORY AND PRACTICE." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 244–48. http://dx.doi.org/10.33989/2075-146x.2021.27.247126.

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The article substantiates that in modern conditions the core didactic principle of higher education should be the transition from teaching to self-education, which is regarded by contemporary native researchers as the highest stage of education. Social trends in the world have, in their turn, actualized the need to revise the conceptual system of views on the theory and practice of language self-instruction. The result of expanding the range of research issues of training students for independent acquisition of foreign language knowledge, as a kind of alternative to institutional education, wa

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Robinson-Jones, Charlie, Joana Duarte, and Mirjam Günther-van der Meij. "“Accept All Pupils as they are. Diversity!” – Pre-Service Primary Teachers’ Views, Experiences, Knowledge, and Skills of Multilingualism in Education." Sustainable Multilingualism 20, no. 1 (2022): 94–128. http://dx.doi.org/10.2478/sm-2022-0005.

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Summary Schools across Europe are experiencing a growing number of multilingual pupils; however, teachers claim to be generally underprepared for dealing with this ever-increasing linguistic and cultural diversity. Initial teacher education often pays insufficient attention to multilingualism, thus there is a call for research on what pre-service teachers learn about the topic during training. Against this background, this small-scale exploratory study sets out to explore pre-service primary teachers’ (a) views of multilingualism in education in general, (b) experiences of multilingualism in e

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Арская, М. А. "Control of the level of the development of foreign language competence of students of higher educational institutions." Management of Education, no. 7(53) (August 30, 2022): 214–21. http://dx.doi.org/10.25726/r3101-3673-5033-g.

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Языковое образование на уровне государственных документов признано одним из главных составляющих высшего образования. Над разработкой концепции и стратегии языковой политики в Европе работали коллективы ученых из Канады, США и различных европейских стран-членов Совета по культурному сотрудничеству. Интеграция России в европейские и международные организации обуславливает необходимость качественной иноязычной подготовки курсантов вузов системы МВД. Основы новой языковой политики в России освещены в работах коллектива лингвистов, в которых определены современные подходы к преподаванию иностранны

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Jaleniauskiene, Evelina. "Shifting towards the action-oriented approach in Higher Education: language learners’ perceptions." Language Learning in Higher Education 11, no. 2 (2021): 375–94. http://dx.doi.org/10.1515/cercles-2021-2031.

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Abstract In the updated version of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume (Council of Europe 2020), the Action-Oriented Approach is highlighted as the most viable approach for learning languages. The present study explored students’ reflections on the collaborative project based on this approach. The project was offered to the learners at a tertiary level during a course of English (C1 level). Analysis of the data revealed that the project appeared to be useful for the development of both general and communicative language co

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Oscarson, Mats. "Bedömning på systemnivå - En komparativ studie av stegsystemet i språk i den svenska skolan och språknivåer i Europarådets Common European Framework of Reference for Languages (CEFR)." Educare, no. 2 (June 1, 2015): 128–53. http://dx.doi.org/10.24834/educare.2015.2.1135.

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In the early 1970’s, the Council of Europe commenced work that aimed at identifying levels of language learning in a transparent and generally applicable way. The project resulted in the definition of six cardinal levels of competence according to a descriptive model called the Common European Framework of Reference for Languages. This made a strong and lasting impact and the CEFR concept is now being employed both in Europe and beyond as an important tool in the communication about goals and activities in language teaching and assessment. The highly influential work inspired the Swedish Natio

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