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Journal articles on the topic 'Language pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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1

Habibullayevna, Ergasheva Sayyora, To’rayeva Komila Tohirjanovna, Maxsutkhodjayev Muzaffar Mutalifovich, and Nosirova Odina Dilshodbek Qizi. "Pedagogy Technologies In Foreign Language Teaching." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 701–7. http://dx.doi.org/10.37547/tajssei/volume03issue04-113.

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Widdowson, Henry. "Linguistics, language teaching objectives and the language learning process." Pedagogical Linguistics 1, no. 1 (February 17, 2020): 34–43. http://dx.doi.org/10.1075/pl.19014.wid.

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Abstract Linguistics has always been taken as the authoritative frame of reference for how language is represented as a pedagogic subject, and as approaches to linguistic description have changed so accordingly have approaches to language teaching. But the purposes that determine what aspects of language are to be abstracted as relevant for linguistic description do not correspond with those of language pedagogy. What linguistics provides are ways of specifying what is to be taught as the eventual learning objective in relative disregard of the learning process, a process that it is the essential purpose of pedagogy to promote. An alternative to this customary objective driven approach, would be to focus not on acquiring competence in a particular and separate L2 but on extending the general capability for using language as a communicative resource that learners have already acquired in their L1. Such an approach effectively makes the primary objective of pedagogy the development of the learning process itself.

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Allen, J. P. B., and N. S. Prabhu. "Second Language Pedagogy." TESOL Quarterly 22, no. 3 (September 1988): 498. http://dx.doi.org/10.2307/3587293.

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4

Holmen, Anne. "Additive Language Pedagogy." International Journal of Bias, Identity and Diversities in Education 3, no. 1 (January 2018): 1–9. http://dx.doi.org/10.4018/ijbide.2018010101.

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One of the strongholds of the philosophy of education in Danish primary schools is to build learning activities on students´ resources and knowledge base. This calls for a differentiated approach to learning in classrooms characterized by increased linguistic and cultural diversity. However, for students with language minority background this general principle is often superseded by a focus on homogenization and silencing of diversity. This article is based on Cummins´ distinction between additive and subtractive bilingualism, and it introduces the concept of additive language pedagogy and discusses how this can be developed as part of the teachers´ instructional practices in plurilingual settings.

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Crookes, Graham. "The practicality and relevance of second language critical pedagogy." Language Teaching 43, no. 3 (December 4, 2009): 333–48. http://dx.doi.org/10.1017/s0261444809990292.

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The paper reviews eight topics in the area of second language critical pedagogy: (i) historical inheritances and lines of development associated with critical pedagogies; (ii) advocacy (and the need for critical language teachers to engage in it); (iii) the diverse institutional contexts that could be explored for critical language pedagogy; (iv) the range of languages within which critical approaches have been explored; (v) EFL critical pedagogy; (vi) the broad range of categories of oppression addressed by critical language pedagogy; (vii) materials for critical language pedagogy, and (viii) the role of the ‘imaginary’ in encouraging critical language pedagogy. I suggest that these constitute matters which, if given attention by critical language pedagogy specialists, could enhance the perceived practicality and/or relevance of the area.

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Bernhardt, Elizabeth B., and Rod Ellis. "Second Language Acquisition and Language Pedagogy." Modern Language Journal 77, no. 3 (1993): 373. http://dx.doi.org/10.2307/329109.

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Zhang, Lawrence Jun. "Language Teaching Research and Language Pedagogy." System 40, no. 4 (December 2012): 565–67. http://dx.doi.org/10.1016/j.system.2012.10.006.

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8

Mitchell, R. "Language Teaching Research and Language Pedagogy." ELT Journal 68, no. 3 (June 12, 2014): 357–60. http://dx.doi.org/10.1093/elt/ccu022.

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9

Ellis, Rod. "SLA AND LANGUAGE PEDAGOGY." Studies in Second Language Acquisition 19, no. 1 (March 1997): 69–92. http://dx.doi.org/10.1017/s0272263197001058.

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Many SLA researchers have demonstrated an interest in language pedagogy (LP), yet the relationship between SLA and LP is a problematic one, not so much because of the limitations of SLA itself but because the two disciplines involve different “Discourses” (Gee, 1990). In this paper it is argued that an educational perspective is needed in order to examine how SLA can contribute to LP. Such a perspective suggests ways in which SLA can be appraised in a pedagogically relevant manner and, more importantly, what kinds of applications may be fruitful. It is suggested that relevance is more likely to be achieved if SLA is used to address issues that practitioners nominate as important to them. Different models of application are considered, reflecting different ways of viewing teaching. A behavioral model, according to which teachers implement those behaviors that research has shown to be effective, is rejected. However, SLA can serve as an important source of information that can help to shape practitioners' theories of teaching (a cognitive model). Most importantly, it constitutes a source of “provisional specifications” that practitioners can evaluate in their own contexts of action (an interpretation model). SLA also affords practitioners the means for conducting their own investigations. In short, an educational perspective suggests that for SLA to influence LP, practitioners need assistance in transforming knowledge about L2 acquisition into practice.

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Crookes, Graham. "SLA AND LANGUAGE PEDAGOGY." Studies in Second Language Acquisition 19, no. 1 (March 1997): 93–116. http://dx.doi.org/10.1017/s027226319700106x.

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The connection between SLA research and second and foreign language (S/FL) teaching is discussed in this paper, from the viewpoint that such a relationship is desirable and that it is advantageous to see it as one mediated by a variety of factors. At the same time, it is asserted that the relationship is presently often weaker than it should be. The conditions under which S/FL language teaching take place are identified as strongly contributing to this state of affairs, though other aspects of SLA research that might have limited its relevance to teaching are also considered. A call is made for empirical studies into the use by teachers of research.

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11

Borg, Simon. "Language pedagogy and linguistics." Language Awareness 5, no. 2 (January 1996): 118–24. http://dx.doi.org/10.1080/09658416.1996.9959897.

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12

Maley, Alan. "Perceptions of Language Pedagogy." ELT Journal 74, no. 4 (August 21, 2020): 512–14. http://dx.doi.org/10.1093/elt/ccaa042.

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13

O'BRIEN, JOSEPHINE. "Bilingualism and Language Pedagogy." TESOL Quarterly 41, no. 2 (June 2007): 438–41. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00079.x.

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Gavioli, L. "Enriching reality: language corpora in language pedagogy." ELT Journal 55, no. 3 (July 1, 2001): 238–46. http://dx.doi.org/10.1093/elt/55.3.238.

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15

Nilson, Jenna. "Drama and critical intercultural language pedagogy." Scenario: A Journal for Performative Teaching, Learning, Research XV, no. 2 (December 31, 2021): 47–62. http://dx.doi.org/10.33178/scenario.15.2.3.

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This article discusses findings from a research project with emergent bilingual youth in Phoenix, Arizona. This project focused on how critical intercultural language pedagogy impacts how and what methods of performative language teaching drama and language practitioners employ in the English as an Additional Language (EAL) class through engaging aspects of a Youth Participatory Action Research methodology (YPAR) and through taking a Mantle of the Expert approach in a process drama. The article uses Tania Cañas’s Manifesto “10 things you need to consider if you are an artist not of the refugee and asylum seeker community- looking to work with our community” to situate how this project sought to examine ethical process when working with language minoritized youth in the context of English language learning in the United States. Cañas (2015) argues that artists need to examine how their project methodologies promote equitable exchange, as well as how their participation frameworks situate power. In relation to the above points in Cañas’s Manifesto, the article discusses findings from the research project, and examines how effectively the project considered equitable exchange and power dynamics within the context of language learning. Findings relate how drama practitioners and language teachers must critically reflect on and focus their students’ choice and decision-making throughout the process, as well as seek to meaningfully incorporate students’ linguistic capacities in both English and their first languages.

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Araminta, Lavinia Disa Winona. "Values of Literary Texts for Language Pedagogy: A Practical Proposition." TEKSTUAL 20, no. 1 (July 21, 2022): 1. http://dx.doi.org/10.33387/tekstual.v20i1.4573.

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Fiksi dan karya sastra telah diklaim memiliki potensi yang menjanjikan sebagai sumber materi untuk pengajaran bahasa kedua meskipun yang menentang gagasan tersebut beranggapan bahwa sastra tidak cocok untuk pedagogi bahasa kedua. Namun demikian, ada studi kasus empiris yang mentunjukkan keberhasilan dan/atau keunggulan menggunakan sastra untuk mengajar bahasa kedua. Studi menunjukkan bahwa sastra masih memiliki banyak cara yang ditawarkan dalam memfasilitasi pembelajaran bahasa kedua. Artikel ini akan menjelaskan nilai-nilai dari tiga jenis teks sastra, yaitu novel, puisi, dan drama untuk pedagogi bahasa dan menggambarkan kegiatan kelas yang dapat diterapkan dengan menggunakan tiga contoh teks tersebut.Fiction and literary work has been claimed to have promising potential as a source of materials for second language teaching although opponents of that idea argue that literature is not suitable for second language pedagogy. Nevertheless, there have been empirical case studies which report the success and/or advantages of using literature for teaching a second language. Studies suggest that literature still has much to offer in facilitating second language learning. This article will elucidate the values of three types of literary texts, namely novels, poetry, and plays, for language pedagogy and illustrate classroom activities that can be carried out using three examples of texts.Keywords: Fiction, literary text, language pedagogy

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Kidwell, Tabitha. "Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies." Register Journal 10, no. 2 (December 1, 2017): 221. http://dx.doi.org/10.18326/rgt.v10i2.221-233.

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ENGLISH ABSTRACT Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual knowledge, with a focus on the teacher as the transmitter of knowledge. The pedagogy of preparation portrays culture as skills, and aims to help students develop the sociocultural, pragmatic, and strategic competence necessary for interactions with native speakers. The pedagogy of encounter takes an intercultural approach, with an affective orientation, and aims to help students develop tolerance, empathy, and an awareness of their own and others’ perspectives, and the emergent nature of culture. Using these three pedagogies as a conceptual framework, this paper reviews scholarship in support and critique of each type of cultural teaching. Because each of these three pedagogies continues to be used in various contexts worldwide, a clear understanding of the beliefs systems underpinning the belief systems of teachers and learners is essential. Keywords: Culture; Language Teaching; Methodologies. INDONESIAN ABSTRACTBudaya merupakan bagian integral dari studi bahasa, namun khalayak belum mengemukakan argumen teoritis yang koheren untuk bagaimana budaya dapat atau harus digabungkan dalam pendidikan bahasa. Dalam upaya memperbaiki situasi ini, makalah ini mengulas literatur tentang ajaran budaya, dengan mengacu pada identifikasi tiga pedagogi Larzén (2005) yang digunakan untuk mengajarkan tentang budaya di dalam kelas bahasa: melalui pedagogi informasi, pedagogi persiapan, dan pedagogi perjumpaan Pedagogi informasi mengambil orientasi kognitif, membingkai budaya sebagai pengetahuan faktual, dengan fokus pada guru sebagai pemancar pengetahuan. Pedagogi persiapan menggambarkan budaya sebagai keterampilan, dan bertujuan untuk membantu siswa mengembangkan kompetensi sosiokultural, pragmatis, dan strategis yang diperlukan untuk interaksi dengan penutur asli. Pedagogi pertemuan mengambil pendekatan antar budaya, dengan orientasi afektif, dan bertujuan untuk membantu siswa mengembangkan toleransi, empati, dan kesadaran akan perspektif mereka sendiri dan orang lain, dan sifat budaya yang muncul. Dengan menggunakan ketiga pedagogi ini sebagai kerangka konseptual, makalah ini mengulas pustaka untuk mendukung dan mengkritik setiap jenis pengajaran budaya. Karena masing-masing dari ketiga pedagogi ini terus digunakan dalam berbagai konteks di seluruh dunia, pemahaman yang jelas tentang sistem kepercayaan yang mendasari sistem kepercayaan guru dan pelajar sangat penting.Kata kunci: Budaya; Pengajaran Bahasa; Metodologi.

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18

Frommer, Judith, and James W. Brown. "Semiotics and Second-Language Pedagogy." Modern Language Journal 76, no. 3 (1992): 399. http://dx.doi.org/10.2307/330169.

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19

Sauntson, Helen. "Language, sexuality and inclusive pedagogy." International Journal of Applied Linguistics 29, no. 3 (October 22, 2018): 322–40. http://dx.doi.org/10.1111/ijal.12239.

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Nero, Shondel J. "Language, Identities, and ESL Pedagogy." Language and Education 19, no. 3 (May 15, 2005): 194–211. http://dx.doi.org/10.1080/09500780508668674.

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Quinn, T. J. "Functional approaches in language pedagogy." Volume 2 2 (January 1, 1985): 1–31. http://dx.doi.org/10.1075/aralss.2.01qui.

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22

Tarsoly, Eszter, and Riitta-Liisa Valijärvi. "Endangered and minority language pedagogy." Language Learning Journal 48, no. 3 (May 3, 2020): 253–58. http://dx.doi.org/10.1080/09571736.2020.1753907.

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Schoelles, Michael, and Henry Hamburger. "COGNITIVE TOOLS FOR LANGUAGE PEDAGOGY." Computer Assisted Language Learning 9, no. 2-3 (June 1996): 213–34. http://dx.doi.org/10.1080/0958822960090210.

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24

Vignola, Marie-Josee. "Bilingualism and Language Pedagogy (review)." Canadian Modern Language Review / La revue canadienne des langues vivantes 62, no. 2 (2005): 351–53. http://dx.doi.org/10.1353/cml.2006.0013.

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Ballinger, Susan. "Towards a cross-linguistic pedagogy." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 131–48. http://dx.doi.org/10.1075/jicb.1.1.06bal.

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This article reports on a 7-week classroom intervention in two Grade 3 French immersion schools near Montreal, Quebec, that enroll both English- and French-dominant students. The teaching intervention aimed to bridge the students’ first and second languages through collaborative language learning strategies designed to enhance students’ awareness of their and their partner’s language production and a ‘biliteracy’ project that linked English and French language arts content. Data collection consisted of audiotaped interactions between eight student pairs as they worked on collaborative tasks for the biliteracy project. A qualitative and quantitative analysis examined how the biliteracy project and strategy instruction influenced students’ collaborative interaction and reciprocal learning. All recorded pairs engaged in reciprocal strategy use and extensive on-task collaboration; nevertheless, the quality of their interaction was tempered by their engagement in further interactional moves that supported contributions from their partners.

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Laviosa, Sara. "Translation as Adaptation for Language Pedagogy." Linguaculture 2014, no. 1 (February 1, 2014): 63–72. http://dx.doi.org/10.1515/lincu-2015-0014.

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Abstract This paper explores, within an ecological perspective on language learning (cf. van Lier 2004), the valuable role that translation as adaptation can play in mediating and making sense of cross-cultural experiences in the multilingual language classroom. The aim is to develop a multilingual pedagogy that includes translation as adaptation as an integral part of the language curriculum in order to foster translingual and transcultural competence, this being the goal of foreign language education in the 21st century (cf. MLA 2007:2). The first part of the paper introduces the theoretical framework that conceptualises translation as being closely related to adaptation. It then analyses salient scenes from Gianni Amelio’s bilingual drama La stella che non c'è/The Missing Star/L'Étoile Imaginaire (2006) filmed in Italy and China and screened in competition as part of the 2006 Venice Film Festival. Moving on from research to pedagogic practice, the final part of the paper outlines a teaching unit that is based on the film and is aimed at undergraduate L1 Chinese learners of Italian and L1 Italian learners of Chinese. The objective of the pedagogic unit is to raise awareness of the transformative power enshrined in linguistic and cultural exchanges mediated by audio-visual translation as an eminent example of adaptation.

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Davis, Glenn M. "Exploring Language Pedagogy through Second Language Acquisition Research." System 46 (October 2014): 176–77. http://dx.doi.org/10.1016/j.system.2014.08.002.

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HENY, FRANK. "Theoretical Linguistics, Second Language Acquisition, and Language Pedagogy." ANNALS of the American Academy of Political and Social Science 490, no. 1 (March 1987): 194–210. http://dx.doi.org/10.1177/0002716287490001015.

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Ellis, Rod. "Second language acquisition, teacher education and language pedagogy." Language Teaching 43, no. 2 (September 10, 2009): 182–201. http://dx.doi.org/10.1017/s0261444809990139.

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Various positions regarding the Second Language Acquisition (SLA) – Language Pedagogy (LP) nexus have been advanced. Taking these as a starting point, this article will examine the nature of the SLA/LP relationship both more generally and more concretely. First, it will place the debates evident in the different positions regarding the relationship in a broader educational and professional context by examining the nature of the theory/practice nexus – because the issues at stake do not just concern SLA. Second, it will examine critically a number of options for bridging the divide (e.g. through presenting the pedagogical implications of research, engaging teachers in researching their own classroom or promoting research–teacher collaboration). Third, it will probe the relationship in terms of a framework that links (i) SLA researchers, (ii) classroom researchers, (iii) teacher educators and (iv) language teachers. This framework will serve as a basis for formulating a set of eleven principles that can guide attempts to use SLA theory and research in teacher education programmes.

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Rajendram, Shakina. "“Our country has gained independence, but we haven't”: Collaborative translanguaging to decolonize English language teaching." Annual Review of Applied Linguistics 42 (March 2022): 78–86. http://dx.doi.org/10.1017/s0267190521000155.

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AbstractThe colonial history of many English language teaching (ELT) contexts has shaped how the concept of language is understood, how language policies are constructed, and how language education is organized. Various aspects of ELT in countries that were colonized continue to promote the imperialism of English (Motha, 2014) through the naming (i.e., labeling of linguistic phenomena as distinct languages, dialects, and language varieties), separation and hierarchization of languages, and the dominance of monolingual policies and practices in the classroom. Translanguaging, a theory and pedagogy that challenges colonial understandings of language and monoglossic norms in language teaching, has the transformative potential to liberate language practices that have been rendered invisible by abyssal thinking in ELT (García et al., 2021). Translanguaging as a theory posits that multilingual learners do not possess two or more autonomous language systems but rather that they select and deploy linguistic features from a unitary linguistic repertoire (Vogel & García, 2017). Translanguaging as a pedagogy urges educators to leverage learners’ entire linguistic and semiotic repertoires to support their learning instead of requiring them to keep certain languages outside the classroom. However, in educational contexts that respond to socially and politically imposed boundaries between languages, there are ideological and systemic challenges to the enactment of translanguaging as a pedagogy. This paper discusses these challenges with reference to the Malaysian language education context and draws on data from a collaborative translanguaging pedagogy designed through teacher-researcher collaboration and implemented in two Malaysian elementary English classrooms to offer recommendations for how ELT can be decolonized.

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Crookes, Graham V. "Critical language pedagogy: an introduction to principles and values." ELT Journal 75, no. 3 (July 1, 2021): 247–55. http://dx.doi.org/10.1093/elt/ccab020.

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Abstract Critical language pedagogy, teaching languages for social justice, is considered in terms of its history and principles. Several sets of principles, from different periods of the development of this literature, are juxtaposed. A connection is drawn from the possible values held by language teachers to the values espoused by critical language pedagogy. These are specified as democratic values, associated with equality, freedom, and solidarity. Values are identified as a means by which language teachers considering this perspective could approach it.

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Bochicchio, Daniel, Shelbi Cole, Deborah Ostien, Vanessa Rodriguez, Megan Staples, Patricia Susla, and Mary Truxaw. "Shared Language." Mathematics Teacher 102, no. 8 (April 2009): 606–13. http://dx.doi.org/10.5951/mt.102.8.0606.

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Bochicchio, Daniel, Shelbi Cole, Deborah Ostien, Vanessa Rodriguez, Megan Staples, Patricia Susla, and Mary Truxaw. "Shared Language." Mathematics Teacher 102, no. 8 (April 2009): 606–13. http://dx.doi.org/10.5951/mt.102.8.0606.

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Bacus, Remedios C. "Teachers’ Beliefs, Praxes, and Post-method Pedagogy in English Language Teaching." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 86–102. http://dx.doi.org/10.26803/ijlter.20.1.5.

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To address the challenge of identifying an effective English language teaching pedagogy, this study explored the Grade 10 teachers (n=50) and students’ (n=2,221) beliefs of effective language teaching methods and the teachers’ classroom practices. It further investigated the convergence and divergence of the teachers’ and students’ beliefs and the teachers’ practices along with the pedagogic parameters of practicality and particularity. Using the descriptive quantitative design, the findings revealed the convergence of responses between (a) teachers’ and students’ beliefs of effective language methods, and (b) teachers’ beliefs and their practices. Analysis of responses also revealed the pedagogic parameters of practicality and particularity in the conduct of their English language classes. Teachers continually engage in the cycle of personal assessment to increase their autonomy in formulating enlightened choices responsive to the students’ needs. It is imperative that English teachers be engaged in programs that support their awareness of local exigencies to strengthen their belief systems on post-method pedagogy.

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Ballinger, Susan, Roy Lyster, Andrea Sterzuk, and Fred Genesee. "Context-appropriate crosslinguistic pedagogy." Journal of Immersion and Content-Based Language Education 5, no. 1 (April 7, 2017): 30–57. http://dx.doi.org/10.1075/jicb.5.1.02bal.

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In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts.

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36

Call, Mary Emily, Fred R. Eckman, Diane Highland, Peter W. Lee, Jean Mileham, and Rita Rutkowski Weber. "Second Language Acquisition Theory and Pedagogy." Modern Language Journal 82, no. 2 (1998): 268. http://dx.doi.org/10.2307/329216.

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37

del Pilar García Mayo, María. "Second language pedagogy: Learners and teachers." Language Teaching Research 25, no. 4 (July 2021): 503–6. http://dx.doi.org/10.1177/13621688211028350.

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Thomas, Margaret, Fred R. Eckman, Diane Highland, Peter W. Lee, Jean Mileham, and Rita Rutkowski Weber. "Second Language Acquisition Theory and Pedagogy." Language 73, no. 1 (March 1997): 211. http://dx.doi.org/10.2307/416640.

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Nagle, Stephen J., and Sara L. Sanders. "Comprehension Theory and Second Language Pedagogy." TESOL Quarterly 20, no. 1 (March 1986): 9. http://dx.doi.org/10.2307/3586386.

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Perkins, Ann Weiler, and Catherine V. Chvany. "Language Pedagogy: The Teaching of Russian." Slavic and East European Journal 31 (1987): 196. http://dx.doi.org/10.2307/307989.

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Ellis, R. "Task-based research and language pedagogy." Language Teaching Research 4, no. 3 (September 1, 2000): 193–220. http://dx.doi.org/10.1191/136216800125069.

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Williams, Kevin. "Critical Pedagogy and Foreign Language Education." Journal of Philosophy of Education 38, no. 1 (February 2004): 143–48. http://dx.doi.org/10.1111/j.0309-8249.2004.00369.x.

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Pennycook, Alastair. "Critical pedagogy and second language education." System 18, no. 3 (January 1990): 303–14. http://dx.doi.org/10.1016/0346-251x(90)90003-n.

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Vizmuller-Zocco, Jana. "Contrastive Analysis in Italian Language Pedagogy." Italica 67, no. 4 (1990): 466. http://dx.doi.org/10.2307/479092.

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Ellis, Rod. "Task-based research and language pedagogy." Language Teaching Research 4, no. 3 (July 2000): 193–220. http://dx.doi.org/10.1177/136216880000400302.

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van Compernolle, Rémi A., and Lawrence Williams. "Sociocultural theory and second language pedagogy." Language Teaching Research 17, no. 3 (June 12, 2013): 277–81. http://dx.doi.org/10.1177/1362168813482933.

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47

Belyaev, E. I. "Metatheory and Language of Contemporary Pedagogy." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 12, no. 2 (2012): 38–41. http://dx.doi.org/10.18500/1819-7671-2012-12-2-38-41.

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48

Huszti, Ilona. "Current language pedagogy issues in Transcarpathia." Acta Academiae Beregsasiensis, Philologica I, no. 2 (December 20, 2022): 219–32. http://dx.doi.org/10.58423/2786-6726/2022-2-219-232.

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Abstract:

The aim of this paper is to outline the current situation of foreign language teaching in Transcarpathia and to present the current issues in language pedagogy in our region. In order to understand the present, we need to know the past, so we will first say a few words about foreign language teaching in Transcarpathia before 1991, i.e. what foreign language (FL) teaching was like before Ukraine became independent. In the early 2000s, the country underwent a reform in the teaching of FL, the main change being that children started learning a FL at the age of seven, three years earlier than before. In 2004, the first comprehensive research on language pedagogy in Transcarpathia was carried out, which assessed the situation in English language teaching at that time. In our study we draw a parallel between the situation 18 years ago and the present, pointing out changes and differences. We describe in more detail the current situation of foreign language teaching in Transcarpathia, and then address one of the most topical issues, the Advanced Level Foreign Language Examination (ZNO), and why in 2022, no such examination will be offered to school-leavers. The research team of the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education investigated distance learning in the quarantine situation due to COVID-19 in 2020, the effects of online education on the quality of teaching, the attitudes of teachers and learners, instructors and students towards digital education. A survey of secondary school children showed that although most of them had problems with online learning, their attitudes to learning were serious, they had developed their digital skills to a large extent, although some became demotivated as a result of online learning. Nevertheless, they have developed learner autonomy, which continues to help them to learn independently (Fábián, Huszti, Lechner and Bárány, 2021). At the end of the study, we summarise the impact of the pandemic on language learning in higher education in Transcarpathia. We can say that the most significant positive outcome of online education is that both teachers and students have greatly improved their digital skills and gained new technological knowledge that they can easily use in the future (Bárány, Fábián, Lechner and Huszti, 2022).

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Guo, Maosheng. "Postmodern Pedagogy." American Journal of Semiotics 11, no. 3 (1994): 103–14. http://dx.doi.org/10.5840/ajs1994113/48.

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Gao, Xiaoping. "R. Ellis. (2012) Language Teaching Research & Language Pedagogy." Australian Review of Applied Linguistics 39, no. 1 (November 22, 2016): 95–98. http://dx.doi.org/10.1075/aral.39.1.05gao.

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