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Relevant bibliographies by topics / Teaching english as foreign language

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Academic literature on the topic 'Teaching english as foreign language'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Teaching english as foreign language"

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Satullaeva, Nargiza, and Gulperi Kurbanbaeva. "Teaching English As A Second Foreign Language." American Journal of Social Science and Education Innovations 02, no. 08 (August 25, 2020): 351–57. http://dx.doi.org/10.37547/tajssei/volume02issue08-59.

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Rustamovna, Razzakova Gulchekhra. "Teaching English As A Foreign Language To Students With Learning Disabilities." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 385–88. http://dx.doi.org/10.37547/tajssei/volume03issue04-59.

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Foreign language study is an increasingly prominent part of education everywhere. Not only are high school students nearly always required to study a foreign language, but many lower and middle schools have added foreign languages to their curricula, whether as enrichment or a requirement. While it has long been recognized in the learning disabilities field that foreign language study would be a terrific challenge to learning disabled students, somehow this fact has been widely ignored in the field of foreign language instruction and in schools in general until very recently. The following article looks into the ways to teach foreign languages to students with learning disabilities.

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Kapitan, Tetiana. "USE OF INNOVATIVE FORMS OF INSTRUCTION IN ENGLISH LESSONS." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 126–29. http://dx.doi.org/10.36550/2415-7988-2021-1-194-126-129.

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Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.

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Et al., Akmaral A. Batayeva. "FOREIGN LANGUAGE TEACHING METHOD." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2041–46. http://dx.doi.org/10.17762/pae.v58i1.1080.

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There are various teaching methods when teaching a foreign language, it is necessary to pay attention to new ways to stimulate the speech of students. However, numerous classical schools still try to teach by the old methods and from the old books. There will always be problems, and you will never speak the foreign language well. By using new methods, it is easy to learn to speak English and improve at it. You will be able to speak like a native speaker.

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Abdukarimovna, Tashmatova Madina. "Lexical Homonyms In Modern English And Uzbek." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 128–34. http://dx.doi.org/10.37547/tajssei/volume03issue06-22.

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Mainly seen in rising interest to learning foreign languages in our state. There has been made many attempts to create new ways and methods of teaching foreign languages. This research is based on language properties of purely English language, and comparative analysis linguistic features between English and Uzbek. The rising interests to learning foreign require establishing new methods and ways of teaching language. The most effective method of teaching language is considered to find counterparts of language units and expressions from Uzbek language. Besides that it is important to take into consideration special features of national similarities of native language.

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Pitina, S. A., and A. D. Shcherbov. "CREATIVE WRITING IN FOREIGN LANGUAGE TEACHING." Современная высшая школа инновационный аспект, no. 2 (2021): 85–93. http://dx.doi.org/10.7442/2071-9620-2021-13-2-85-93.

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The article is an attempt to reveal the role of creative writing in the process of foreign language teaching/learning at higher school. Approaches to teaching creative writing to students, who learn English as a first foreign language at the classes of business English, history of the English literature and practical course of the first foreign language are discussed. The effectiveness of creative writing assignments as independent work is proven.

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Stavytska, Iryna. "Modern Tendencies in Foreign Language Teaching." Journal of Intercultural Management 9, no. 4 (December 1, 2017): 21–30. http://dx.doi.org/10.1515/joim-2017-0018.

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Abstract Objective: The purpose of the article is to study current trends in the field of language policy. Methodology: Analysis of normative documents concerning the teaching of foreign languages in the European Union Findings: The main trends of language policy are life-long learning, students’ mobility, multilingualism, using English as lingua franca, the use of information and communication technologies for the formation of foreign language competence. Value Added: Analysis of the current trends in the development of foreign language competence in higher education. Recommendations: The study of world trends in the training of specialists in general and language policy in particular.

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Pazyura, Natalia. "Influence of Sociocultural Context on Language Learning in Foreign Countries." Comparative Professional Pedagogy 6, no. 2 (June 1, 2016): 14–19. http://dx.doi.org/10.1515/rpp-2016-0012.

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Abstract Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all spheres of life of that country. In many countries where it is an official language and language of instruction, as most communication outside school is in the local languages it is taught as language to learn other disciplines. These are two contrasting contexts for enhancing the English language skills. In both settings there are concerns about students’ difficulties in developing adequate English proficiency to successfully learn content through that language. This paper analyzes the influence of sociocultural factors on the students’ motivation to learn English in different countries, reveals main problems and difficulties in oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching promotes cross-cultural communication competence. On the other hand, in some countries English is not the prerequisite of future successful career. But anyway the author insists on consistency of English teaching concept with that of the world. Improving the students’ cross-cultural oral communication ability is impossible without laying equal stress on cross-cultural communication competence and oral English teaching.

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Irgasheva, Umida Raimjanovna. "The Features Of Online Lessons In Teaching English As A Foreign Language." American Journal of Social Science and Education Innovations 02, no. 10 (October 29, 2020): 237–42. http://dx.doi.org/10.37547/tajssei/volume02issue10-39.

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This article provides the features of online lessons, the differences between online and offline lessons in teaching English as a foreign language. The advantages and disadvantages of online and traditional lessons in teaching English are described here. They are considered as modern methods of teaching English including such criteria as motivation, the quality of the perception of the material, understanding of speech, overcoming the language barrier and construction of the lesson.

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Mazhabi, Zobi. "PENGAJARAN BAHASA INGGRIS UNTUK ANAK USIA DINI BEBERAPA HAL YANG HARUS DIPERHATIKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 1, no. 2 (December 31, 2019): 50. http://dx.doi.org/10.33474/thufuli.v1i2.4940.

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The need, awareness, and understanding about the early foreign languages teaching on young learners makes the education experts try to apply English learning and teaching as early as possible for students. Therefore, English has been introduced in formal educational institutions at the level of early childhood. This decision made experts have to consider several things in term of learning and teaching English as a foreign language (EFL) and early childhood as students when a foreign language is introduced and taught at the level of early childhood (young learners), then an understanding of how foreign language acquisition or second language on children (SLA) and learning and teaching foreign languages (Teaching English as Foreign Language / TEFL) in children needs to be understood and considered as a reference for conducting the learning process, so that good and appropriate learning methods can be formulated. In this article, the author tries to elaborate on the process of language acquisition in children (language acquisition), both in their first language (L1) and their second language (L2), as well as how an understanding of these can have a positive interfearence on the formulation and selection of the right method. in the process of learning and teaching English at the level of early childhoo.

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Dissertations / Theses on the topic "Teaching english as foreign language"

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Bao, Charlene. "Foreign language teacher accultration (FLTA) : the critical factors of popular foreign language teaching /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.

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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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Turkan, Sultan. "Content Representations in Teaching English as a Foreign Language." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194993.

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This study was an exploration of what English language content was represented in a classroom in which English was taught as a foreign language (EFL). The purpose of this study was to explore the way EFL teachers represent English language content/constructs in a classroom setting. The motivation behind this exploration is to contribute to the understandings of EFL teachers' practices in classroom settings. Doyle's task framework was employed, specifically with the intention to map what content representations emerged out of the teachers' classroom practices. All in all, the teachers' classroom content representations were found to be entrenched with the idea of high-stakes test preparation in Turkey.

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Zewary, Sayed Mustafa. "Visuals in foreign language teaching." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/8778.

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Master of Arts
Department of Modern Languages
Mary T. Copple
This study investigates the effectiveness of visuals in the language classroom. Two types of visual aids commonly used in the language classroom, video and still pictures, are used to elicit narratives from L2 English speakers, and these narratives are subsequently compared. The data come from eleven international students from a university English Language Program, who voluntarily participated in two separate 15-minute interviews. In each interview session, they were shown either a series of pictures or a video, both depicting a story. Upon completion of the presentation of each visual, participants were asked a prompt question and their narration of the events portrayed in the visuals recorded. The narratives were transcribed and analyzed in order to test (1) if still pictures and video are equally effective in eliciting elaboration in the narratives, defined in this case, as the number of new referents introduced and the number of adjective and verb types produced; and (2) if exposure to still pictures and video elicit narrations of similar length. Both kinds of visuals stimulated learners to create narratives and elaborate on what had been shown in them. The video task elicited narratives roughly 10% longer than the picture task in regards to the raw number of words. When linguistic factors were compared, participants introduced new referents at comparable rates in both tasks while they employed 10% more verb types in the video task. Additionally, the series of still pictures prompted participants to employ a much higher number of adjective types. These observations suggest that a series of still pictures are an effective alternative for video for eliciting narratives. This study provides support for the use of still pictures as an equivalent to videos in situations where videos are less accessible in language classrooms (due to lack of technological access).

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Jo, Phill. "Strategic reading for English as a foreign language." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1725.

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Irvine-Niakaris, Christine. "Teaching reading in English as a foreign language : a language teacher cognition study." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.681501.

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Language teacher cognition research originated from teacher cognition studies in general education. It is a well-established domain of research concerned with what teachers think, know and believe and the relationship of these mental constructs to their classroom practice. Although research in the field of language teaching cognition has proliferated in the last 10 years, particularly in the teaching of grammar, there are very few studies on the teaching of reading in English as a Foreign Language (EFL) and no specific studies which relate to the teaching of advanced level reading to adults in preparation classes for a high stakes international examination. The present study aims to fill the gap in our understanding of the teaching of reading by examining the cognitions and practice of four experienced teachers of English working in a non-profit language teaching centre in Greece. The research framework for this study in language teacher cognition is an exploratory interpretative paradigm. The research design is naturalistic rather than experimental and concerned with understanding the teachers' knowledge base and how this knowledge has been shaped. Central to the interpretative nature of this study are the combined qualitative methods of classroom observation, individual teacher interviews and a scenario-based group discussion including all four teachers. The combination of methods is aimed at enhancing the ecological validity of the study, and an attempt to relate teacher thinking to real teaching situations. The findings suggest that the four 'teachers in this study mostly shared similar practices in the organization of their instruction, explicit instruction of reading strategies and mode of delivery and that there were very few inconsistencies between their beliefs and practice. The findings also indicated that teachers' cognitions and practice are informed by undergraduate studies in general, professional coursework in teaching as well as accumulated Classroom experience, particularly in teaching examination preparation classes. These results have strong implications for pre-service and in-service teacher education courses and seminars in EFL.

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Li, Lei. "Mediational English-as-a-foreign-language teaching that supports independent reading." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2659.

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This study synthesizes theoretical concepts and proposes relevant curricula that can improve students' English reading ability. It especially emphasizes how to integrate these reading strategies in an EFL environment, so EFL learners can absorb real reading methods and enhance their reading abilities for practical use.

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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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Vick, Eileen Sylvia Joy. "Shaping cultural realities : simulations in teaching English as a foreign language." Thesis, Sheffield Hallam University, 1999. http://shura.shu.ac.uk/20831/.

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Simulations have increasingly been used in education since the 1960s in various fields, such as politics, geography, psychology and sociology, with the aim of providing students with an opportunity to apply their theoretical knowledge to practical, often communicative contexts. They are also regarded as a useful vocational training tool for people working in jobs requiring an ability to communicate, such as diplomats, members of the medical professions, business people and administrators. The existence of umbrella organisations which aim to provide opportunities for a multi-disciplinary exchange of views and experience between practitioners, such as the Society for the Advancement of Games and Simulations in Education and Training (SAGSET) or the International Simulation and Gaming Association (ISAGA) reflects experiences with simulations in a wide range of contexts and puts this diversity in an institutional framework. Against this background teachers of English as a foreign language (EFL) have adapted simulations originally written for students of other subjects, or designed new ones specifically for their particular context, usually emphasising language practice in a realistic communicative situation. This has been of particular relevance in the area of teaching English for specific purposes (ESP).Much of the wide range of literature that has been written on the use of simulations in language teaching is in the form of articles presenting conclusions drawn by individual teachers or designers from their individual experience of using a specific simulation in a particular context. There is, however, little consensus among designers as to exactly what a simulation is or what purposes it can usefully serve in a language-learning context. In the first chapter of this study, I present my own first practical experiences of using simulations in the EFL classroom. Chapters 2 to 5 examine the diversity of practitioners' understandings of the term 'simulation' and three other key concepts which appear so frequently in the literature on simulations for language-learning as to be regarded as leitmotifs: 'reality', 'communication' and 'culture'. My aim isnot to define these terms, but to show how and to what ends designers use them. Chapters 6 and 7 critically examine specific examples of simulations which are, or could be, used in language-learning contexts under two broad headings: simulations for developing communicative competence and simulations within intercultural education in EFL.A final chapter sums up the development of simulations used in EFL since the late 1970s and suggests how they are likely to develop in the future. My approach aims to come to a critical understanding of simulations and their development by engaging in a metacriticism of designers' approaches to them.

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Books on the topic "Teaching english as foreign language"

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Surkamp, Carola, and Britta Viebrock, eds. Teaching English as a Foreign Language. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8.

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Broughton, Dr Ge. Teaching English as a Foreign Language. London: Taylor & Francis Inc, 2004.

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Teaching English as a foreign/second language. London: Teach Yourself, 2003.

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Teaching English as a foreign/second language. [London?]: Teach Yourself Books, 2001.

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Brown, Lis. Teaching English as a foreign language and teaching abroad. [Great Britain]: Careers Services Trust, 1990.

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Kitao, S. Kathleen. Fundamentals of English language teaching. Tokyo: Eichosha Co., 1999.

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Essentials of English language teaching. London: Longman, 1993.

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Exploring English language teaching: Language in action. London: Routledge, 2011.

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Teaching adult English language learners. Malabar, Fla: Krieger Pub. Co., 2005.

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Values in English language teaching. Mahwah, N.J: L. Erlbaum Associates, 2003.

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Book chapters on the topic "Teaching english as foreign language"

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Collins, Beverley, Inger M. Mees, and Paul Carley. "Teaching a Foreign Language." In Practical English Phonetics and Phonology, 176–82. Fourth edition. | New York, NY : Routledge, [2019] | Series: Routledge English language introductions: Routledge, 2019. http://dx.doi.org/10.4324/9780429490392-15.

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Doff, Sabine. "English Language Teaching and English Language Education—History and Methods." In Teaching English as a Foreign Language, 1–16. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_1.

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Rosenkjar, Patrick. "An Internship in Communicative English Teaching." In Foreign Language Education in Japan, 147–66. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-325-4_10.

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Lennon, Paul. "Language Teaching Methods." In The Foundations of Teaching English as a Foreign Language, 31–58. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-2.

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Connor, Ulla, Kristen Precht, and Thomas A. Upton. "Business English." In Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, 175–94. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.6.12con.

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Keßler, Jörg-U. "English Language Learning—An SLA-based Approach." In Teaching English as a Foreign Language, 73–88. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_5.

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Bonnet, Andreas. "Language Learners—From Learning Styles to Identity." In Teaching English as a Foreign Language, 57–71. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_4.

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Schmidt, Torben, and Thomas Strasser. "Media-Assisted Foreign Language Learning—Concepts and Functions." In Teaching English as a Foreign Language, 211–31. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_12.

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Freitag-Hild, Britta. "Teaching Culture—Intercultural Competence, Transcultural Learning, Global Education." In Teaching English as a Foreign Language, 159–75. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_9.

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Wilden, Eva. "Settings—Teaching in and beyond the English Language Classroom." In Teaching English as a Foreign Language, 233–47. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_13.

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Conference papers on the topic "Teaching english as foreign language"

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Kostikova, Lidia, Varvara Prishvina, Anna Ilyushina, Oksana Fedotova, and Anatoliy Belogurov. "Culture in Teaching English as a Foreign Language." In 2nd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccese-18.2018.4.

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Malla García, Noelia. "Teaching English Literature in English as a Foreign Language (EFL) Classrooms." In The 5th Human and Social Sciences at the Common Conference. Publishing Society, 2017. http://dx.doi.org/10.18638/hassacc.2017.5.1.226.

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Ipek, Hulya. "Goals and Expectations of Foreign Language Learners: The Prospective English Language Teacher Perspective." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.681.

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Wang, Xiaojun, and Jiří Dostál. "FLIPPED CLASS PROMOTING ORAL ENGLISH AS FOREIGN LANGUAGE TEACHING." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1023.

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Vorontsova, Marina, and Evgeniya Klyukina. "The Influence of Transformations in the Modern Labour Market on Foreign Language Courses at Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.028.

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The topicality of the study is determined by the discord between the foreign language teaching standards in Russian universities and undergraduate and graduate students’ requirements oriented towards the modern labour market. Having obtained a specialty, university graduates may work in different fields or change their job profile altogether; the borders of professions and professional standards are undergoing changes as well. The aim of the study is to show the necessity to transform foreign language teaching standards at the university level in accordance with the recent and ongoing changes in the job market. The hypothesis of the study is that foreign language teaching standards in Russia should integrate communicative competence, critical and creative thinking, and learning to learn as necessary components. It is suggested that students of non-philological specialties should be taught two or three foreign languages instead of only advancing their command of English. The hypothesis was confirmed by the polls conducted among undergraduate and graduate students of the College of Asian and African Studies (CAAS, Lomonosov MSU), over 2019-2020. The study resulted in developing a new standard of teaching foreign languages at the CAAS, which includes teaching two European languages alongside an oriental/African one, and creating a new structure of the English language course oriented towards developing soft skills rather than a purely linguistic component. Thus, the study seeks to substantiate the need for the new standard by the requirements of the modern job market and graduates’ demands. Creating the new standard targeting soft skills development and teaching two European languages is a practical result of this work.

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Oktavia, Diana, and Winda Trisnawati. "The Code Switching and English Language Proficiency Performed by Students in Learning English as a Foreign Language at STKIP-MB." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.056.

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Ferrari, Giacomo. "Metaphors in Foreign Language Teaching: English and Romanian Business Metaphors." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.121.

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Osipova, Ekaterina Sergeevna. "Corpus Linguistics Technology In Teaching English As A Foreign Language." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.30.

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Elovskaya, Svetlana, Tatiana Stanchuliak, and Ludmila Karandeeva. "THE HOLISTIC APPROACH TO TEACHING ENGLISH AS A FOREIGN LANGUAGE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0402.

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Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

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The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.

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Reports on the topic "Teaching english as foreign language"

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Dowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. Bristol, UK: The Economics Network, April 2004. http://dx.doi.org/10.53593/n208a.

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Ngan, Kirsten. English Language Teaching and Curricula in the People's Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6683.

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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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Bergmann, Dennis. Metaphoric extension as a basis for vocabulary teaching in English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6091.

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Sprague, Maureen. Foreign Student Enrollment Planning in Five Oregon Institutions with English as a Second Language Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6421.

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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, January 2000. http://dx.doi.org/10.15760/etd.283.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 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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Lu, Vivian. The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7047.

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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