Gotowe bibliografie tematyczne / Foreign culture and language education

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Gotowa bibliografia na temat „Foreign culture and language education”

Autor: Grafiati

Data publikacji: 15 marca 2025

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Artykuły w czasopismach na temat "Foreign culture and language education"

Necheporuk, Yana, Iryna Onishchuk, Liudmyla Usyk, Iryna Anishchenko, Svitlana Vasylkevych i Valentyna Zvozdetska. "Foreign language education as a scientific category in the context of future teachers‟ training". Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), nr 8(128) (28.12.2020): 132–41. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).29.

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The concept of foreign-language education is socially and historically conditioned, therefore, scientists consider it necessary in modern conditions to rethink the purpose of studying foreign languages in higher school, to form the additional motivation for mastering a foreign language as a means of international communication. Foreign-language education differs from learning foreign languages: it covers educational values and meanings, forms socially significant qualities, has systemic nature, provides for intercultural and interpersonal communication in the process of cognitive and professional activity. Considering foreign-language education from an axiological position, we understand it as a value at the level of the state, society, and personality. We consider the relationship between state and personal values to be a condition for the effectiveness of foreign-language education that creates a system of language education. We consider acquiring the knowledge of a foreign language to be an element of functional literacy, professional competence, and the integral quality of the individual. The concept is based on integrated teaching of the language and culture of the countries concerned with the dialogue between native and foreign cultures. The purpose of such education is language teaching through culture, culture through language, the formation of homo moralis: a person with a conscience, which distinguishes between good and evil, has high stable moral principles.

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Failasofah, Failasofah, Amirul Mukminin, Masbirorotni Masbirorotni, Mukhlash Abrar, Nunung Fajaryani, Fortunasari Fortunasari, Marzul Hidayat i Akhmad Habibi. "Culture, language, and multilingual education:". Bordón. Revista de Pedagogía 74, nr 3 (30.09.2022): 121–37. http://dx.doi.org/10.13042/bordon.2022.90900.

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INTRODUCTION. In a multilingual classroom, teachers play an essential role in encouraging and fostering a multilingual attitude and behavior at the school, as their actions can considerably influence their students. This study is intended to explore the teachers’ attitudes towards multilingual policy and multilingual pedagogy. Therefore, theories on language educational policy and multilingual pedagogy and practices are discussed as guidance. METHODS. The study used a survey research design, and the questionnaires were sent online to gather the data. The participants were 100 foreign language teachers who teach at high schools in an Indonesian province. They were asked to voluntarily respond to three main themes: Multilingual education knowledge, language education policy in Indonesia, and multilingual classroom practices in the questionnaire in the questionnaire. T-test and MANOVA were employed to investigate the difference between variables. RESULTS. The descriptive and inferential analyses revealed that the attitudes towards multilingual pedagogy implemented in Indonesia were almost uniform across different foreign language teachers having a positive attitude. Out of 18 statements, the high mean scores are related to the belief that learning another language could foster openness to other people’s language and culture and learning different languages can build students’ ability to use languages within a context. DISCUSSION. Taking for granted that participants have different ages, teaching experience, gender, and foreign language, there is no significant difference in their attitude towards multilingual education and practices. Most of the participants of this study believe that multilingual education contributes to some benefit for their students. Yet, the results also show that participants also view that the government has neither provided nor accommodated proper support for multilingual education.

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Trobitsch, Julie. "Culture in the French Foreign Language Classroom". TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (20.09.2022): 39–79. http://dx.doi.org/10.35903/teanga.v29i.2212.

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In recent years, our globalised world has put the emphasis on improving foreign language learning to make Irish graduates more employable and to make Irish workplaces more welcoming to workers from abroad. However, the achievement of these objectives poses a number of challenges for the Irish education system. In 2022, five years after the publication of Languages Connect: Ireland’s Strategy for Foreign Languages in Education 2017-2026 by the Department of Education and Skills (DES), these challenges have not yet been met. The Institute for Management Development Word Talent Ranking (2021) placed Ireland 37th (out of 64 countries) in relation to foreign language abilities. The uptake of foreign languages at third-level education in Ireland is also low, dropping from a 70% uptake in second-level education to 4% in third-level education (DES, 2017, p.16). In order to gain insights into the place of foreign languages in education in Ireland, this study investigates the place of culture in the French language secondary school Senior Cycle curriculum based on an analysis of selected textbooks, interviews with teachers of French and a survey of pupils studying French at secondary school in Ireland.

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Onishchuk, Iryna, Anastasiia Petrova, Nataliia Tonkonoh, Neonila Partyko, Diana Kochmar i 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), nr 3(133) (22.03.2021): 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; responsibility, the culture of group interaction, social and professional mobility, ability to study for a lifetime, foreign language and sociocultural competence in a foreign language among students of humanities. Now foreign-language education in Ukraine is being reformed taking into account the achievements of European countries by such documents of the Council of Europe as: “Bilingual education: the main strategic tasks”, “All-European competencies in foreign language proficiency: study, teaching, evaluation”, “European language portfolio”, “Aligning language exams with All-European recommendations on language education”, “Strategic development program for Multilingual Europe 2020”, “Recommendations on pluralistic approaches to languages and cultures”, requirements for Euro-exams, etc. The ideas of the language policy of the Council of Europe are increasingly being implemented in our country: the number of languages is increasing; there is an increasing number of people who speak at least one foreign language; several foreign languages were started in secondary schools; the number of academic hours for learning a foreign language is increasing in universities; in some institutions of higher education, foreign languages are considered the second working language.

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Zuvayduloyevna, Nigmatova Mavjuda. "FOREIGN LANGUAGES IN PRE-SCHOOL EDUCATION". International Journal of Advance Scientific Research 4, nr 2 (1.02.2024): 130–33. http://dx.doi.org/10.37547/ijasr-04-02-20.

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This article is devoted to the main problems of teaching a foreign language in the field of preschool education: philological education at an early age, in particular, the development of children's general speaking ability in language teaching, the formation of the ability and readiness to use a foreign language as a means of communication, another national culture the importance of getting to know.

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Dоmina, Victoriia. "BILINGUALISM OF FUTURE FOREIGN LANGUAGE TEACHER AS REQUIREMENT OF MODERN EUROPEAN HIGHER EDUCATION". Scientific journal of Khortytsia National Academy No. 1 (2019), nr 1 (2019): 90–95. http://dx.doi.org/10.51706/2707-3076-2019-1-10.

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Cultural globalization of different countries, extended social circle of future teachers, exchange programs, emigration, scientific and professional contacts with representatives of other cultures call for the need to study foreign languages. Current changes pose new pedagogical challenges for scholars in terms of instilling communication culture while preparing future teachers of foreign languages. The article studies the concept of bilingualism, bilingual communication culture and its specifics, scope and relations with other concepts. The author argues that bilingualism is an essential component of general communication culture of future teachers, crucial for them to exchange information and share experience by means of their mother and foreign tongues. Specifics of professional training for future foreign language teachers implies the need for bilingual communication, the effectiveness of which depends on the mastery of languages as well as ability to organize language interaction and communication skills. One possible way to develop bilingual communication culture in the process of preparing future foreign language teachers to their professional activity is engaging the model of developing linguistic and communication skills of bilinguality. It is this bilingual training system that allows students to perceive general aspects of communication culture and its fundamental principles, determins the specifics of bilingual communication and features of professionally oriented expression in the process of comprehending bilingual communication culture as a whole. Integration of languages and cultures contributes to identification, classification, organization and evaluation of objects of the world around us, facilitates adaptation to new cultural environment, helps organize and coordinate activities, encourage other participants of language groups to act correctly.

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Malykh, L. M. "ON THE DEFINITION OF THE NOTION “MULTILINGUAL EDUCATION” IN THE RUSSIAN SYSTEM OF EDUCATION". Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 31, nr 1 (15.04.2021): 108–19. http://dx.doi.org/10.35634/2412-9550-2021-31-1-108-119.

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The article considers a new direction in foreign language teaching - "multilingual education". The novelty of this direction is determined by the systemic integration of the process of co-learning multiple languages and cultures, the development of methods of parallel learning multiple languages, deepening the functions of the native language in the process of learning foreign languages, the formation of a new type of learner, characterized by a high ability to meta-thinking, the creation of conditions for the conservation of linguistic and cultural diversity of the region of residence. The aim is to define the main criteria of the content of the term "multilingual" education taking into account the specifics of foreign language learning in Russia at the present stage. These criteria in the article are: the number of languages simultaneously studied in the educational institution, the principles of their teaching, the role of the native language in foreign language teaching, the purpose of teaching the next foreign language. A comparative analysis of the so-called traditional teaching of foreign languages in the Russian system of education and the new trend, which is called multilingual in the article, is carried out. The terms similar to multilingual education such as "polylingual / translingual / pluralingual education" are compared. The conclusion is made about the expediency of fixing the term "multilingual education" as the broadest in content and international in form. In this paper, multilingual education is understood as a scientific and methodological direction in the general theory of language teaching which is represented by various models of simultaneous (sequentially-simultaneous) teaching of several languages and cultures, at least three, including the students’ mother tongues, at different educational levels. Its specificity is determined by the introduction of systemic integration in the process of co-learning languages and cultures, the development of methods of parallel / simultaneous learning (co-learning) of several languages, revision and deepening of the functions and role of a mother tongue and culture in the learning of foreign languages, the focus of the process of co-learning languages (and cultures) on forming multilingual (multi-language) communicative competence of students, which is a holistic, integrated system of linguistic and sociocultural knowledge, skills and abilities that can expand and deepen with the acquisition of each new language.

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Gorobinskaya, N. V. "The Role of Foreign Language Education in preserving the Russian Culture". Prepodavatel XXI vek, nr 2/2 (30.03.2023): 412–20. http://dx.doi.org/10.31862/2073-9613-2023-2-412-420.

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The article deals with the axiological aspect of foreign language education related to the formation of traditional spiritual and moral values among students, future teachers of a foreign language. The article presents the results of teacher survey of different educational levels within the framework of the large-scale project “Axiology of Foreign Language Education in the Context of Future Teacher Training”, implemented by the Institute of Foreign Languages of Moscow State University in the framework of the National Project “Education” during the period from 2019 to 2024. The author analyzes different points of view expressed by the respondents and offers methodological solutions for the formation of the younger generation’s civic worldview in a foreign language lesson. The emphasis is placed on the comparative analysis of languages and cultures, thematic lessons and competitions on socially significant topics, as well as the application of the tandem method in foreign language teaching.

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Boyadzhieva, Nedda. "Foreign Language Education – Towards Language and Culture through Literature". Chuzhdoezikovo Obuchenie-Foreign Language Teaching 51, nr 1 (1.03.2024): 104–8. http://dx.doi.org/10.53656/for2024-01-12.

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Novikova, Olha. "THE PROBLEM OF INTERCULTURAL COMMUNICATION IN THE STUDY OF FOREIGN LANGUAGES". Theory and Practice of Teaching Ukrainian as a Foreign Language, nr 18 (30.05.2024): 158–65. http://dx.doi.org/10.30970/ufl.2024.18.4403.

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The article deals with the study of modern problems of intercultural communication, essential approaches in the study of foreign languages, which are aimed not only at their awareness, but also at the understanding of the culture of the country of the language that is studied, as this will contribute to the mutual understanding of people. In today’s rapidly changing, globalizing world, understanding others is the essence of today. For a successful intercultural dialogue, it is necessary to encourage the study of the cultural world of each people in every possible way and to promote the fruitful interaction of nations. Undoubtedly, it is in dialogue that the interaction of cultures and their development take place. The interaction of representatives of different people and countries contributes to the dialogue, not the monologue of each culture, to the creation of an atmosphere of mutual understanding. That is why various international exchange programs and educational projects are developed and implemented. Such practices of intercultural communication contribute to personality development, education of tolerance, respect for other cultures and life values of people of different nationalities. The opportunity to personally immerse yourself in the culture of another people, its value orientations, the ability to communicate with representatives of other cultures makes it possible to get to know and understand each other better, and on a global scale they influence the development of universal values, become a contribution to the work of creating conditions for a true partnership between states. That is why scientists prioritize language as a means of communication and involvement in the cultural heritage of the countries and people of the language that is studied. That is why, in recent years, in the theory and methodology of foreign language teaching, approaches have been developed that are aimed not so much at teaching as at language education, the development of the personality of the students’ education, the formation of the culture through the introduction of the discipline “Foreign language”. Modern methodologists, specialists in the field of foreign language learning are looking for productive options not just for learning a foreign language, but options for socio-cultural education by means of a foreign language. Modeling options involves relying on a didactically oriented sociological analysis of the language learning environment, the socio-cultural context of foreign language learning, socio-cultural features of languages and cultures. Key words: culture, intercultural communication, learning foreign languages, sociocultural approach.

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Rozprawy doktorskie na temat "Foreign culture and language education"

Wilhelmson, Mika. "What Culture? : Cultural representations in English as a foreign language textbooks". Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19884.

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Teaching the cultural aspect of foreign language education is a complex and sometimes difficult task, especially since English has become an international language used in different settings and contexts throughout the world. Building on the idea that the spread of the English language and its international status in the world has made English an important school subject to develop students’ cross-cultural and intercultural awareness, this paper has studied what research reveals about the influence this has had on cultural representations in English as a Foreign Language (EFL) textbooks. Findings from a systematic literature review that analyzed four different international studies on the topic are presented. The study showed that EFL textbooks often present stereotypical and overgeneralized representations of culture and that the cultural aspect of EFL education is not adequately addressed since focus tends to lean towards language proficiency. Results also indicated that though steps are made to include cultural representations from different international contexts, the target culture of countries where English is the first language remains dominant in EFL textbooks. The findings are discussed in correlation with the Swedish national curriculum and syllabus.

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

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

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Vasquez, Julian A. "A Case Study of Conflicting Narratives of Language and Culture in a Foreign Language Teacher Education Program". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316464618.

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Alana, Alejandra B. ""El pensamiento crítico y la cultura en los programas de lenguas extranjeras"". Oxford, Ohio : Miami University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1278434172.

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Culpepper, Marlene Cabrera. "Teaching Culture in Foreign Language Classrooms of International Baccalaureate". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/2117.

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There is an increasing number of International Baccalaureate programs in the United States that require instruction in an additional language to prepare culturally responsive global citizens, but there is little research on how the teaching of culture is addressed in elementary additional language programs. This study was guided by Vygotsky's and Dewey's social constructivism and investigated how the teaching of culture is integrated in additional foreign language classrooms in the State of Georgia's International Baccalaureate Primary Years Programs (IB PYP). It also investigated how personal, professional, or organizational factors such as values, beliefs, teacher training, or time constraints impact the integration of culture and language. This qualitative multiple-case comparative study examined the experiences of 3 teachers in Georgia who taught in K-5 additional language classrooms, using curriculum maps, student work samples, lesson plans, and semi-structured interviews as the data sources. Data were analyzed using Atlas.ti software and coded using constant comparative methods; the inductive qualitative content analysis included open coding, axial coding, and selective coding. The study findings showed that a variety of factors impacted program goals including the attitudes of school community, teacher isolation, philosophy, Georgia Standards, and practices of the IB PYP. Findings are applicable to additional language teachers for further discussion on the current state of elementary language programs in Georgia's IB PYP and for informing choices on program design. This study contributes to social change by expanding the body of professional literature in the field of foreign language education and on the issues that affect teachers in additional language classrooms in the IB PYP.

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Yang, Jia. "Toward a Pedagogy of Conventional Expressions in Chinese Culture". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397695945.

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Kontra, Edit Hegybíró. "The need for a culture-sensitive approach to teacher education in English as a foreign language". Thesis, University of South Wales, 1998. https://pure.southwales.ac.uk/en/studentthesis/the-need-for-a-culturesensitive-approach-to-teacher-education-in-english-as-a-foreign-language(8bb92694-fcca-4ea6-ace7-4f11e03d1b0a).html.

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The aim of this Portfolio is to provide insight into some characteristics of I lungarian learners of English, and to use this as evidence in pointing out the need for a change in current teacher education practices in the preparation of English teachers. The Portfolio comprises two projects. Project `A, ' Ihingal-ia» t ieivs about Native Eiiglislr , Sppeakiiig Insiniclors, explores the positive and negative experiences of Hungarian learners with native English speaking instructors. With the help of qualitative research and analysis the learners' needs and expectations are highlighted. Project `B, ' The L inguaage Leariii, ig SIralegie Used by Ilungariarl Learners of English, investigates the learning strategies of I lungariann learners and their general approach to learning. From the qualitative analysis of the data particular features emerge which have not been documented in the literature before. The research results point out those features of the learner which prevailing teacher education models do not prepare novice teachers for. The portfolio is based on I lungarian experience but an international relevance is also demonstrated. The two projects are each placed in the wider context of teaching English as a foreign language (EFL), and thus they provide evidence that besides preserving some universally valid elements of teacher education models, it is necessary to find ways of catering for particular local needs. Instead of imposing the values and beliefs represented by Anglo-American teacher education approaches, textbooks or methods, there are local, context-specific features which have to also be taken account of. At a time when English is primarily used for international communication, teachers can only be prepared in a training program which, instead of the present Anglo-American cultural dominance, adopts an intercultural approach. The final section of the portfolio outlines the possible elements of such a culture-sensitive teacher education model for teaching English as a foreign language.

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DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards". Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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Cresswell, Angela. "Culture Learning in Spanish Companion Book Websites: An Analysis of Tasks". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002733.

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Cornelius, Crista Lynn. "Preparing Teachers of Chinese as a Foreign Language for Emerging Education Markets". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593563885576991.

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Książki na temat "Foreign culture and language education"

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

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Ghelli, Samuel. Barron's AP Italian language and culture. Hauppauge, N.Y: Barron's, 2008.

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National Council for Curriculum and Assessment. Culture and communication: Foreign languages in the primary school curriculum. Dublin: NCCA, 1993.

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National Council for Curriculum and Assessment. Culture and communication: Foreign languages in the primary school curriculum. (Dublin): National Council for Curriculum and Assessment, 1993.

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Dieter, Buttjes, i Byram Michael, red. Mediating languages and cultures: Towards an intercultural theory of foreign language education. Clevedon, Avon, England: Multilingual Matters, 1991.

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Chnane-Davin, Fatima. Le français langue seconde en milieu scolaire français: Cultures d'enseignement et culture d'apprentissage. Grenoble: Presses universitaires de Grenoble, 2011.

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Robinson, Gail L. Crosscultural understanding: Processes and approaches for foreign language, English as a second language, and bilingual educators. New York: Pergamon Press, 1985.

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Castro-Vázquez, Genaro. Language, education and citizenship in Japan. Milton Park, Abingdon, Oxon: Routledge, 2012.

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1940-, Cargill Carol, red. A TESOL professional anthology: Culture. Lincolnwood, Ill., U.S.A: Voluntad Publishers, 1987.

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Werner, Delanoy, Köberl Johann 1948- i Tschachler Heinz, red. Experiencing a foreign culture: Papers in English, American, and Australian studies. [Tübingen]: Gunter Narr Verlag, 1993.

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Części książek na temat "Foreign culture and language education"

Freitag-Hild, Britta. "Teaching Culture—Intercultural Competence, Transcultural Learning, Global Education". W 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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Davis, Emily. "One Middle School’s Approach to Language Learning — Inquiry, Ethos, and the Spirit of Culture". W Foreign Language Education in America, 42–65. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_3.

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Bryant, Julianne. "The culture portfolio". W Enhancing Beginner-Level Foreign Language Education for Adult Learners, 113–30. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003058441-10.

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Gerfanova, Elmira. "Employing concept maps in teaching foreign language culture". W Enhancing Beginner-Level Foreign Language Education for Adult Learners, 131–45. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003058441-11.

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Matikainen, Tiina. "Cultures of Learning in Japanese EFL Classrooms". W Foreign Language Education in Japan, 103–17. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-325-4_7.

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Hecht, Ana Carolina. "Argentina: Minority Indigenous Teachers of Bilingual Intercultural Education". W To Be a Minority Teacher in a Foreign Culture, 233–49. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_15.

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AbstractIn the province of Chaco (northeastern Argentina) bilingual and intercultural school models emerged to help meet the educational needs of indigenous children. Bilingual intercultural education schools implemented a system in which two teachers coexist in the same classroom: a non-indigenous teacher and a minority indigenous teacher. However, in recent decades, indigenous languages are being displaced by Spanish, which is becoming widespread as a means of daily communication for indigenous families. In this scenario, the role of indigenous teachers is currently focused on linguistic revitalization and the teaching of the indigenous language as a second language. Considering this complex sociolinguistic panorama, this chapter analyzes specific aspects of these new practices among the Toba/Qom teachers whose pedagogical tasks have shifted from teaching the indigenous language to reversing language shift. Additionally, it examines the experiences and knowledge of the native tongue among these minority teachers, who range from fluid bilingual speakers to less competent ones. As a consequence, from an anthropological perspective, the question of Bilingual Intercultural Education is raised because one of its principal objectives (bilingualism) is blurred. The findings are drawn from observations and ethnographic records from fieldwork conducted in 2016/2017 in a school in a Toba/Qom neighborhood in Chaco, and in-depth interviews with thirty-six teachers who identify as Toba/Qom.

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Hoecherl-Alden, Gisela. "The Emergence of Global Language Programs at Boston University — Bridging the Cultural Divide". W Foreign Language Education in America, 115–39. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137528506_6.

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Cho, Hyesun. "Linguicism in U.S. Higher Education: A Critical Autoethnography". W To Be a Minority Teacher in a Foreign Culture, 301–15. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_19.

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AbstractThis critical autoethnography discusses the emotional and cognitive dissonance encountered by the author, an international faculty member, during her professional journey at a large public research university in the United States. Despite being recognized for her scholarship as a promising researcher in the field of TESOL (Teaching English to Speakers of Other Languages), she has still encountered covert linguicism (Skutnabb-Kangas, 2012), a phenomenon ubiquitous in the English-dominant higher education context. This chapter discusses the ways in which the linguistic discrimination has shaped the author’s professional identity and how she exerts her agency as a teacher educator-researcher through critical reflexivity to promote legitimacy and self-efficacy in her professional community. By unpacking and problematizing the dominant discourse, such as native speakerism (Holliday, 2015), in English language teaching, this study aims to provide a nuanced understanding of the lived experience of a bilingual faculty member in a teacher education program in the United States.

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Siepmann, Philipp. "Teaching Culture across the Curriculum – Entwicklung eines differenzierten kulturdidaktischen Konzepts für den bilingualen Unterricht". W Impulse zur Fremdsprachendidaktik – Issues in Foreign Language Education, 367–90. Göttingen: V&R unipress, 2020. http://dx.doi.org/10.14220/9783737012232.367.

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Schauer, Gila A. "Results: Aspects of Modern Foreign Language Teaching in Higher Education". W Intercultural Competence and Pragmatics, 71–94. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44472-2_5.

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AbstractIn this chapter, I analyse the results of questions 1, 4, 5 and 6 on the survey about intercultural competence and pragmatics that was given to the language teachers; these relate directly to teaching, and were answered using a five-point Likert scale from very unimportant to very important. I begin with question 1: How important is it for you to teach the following skills and competencesin L2language teaching? This features nine skills and competences to be evaluated separately, mainly academic skills but also including pragmatic and intercultural aspects of teaching. I then discuss the findings of question 6: How important is it for you to teach the following language aspects when teaching a foreign language? This includes 19 items from acronyms and abbreviations to specific vocabulary, as well as some pragmatic items. Then I analyse the responses to question 4, which includes 16 items covering a variety of non-linguistic aspects: How important is it for you to teach the following facts/information about the countries and cultures in which the L2 is an official language or native language? Question 5 focuses on materials used in classes and features 11 items including texts on culture shock, study abroad and diversity issues.

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Streszczenia konferencji na temat "Foreign culture and language education"

Budnik, Anastasia S. "Intercultural Education Of Students – Future Foreign Language Teachers". W Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.9.

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Zhang, Shuguang. "Merging Culture into Foreign Language Teaching". W 2017 7th International Conference on Education and Management (ICEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icem-17.2018.146.

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Biboletova, Merem Z. "Sources Of Foreign Language Education Content In The Information Age". W Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.3.

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Ciobotaru, Georgiana, i Nicoară Aurica. "EXTRACURRICULAR ACTIVITIES IN TEACHING ROMANIAN LANGUAGE AS A FOREIGN LANGUAGE". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end005.

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Teaching Romanian as a foreign language is a new and challenging field of activity in education in Romania, a field that is growing with the arrival in our country of many students from neighboring countries or as far away as possible, people belonging to other cultures, civilizations, ethnicities, religions, which bring with them their own mentality and vision of the world. Formal and curricular activities are important for language, morpho-syntactic acquisitions regarding the Romanian language, but for the student to develop optimally and to integrate in the new society in which he entered to continue his studies, it is necessary to implement extracurricular activities complementary to the others. These are meant to develop students other skills necessary to continue their studies in a new country in educational contexts different from those in their home country by interacting with both Romanians and other colleagues as foreign to the Romanian language and culture as them. The projects and activities of linguistic and cultural integration of foreign students are defining for the development of the intercultural communication competence that must be developed for them. This paper aims to highlight the impact that extracurricular activities in the field of dramatic art contribute to the development of students both linguistically and from the perspective of expressing emotions, feelings in order to overcome the cultural blockages inherent in a foreign country.

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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova i Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students". W All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.

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Urkevica, Daina, i Linda Daniela. "Foreign Language Teaching Development in Framework of Technology Enhanced Learning". W 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.56.

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Learning foreign languages is more and more necessary both in formal and informal education because of co-operation between countries and trying to understand foreign cultures. It helps to know better the culture of language speakers. Cultural approach teaching foreign language is important getting acquainted the country as a whole. Remote teaching is continuing since beginning of pandemic. Online classes are still organized and study process is gaining new appearance. Changes in the learning process because of remote learning influence both learners and teachers. Foreign language teaching methods are important keeping attention of students and studying in most efficient way. It is possible to offer new educative approaches as technology enhanced learning as one of the possibilities for individual studies. The virtual reality can be used even in foreign language learning – there are some existing programs in virtual reality already. It is very essential that students and teacher study with pleasure and keep that feeling during the process of studies and that improves study results. Qualitative research methods with open-ended questionnaire and content analyses is used. Study design is grounded theory. Research group is 9 adult students who study Swedish the second year.

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Kim, Jin-Ha. "Learner's Native Culture and the Humanities in Foreign Language Education". W Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.59.23.

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Kostikova, Lidia, Varvara Prishvina, Anna Ilyushina, Oksana Fedotova i Anatoliy Belogurov. "Culture in Teaching English as a Foreign Language". W 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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Hîrbu, Stella. "Intercultural competence: foreign language teachers’ perspective". W International Scientific Conference “30 Years of Economic Reforms in the Republic of Moldova: Economic Progress via Innovation and Competitiveness”. Academy of Economic Studies of Moldova, 2022. http://dx.doi.org/10.53486/9789975155649.26.

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The development of intercultural competency is a lifelong process that enables individuals to integrate effectively in diverse cultural environments. This article aims to bring language teachers' attention to the field of culture teaching in foreign language classes at a time when the newly released Basic Standards of Competencies in Foreign Language have given this element of language education more emphasis. The first section of this paper introduces the concept of intercultural communicative competence. It then goes on to explore the challenges, new and current teaching methods, techniques, attitudes, and discourses surrounding raising intercultural competence within foreign language classes. Finally, it presents some suggestions how to begin moving in new directions.

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Wengan, Jiang, i Zheng Yaya. "The effects of culture on foreign language learning beliefs". W 2013 IEEE International Conference in MOOC, Innovation and Technology in Education (MITE). IEEE, 2013. http://dx.doi.org/10.1109/mite.2013.6756372.

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Raporty organizacyjne na temat "Foreign culture and language education"

BAGIYAN, A., i A. VARTANOV. SYSTEMS ACQUISITION IN MULTILINGUAL EDUCATION: THE CASE OF AXIOLOGICALLY CHARGED LEXIS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-48-61.

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The process of mastering, systematizing and automatizing systems language skills occupies a key place in the theory and practice of teaching foreign languages and cultures. Following the main trends of modern applied linguistics in the field of multilingual research, we hypothesize the advisability of using the lexical approach in mastering the entire complex of systems skills (grammar, vocabulary, phonology, functions, discourse) in students receiving multilingual education at higher educational institutions. In order to theoretically substantiate the hypothesis, the authors carry out structural, semantic, and phonological analysis of the main lexical units (collocations). After this, linguodidactic analysis of students’ hypothetical problems and, as a result, problems related to the teaching of relevant linguistic and axiological features is carried out. At the final stage of the paper, a list of possible outcomes from the indicated linguistic and methodological problematic situations is given. This article is the first in the cycle of linguodidactic studies of the features of learning and teaching systems language skills in a multilingual educational space.

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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, Eric A. Surface, Stephen J. Ward, Anna Winters i Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 2010. http://dx.doi.org/10.21236/ada634202.

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OSIYANOVA, O. M., i V. I. SELEZNEVA. AUTHENTIC VIDEOS IN MODERN FOREIGN LANGUAGE EDUCATION: LINGUODIDACTIC ASPECT. Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-95-104.

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The article considers the relevance of the authentic videos use in students foreign language education, determines their linguistic and didactic potential in the development of habits and skills in a foreign language speech activity. The subject of the analysis is the selection criteria and the content of work stages with authentic videos in English classes.

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Lyzanchuk, Vasyl. THE CHARITABLE ENERGY OF THE JOURNALISTIC WORD. Ivan Franko National University of Lviv, luty 2022. http://dx.doi.org/10.30970/vjo.2022.51.11415.

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The article investigates the immortality of books, collections, including those, translated into foreign languages, composed of the publications of publications of worldview journalism. It deals with top analytics on simulated training of journalists, the study of events and phenomena at the macro level, which enables the qualitative forecast of world development trends in the appropriate contexts for a long time. Key words: top, analytics, book, worldview journalism, culture, arguments, forecast.The article is characterized intellectual-spiritual, moral-aesthetic and information-educational values of of scientific and journalistic works of Professor Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades”. Mykola Ivanovych’s creative informational and educational communication are reviews, reviews, reviews and current works of writers, poets, publicists. Such as Maria Matios, Vira Vovk, Roman Ivanychuk, Dmytro Pavlychko, Yuriy Shcherban, Bohdan Korsak, Hryhoriy Huseynov, Vasyl Ruban, Yaroslav Melnyk, Sofia Andrukhovych. His journalistic reflections are about memorable events of the recent past for Ukrainians and historical figures are connected with them. It is emphasized that in his books Mykola Hryhorchuk convincingly illuminates the way to develop a stable Ukrainian immunity, national identity, development and strengthening of the conciliar independent state in the fight against the eternal Moscow enemy. Among the defining ideological and political realization of the National Idea of Ukrainian statehood, which are mentioned in the scientific and journalistic works of M. Hryhorchuk, the fundamental ones – linguistic and religious – are singled out. Israel and Poland are a clear example for Ukrainians. In these states, language and religion were absolutized and it is thanks to this understanding of the essence of state-building and national identity that it is contrary to many difficulties achieve the desired life-affirming goal. The author emphasizes that any information in the broadest and narrow sense can be perceived without testing for compliance with the moral and spiritual mission of man, the fundamental values of the Ukrainian ethnic group, putting moral and spiritual values in the basis of state building. The outstanding Ukrainian philosopher Hryhoriy Skovoroda emphasized: “Faith is the light that sees in the darkness…” Books by physicist Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades” are illuminated by faith in the Victory over the bloody centuries-old Moscow darkness.

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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha i Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.

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

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Tuarmenskaya, A. V. Electronic educational resource «Children`s literature of the country of the second foreign language» for the direction of preparation 44.03.05 Pedagogical education (with two training profiles) Orientation (profile) Foreign language (German / French. Ryazan State University named for S.Yesenin, marzec 2024. http://dx.doi.org/10.12731/ofernio.2024.25294.

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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko i Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], czerwiec 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.

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

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Chorna, Olha V., Vita A. Hamaniuk i Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.

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