scholarly journals Badania diagnostyczne w glottodydaktyce – zalety i trudności

Neofilolog ◽  
1970 ◽  
pp. 183-194
Author(s):  
Krystyna Mihułka
Keyword(s):  
High School ◽  
Foreign Language ◽  
University Students ◽  
Intercultural Competence ◽  
Theoretical Framework ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Diagnostic Studies ◽  
Diagnostic Research

The purpose of the following article is to discuss the theoretical framework of diagnostic research used in glottodidactics as well as to analyze some selected diagnostic studies conducted by Polish and German researchers in the last decade into the development of high school and university students’ and foreign language teachers’ intercultural competence. In the last part of this article attention is paid to the presentation and discussion of the most frequent problems which researchers encounter while planning and carrying out diagnostic studies.

Foreign language teachers’ intercultural competence and legitimacy during an international teaching experience

2018 ◽  
Vol 3 (2) ◽  
pp. 275-309 ◽  
Author(s):  
Monique Bournot-Trites ◽  
Sandra Zappa-Hollman ◽  
Valia Spiliotopoulos
Keyword(s):  
Data Analysis ◽  
Foreign Language ◽  
Professional Identity ◽  
Intercultural Competence ◽  
Teaching Experience ◽  
Language Teachers ◽  
International Mobility ◽  
Foreign Language Teachers ◽  
Teaching Abroad ◽  
International Teaching

Abstract Given the increase in international mobility opportunities for educators, analyzing how the experience of studying and teaching abroad benefits teachers is of utmost importance in a globalized educational system. Using Deardorff’s (2009) model of intercultural competence (IC), this study explores how a group of recently graduated Canadian foreign language teachers benefitted from a four-month international teaching experience (ITE). The following questions guided this investigation: In which ways did the ITE contribute to the participants’ IC development? How did the ITE affect the participants’ professional identity and sense of legitimacy? Data were collected, triangulated, and interpreted using thematic content data analysis. This study provides illustrations of the participants’ IC development across all components on Deardorff’s IC model, showing that properly scaffolded ITEs afforded the participants opportunities to develop their IC. The findings also show that the ITE of living and teaching abroad positively impacted their professional identity and feeling of legitimacy.

scholarly journals OFFICIAL PEDAGOGY, FOREIGN LANGUAGE TEACHING AND LITERACY: A FUNCTIONALIST PERSPECTIVE

2016 ◽  
Vol 3 (Special) ◽  
pp. 131
Author(s):  
BEL A. NEDDAR
Keyword(s):  
Foreign Language ◽  
Functional Activity ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Theoretical Framework ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Functional Linguistics ◽  
Educational Requirement

The theoretical framework that informs this paper is systemic functional linguistics (Halliday, 1994, Mathiessen, 1995 and Halliday and Mathiessen, 2004). This paper is not meant to be a guide for foreign language teachers on how to teach with a list of prescriptive tips to be adequately followed, but meant to highlight the importance of language teaching as a social functional activity. It stresses the need for a particular type of literacy that helps learners reflect on the ideational content of the educational input, questions beliefs and settled practices of their societies, and dwells on the educational requirement for any country to join the socio-economic revolutionary processes of Globalisation.

scholarly journals Foreign Language Teachers’ Intercultural Competence as a New Aspect of Professional Development

2021 ◽  
Author(s):  
Merve Gazioğlu ◽  
Buket Tanyeri
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Intercultural Competence ◽  
Private University ◽  
Structured Interview ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Web Based ◽  
Teachers Perceptions ◽  
Teacher Training Programs

This mixed-method study aims to offer an insight into foreign language teachers’ perceptions on the relationship between intercultural competence and professional development. It is also attempted to explore some methods for evaluating teachers’ intercultural competence through their professional development activities. The research participants are local and international instructors at a private university in Turkey. Data was collected via a web-based questionnaire adapted from Sercu (2006) and a semi-structured interview designed by the researchers. The general findings of the study indicate that learning about a) target culture, b) local culture, and c) international students’ culture contribute to foreign language teachers’ intercultural competence and it is considered as a part of their professional development. However, it is pointed out that pre-service and in-service teacher training programs in Turkey cannot provide sufficient facilities to develop teachers’ intercultural competence.  Key words: professional development, intercultural competence, foreign language teaching.  

scholarly journals KSZTAŁTOWANIE POSTAWY OTWARTOŚCI INTERKULTUROWEJ NAUCZYCIELI JĘZYKÓW OBCYCH W ŚWIETLE ZALECEŃ UNII EUROPEJSKIEJ I NA PRZYKŁADZIE ASYSTENTURY COMENIUSA

Neofilolog ◽  
2019 ◽  
pp. 265-277
Author(s):  
Anna Grabowska
Keyword(s):  
Foreign Language ◽  
Intercultural Competence ◽  
Academic Research ◽  
Language Education ◽  
Language Teachers ◽  
National Language ◽  
The European Union ◽  
Foreign Language Teachers ◽  
Intercultural Awareness ◽  
Foreign Language Learners

Learning a foreign language is not only limited to the development of linguistic competences. Learning a language also means learning about the culture and life of another country, which very often may be a future destination for educational or professional purposes for foreign language learners. Teaching intercultural competences within foreign language education is a subject of academic research. Official documents of the European Union, which affect the national language education strategies, also confirm the importance developing intercultural competence. Experts agree that foreign language teachers play a crucial role in building intercultural awareness of their pupils. Thus, in order to act as intercultural mediators they should acquire intercultural skills and competences themselves. This article analyses the development of future foreign language teachers’ intercultural competences as a consequence of their participation in Comenius Assistantship, a component of the Lifelong Learning Programme.

scholarly journals A study of the level of professional image of future foreign language teachers in Ukrainian universities

2020 ◽  
pp. 1-20
Author(s):  
Yuliia Nenko ◽  
Tetiana Sytnik ◽  
Olena Orlova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
University Students ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Professional Image

The article addresses the problem of development of the professional image of a foreign language teacher in Ukraine. The present study was contemplated to ascertain the attitude of university students in Ukraine towards the studied notion and reveal the level of its formation. The structure of the professional image of future foreign language teachers consist of several underlying constructs which have been described in the paper: cognitive, axiological and operational components. Results show that Ukrainian teachers-to-be held different perceptions to the notion of professional image of a foreign language teacher. The purpose of this survey is to provide suggestion of organizational, personal and pedagogical conditions to facilitate the development of professional image of future foreign language teachers in Ukrainian higher education institutions.

scholarly journals Students' work with foreign language texts: formation of intercultural communication skills

2021 ◽  
Author(s):  
И.Г. Кондратьева ◽  
А.В. Фахрутдинова
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Information Flow ◽  
Intercultural Competence ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Authentic Texts ◽  
Foreign Language Reading ◽  
Spatial Continuum

Актуальность статьи обусловлена определением степени успешности существования человека в условиях увеличения информационного потока на глобальном, общемировом уровне. Поскольку современный человек не ограничен пространственным континуумом, ему часто приходится работать с оригинальным контентом, подготовленным представителем другой культуры, и от правильности его понимания зависит его профессиональная востребованность и конкурентоспособность. Цель статьи заключается в определении значения обучения чтению иноязычных текстов с позиции определения их значимости для формирования межкультурной компетенции обучающихся, будущих профессионалов. Авторами раскрыта методика адаптации культурологического содержания аутентичных текстов к собственному культурному пространству, которая заключается в поэтапной организации процесса обучения обучающихся чтению. Раскрыты этапы работы с аутентичными текстами. Статья предназначена для преподавателей иностранного языка, работающих в современных вузах. The relevance of the article is due to the determination of the success degree of human existence in the conditions of increasing information flow, at the global, international level. Since a modern person is not limited by a spatial continuum, one often has to work with original content prepared by a representative of another culture, and his professional relevance and competitiveness depend on the correctness of its understanding. The purpose of the article is to determine the importance of teaching foreign language reading from the position of determining its significance for the formation of intercultural competence of students, future professionals. The authors have formulated an understanding and revealed a methodology for adapting the culturological content of authentic texts to their own cultural space, which consists in a step-by-step organization of the process of teaching students to read. The stages of working with authentic texts are revealed. The article is intended for foreign language teachers working in modern universities.

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