Preparation of College and University Language Teachers

PMLA ◽  
1961 ◽  
Vol 76 (2) ◽  
pp. 12-14
Author(s):  
Jack M. Stein
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Language Program ◽  
Dynamic Leadership ◽  
College And University ◽  
National Defense Education Act ◽  
Education Act

The improvement of foreign language teaching in America in the past ten years under the dynamic leadership of the Foreign Language Program of the MLA is a fact in which we can all rejoice. The added impetus, financial and otherwise, provided recently by the National Defense Education Act, has made it possible for the Program, instead of retrenching after the period of Foundation endowment was ended, to expand with unprecedented vigor and effectiveness. The FLP has been active over a broad spectrum of foreign language teaching and learning, but there are areas where its influence has not yet been felt. One of these is the preparation of college and university language teachers.

MLA Foreign Language Proficiency Tests for Teachers and Advanced Students

PMLA ◽  
1962 ◽  
Vol 77 (4-Part2) ◽  
pp. 31-42
Author(s):  
Wilmarth H. Starr
Keyword(s):  
Foreign Language ◽  
American Association ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Language Program ◽  
Modern Language ◽  
South Central

I. Brief History of the Project: Since 1952, the Foreign Language Program of the Modern Language Association of America, responding to the national urgency with regard to foreign languages, has been engaged in a vigorous campaign aimed in large part at improving foreign-language teaching in our country.In 1955, as one of its activities, the Steering Committee of the Foreign Language Program formulated the “Qualifications for Secondary School Teachers of Modern Foreign Languages,” a statement which was subsequently endorsed for publication by the MLA Executive Council, by the Modern Language Committee of the Secondary Education Board, by the Committee on the Language Program of the American Council of Learned Societies, and by the executive boards or councils of the following national and regional organizations: National Federation of Modern Language Teachers Associations, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Spanish and Portuguese, American Association of Teachers of Slavic and East European Languages, Central States Modern Language Teachers Association, Middle States Association of Modern Language Teachers, New England Modern Language Association, Northeast Conference on the Teaching of Foreign Languages, Northwest Conference on Foreign Language Teaching, Philological Association of the Pacific Coast, Rocky Mountain Modern Language Association, South Atlantic Modern Language Association, and South-Central Modern Language Association.

The Role of the College and University in the Preparation of Foreign Language Teachers

PMLA ◽  
1960 ◽  
Vol 75 (2) ◽  
pp. 16-19
Author(s):  
Homer D. Babbidge
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Development Program ◽  
The United States ◽  
Language Teachers ◽  
Common Interest ◽  
College And University ◽  
National Defense Education Act ◽  
Education Act

When your distinguished Secretary invited me to speak to you today, we spoke casually of a factual report on the language development feature of the National Defense Education Act. It is tempting to rehearse for you what this Act has already done and what it shows certain promise of doing for the development of modern foreign language study in the United States; to report to you that only a year after the Act's passage, more than 50,000 youngsters are getting better instruction as a consequence of institute training for their teachers; that the so-called “neglected” languages have been given so much attention that French, German, and Spanish now feel distinctly neglected; and that more money has been committed for research in the teaching of modern foreign languages in this past year than has been spent for this purpose in all recorded history. But all of this can be read (or told to you by the Prophet Mildenberger and his disciples, who, so far as I can see, are stationed at every corner of this hotel) and I prefer to direct my remarks to a single aspect of the complex language development program in which we are jointly engaged; one that I trust has great common interest for this audience, and one that in its implications suggests some weighty responsibilities for your profession: the role of the college and university in the preparation of language teachers.

scholarly journals The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

2021 ◽  
pp. 335-362
Author(s):  
Mateusz Bogdanowicz
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Background Knowledge ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Historical Background ◽  
Learning And Teaching

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

scholarly journals A Historical Development of Contrastive Analysis: A Relevant Review in Second and Foreign Language Teaching

2020 ◽  
Vol 8 (4) ◽  
pp. 81-96
Author(s):  
Nathalie DJIGUIMKOUDRE
Keyword(s):  
Foreign Language ◽  
Phonemic Awareness ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Effective Means ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Contrastive Analysis ◽  
Processing Instruction ◽  
Linguistic Input

Contrastive analysis (CA) was primarily used in the 1950’s as an effective means to address second or foreign language teaching and learning. In this context, it was used to compare pairs of languages, identify similarities and differences in order to predict learning difficulties, with the ultimate goal of addressing them (Fries, 1943; Lado, 1957). Yet, in the 1980’s and 1990’s the relevance of CA has been disputed. Many studies have pointed out the limit of CA with respect to its weak and strong versions (Oller and Ziahosseiny, 1970), (Wardhaugh, 1970) (Brown, 1989), (Hughes, 1980), (Yang, 1992), and (Whitman and Jackson, 1972). To answer the limits of CA with regards to its weak, strong, and moderate versions, many language teachers used CA with a new approach. Kupferberg and Olshtain (1996), James (1996), and Ruzhekova-Rogozherova (2007). Here, salient contrastive linguistic input (CLI) is presented to learners for an effective noticing. Yet, mere exposition of contrastive linguistic input to learners may not be enough for effective acquisition to occur. Hence, Djiguimkoudre (2020) proposed structured phonemic awareness activities to further strengthen such contrastive salient linguistic input when phonetics and phonology are involved. When grammar is involved, the processing instruction (PI) model of Lee and VanPatten (2003) is recommended since the types of activities that result in PI are believed to incite effective noticing for intake.

scholarly journals Culture and Interculture: What are we talking about? Challenges for the ELT Community

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 105-118
Author(s):  
Carlos Rico-Troncoso
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Foreign Languages

Talking about culture in the field of teaching foreign languages is not a new topic, but talking about interculture and interculturality is a subject that is now gaining a lot of interest in the field of ELT. Especially in the last two decades we have witnessed the growth of publications in this regard. We find all kinds of publications, but we are still having seeing the same fundamental questions that become relevant in these times of change: what we teach, who we teach it to, why we teach it, and how we teach it. These questions have always been relevant for language teachers, but today they have become even more meaningful since we are living in different times, times marked by unexpected political changes, strong economic pressures, and an unreasonable need to homogenize and standardize all the processes of teaching and learning. We must think collectively from new (postmodern) paradigms, empower ourselves, and begin to change our pedagogical practices. The aim of this paper is to share reflections on what foreign language teaching should be and how we should be thinking about culture and interculturality in our classrooms. This is an invitation to think about the need to interculturalize the teaching of the foreign language.

scholarly journals Examining foreign language teaching and learning in Nepal: an ecological perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Prasad Poudel ◽  
Madan Prasad Baral
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Ecological Model ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Foreign Language Instruction ◽  
Ecological Relationship ◽  
Language Teaching And Learning

Abstract In recent years, in Nepal, while some languages of the nation are on the verge of extinction, some foreign languages (such as Japanese, Korean, Chinese) are emerging as new attractions among the youths and adults and are widely taught in the marketplaces through the private sector initiative. Against this backdrop, in this article, we have examined the current foreign language teaching and learning situation drawing on qualitative empirical data obtained from the institutes involved in foreign language instruction in a city in Gandaki Province of Nepal. The data were collected from a survey in forty institutes, ten individual interviews and five focus group discussions. Drawing on the data, an ecological model was adopted, which focused on dynamic interaction, co-existence, and competition among languages, and findings were discussed in line with these aspects of ecological understanding. Findings revealed that learning foreign languages has been established as a conduit towards economic gains and opportunities for employment and education, which has largely been contributory towards reshaping the ecological relationship among the foreign languages in Nepal.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

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