The Impact of Exposure to Ethnic Mother Tongues on Foreign Language Teachers in American High Schools and Colleges

1964 ◽  
Vol 48 (5) ◽  
pp. 262
Author(s):  
Robert G. Hayden ◽  
Joshua A. Fishman
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
The Impact

Foreign Language Offerings and Enrollments in Public High Schools

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 52-56 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
State Department ◽  
The United States ◽  
The State ◽  
Department Of Education ◽  
Language Teachers ◽  
Public High Schools ◽  
Foreign Language Teachers ◽  
State Department Of Education

The Accompanying table gives the most recent data obtainable on the extent to which foreign languages are offered and studied in public secondary schools in the United States. The last national survey was made by the U. S. Office of Education in 1948–49, and comparisons are made with the results of this survey to show the subsequent gain or loss in each state for which more recent figures could be obtained. For some states the data are incomplete because the state department of education does not know, and apparently does not care to find out, what the pupils in the high schools are currently studying. In seventeen states, the information existed only on reports filed by each high school, and it was assembled through the help of foreign language teachers who went to the state department of education and spent days tabulating the reports.

An Investigation Into Career Development Contexts of University Russian Language Teachers in China (1949-2019) From the Perspective of Ecological Theory

2021 ◽  
Vol 44 (2) ◽  
pp. 166-186
Author(s):  
Yuan Tao ◽  
Zhanhao Jiang
Keyword(s):  
Career Development ◽  
Literature Review ◽  
Foreign Language ◽  
Ecological Theory ◽  
Russian Language ◽  
Language Teachers ◽  
Personal Factors ◽  
Foreign Language Teachers ◽  
The Impact ◽  
The Relationship

Abstract Although much research has been conducted on the interactions between the career development of foreign language teachers and their contexts around the world, a literature review reveals that there exists scanty research on the relationship between university Russian language teachers’ career development and their contexts in China since 1949. Based on relevant studies on the career development of foreign language teachers and the ecological theory, this paper involves research on the impact that different ecological systems (micro-, meso-, macro- and exo-ones) have played in the career development of Russian language teachers in China. Participants are 10 Chinese Russian teachers of different ages from different universities in different parts of China. Via literature review, narration methods and semi-structured (in-depth) interviews with the help of NVivo, this research finds that Russian language teachers ’ career development results from multi-faceted interactions of the following contexts: ideology, Russian language educational policies and personal factors as well as college contexts. This paper concludes with some suggestions for improving Russian language teachers’ career development in China.

scholarly journals Professional training of future Foreign language teacher in conditions of system-activity approach

2020 ◽  
pp. 96-105
Author(s):  
Aliona Shyba
Keyword(s):  
Foreign Language ◽  
Professional Training ◽  
Language Teachers ◽  
Interactive Methods ◽  
Future Teachers ◽  
Foreign Language Teachers ◽  
Interactive Technologies ◽  
System Activity ◽  
Teachers Training ◽  
The Impact

The article deals with the conditions of future foreign language teachers' training. The author clarifies the concept of system-activity approach, substantiates its importance in the academic process. It is revealed that the system-activity approach makes the process of future foreign language teachers' training more integral, scientifically oriented and systematic. A competent responsible specialist, able to meet the demands of the time, can only be prepared in an open educational system. The reason for this is because the open system constantly interacts with the environment, its source of existence lies beyond its borders. It is stated in the article that the activity approach in the process of future teachers' training allows to direct students to independence in learning; to teach them to effectively organize their activity; to set the goal and achieve its realization; to be able to apply analysis and synthesis not only for carrying an individual research, but for using them while solving practical tasks, evaluating the results of their activities. The author also analyzes the impact of interactive methods on the effectiveness of learning. Interactive learning is viewed both as the process of collective cognition, where knowledge is acquired as a result of collaborative activities, and as the use of the latest information technologies in the academic process. The application of a number of interactive technologies is described, such as the technologies of cooperative and collective-group learning, situational modeling and processing of discussion questions, as well as informational and communication technologies. It is proved that system-activity approach to training future teachers by means of interactive technologies helps increase the level of students' motivation and creates favorable conditions for mastering their future professional skills.

scholarly journals Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom

2016 ◽  
Vol 18 (2) ◽  
pp. 111 ◽  
Author(s):  
Diego Fernando Ubaque Casallas ◽  
Freddy Samir Pinilla Castellanos
Keyword(s):  
Collaborative Learning ◽  
Foreign Language ◽  
Research Study ◽  
Peer Assessment ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Pedagogical Intervention ◽  
Non Profit ◽  
Assessment Approach ◽  
The Impact

<p>This paper presents an exploratory action research study carried out by two English as a foreign language teachers in a private, non-profit institution in Bogota, Colombia, with a group of 12 learners in a B1 English course. These students faced difficulties elaborating on their ideas when discussing issues in class. The study placed emphasis on the use of argumentation outlines and peer assessment to boost learners’ argumentative abilities. Audio-taped conversations and open-ended interviews were used to understand the impact on the pedagogical intervention. Findings revealed that argumentation outlines and peer assessment can promote learners’ awareness and ability to engage in argumentation processes. Moreover, peer assessment appears to be an essential tool for enhancing personal and collaborative learning, as well as for promoting learner reflection and agency.</p>

scholarly journals Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers

2002 ◽  
Vol 24 (1) ◽  
pp. 5 ◽  
Author(s):  
Greta Gorsuch
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Team Teaching ◽  
English Language ◽  
National Level ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Classrooms ◽  
English Speaking

For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of their own English speaking skills and English language learning experiences. Drawing from the questionnaire responses of 884 JTEs in high schools in nine randomly selected prefectures, the author also outlines patterns in assignment of ALTs in both academic and vocational high schools, providing a more complete picture of the JET program.

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