scholarly journals Learning from Culturally Relevant Pedagogy and Critical Discourse Analysis: Informing and Successfully Impacting Foreign Language Teaching

Contingencies ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Erika Abarca Millán
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Culturally Relevant Pedagogy ◽  
Culturally Relevant ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Critical Discourse ◽  
Relevant Pedagogy

scholarly journals What counts as ”knowledge” in foreign language teaching and learning practices today?

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Ulrika Tornberg
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Critical Discourse ◽  
Learning Practices ◽  
Teaching Learning ◽  
Language Teaching And Learning

Abstract The purpose of this text is to describe and problematize possible didactic consequences for the communicative aspects of foreign language teaching and learning that the contemporary discussion at both national and transnational levels about ”knowledge” and ”accountability” in education may lead to. This discussion concerns, among other issues,  various standardized measurements of pupils achievements and increasing demands on schools and teachers to deliver measurable and comparable results.   What, then, counts as ”knowledge” in foreign language teaching and learning practices today? By undertaking a critical discourse analysis (Fairclough 1989) of the maybe most important transnational steering instrument for language teaching and learning practices in contemporary Europe, i.e.,The Common European Framework of Reference for Languages: Teaching,Learning and Assessment (CEFR) (2001) at least some answers to this questions may be clarified:  The discourse of ”knowledge” in foreign language teaching and learning as expressed in CEFR is described by means of a typology of decontextualized  ”competences” and ”skills”, cathegorized  in specific domains  and reference levels. One of the consequences for the communicative aspects of foreign language teaching and learning practices may be that a former democracy-oriented discussion about the aims and meaning of language communication in an increasingly heterogeneous and plurilingual world is lost.   Key words: Communicative aspects of foreign language teaching and learning practices, ”Knowledge”, ”Accountability”, ”Competences and Skills”, CEFR, critical discourse analysis.

scholarly journals Interactants' beliefs in teletandem: Implications for the teaching of Portuguese as a foreign language

2015 ◽  
Vol 31 (3) ◽  
pp. 691-709
Author(s):  
Karin Adriane Henschel Pobbe RAMOS
Keyword(s):  
College Students ◽  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Belief System ◽  
Critical Discourse ◽  
Teaching With Technology ◽  
Beliefs And Values

ABSTRACT Based on the principles of autonomy and reciprocity, Teletandem connects language teaching with technology, by furthering interaction between college students aiming at providing a virtual context for language teaching and learning. A system of beliefs and values can emerge in this fruitful environment and such emergence can directly affect the process. This study aims to investigate the belief system, which emerges out of Teletandem mediation sessions, and to discuss its implications for the teaching of Portuguese as a foreign language from the perspective of Critical Discourse Analysis.

scholarly journals Message from Editor

2018 ◽  
Vol 8 (1) ◽  
pp. I
Author(s):  
Jesus Laborda Garcia
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Critical Discourse Analysis ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Second Language Teaching

Message from Editor   Dear Readers,   It is a great honor for us to publish seventh volume, first issue of Global Journal of Foreign Language Teaching (GJFLT).   Global Journal of Foreign Language Teaching (GJFLT) welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. The journal is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.   The scope of the journal includes, but is not limited to; the following major topics; cultural studies, curriculum development and syllabus design, discourse analysis and critical discourse analysis (CDA), general linguistics, globalization studies and world English’s, independent/autonomous Learning, Information and computer technology in TEFL, innovation in language, teaching and learning, intercultural education, second language, second language acquisition, second language acquisition theory, digital literacy skills, second language learners, second language learning, second language pedagogy, second language proficiency, second language speech, second language teaching, second language training, second language tutor, second language vocabulary learning, teaching English as a foreign/ second language, teaching language skills, translation studies, applied linguistics, cognitive linguistics.   In this issue, various different topics were discussed. For example, Hadi Farjami  and Ehsan Kazemi examined the relationship between teacher autonomy and teacher’s sense of self-efficacy. Giedre Valunaite Oleskeviciene and Andrius Puksas investigated TED-MDB multilingual discourse-annotated corpus for language learning and teaching. In addition, Renata Fabiana Cardinali and Maria Celina Barbeito provided a systemic functional linguistics perspective for developing intonation skills in English. Olusiji Lasekan mentioned gender difference in English proficiency. Abbas Behroozi provided a discussion for the implications for medical practitioners as a community of practice. Lastly, Ma’ssoumeh Bemani Naeini examined transferability or task variation in terms of articles in English L1–Persian L2 interlanguage.   The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2018 issues.   We present many thanks to all the contributors who helped us to publish this issue.   Best regards,   Assoc. Prof. Dr. Jesus Laborda Garcia   Editor – in Chief

From the editor

2016 ◽  
Vol 6 (4) ◽  
pp. 176
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Curriculum Development ◽  
Language Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Second Language Teaching

 Message from Editor Dear Readers,It is a great honor for us to publish August 2016 Vol 6 No 4 of Global Journal of Foreign Language Teaching (GJFLT).Please follow the link below:http://www.gjflt.eu/Global Journal of Foreign Language Teaching welcomes original empirical investigations and comprehensive literature review articles focusing on foreign language teaching and topics related to linguistics. GJFLT is an international journal published quarterly and it is a platform for presenting and discussing the emerging developments in foreign language teaching in an international arena.The scope of the journal includes, but is not limited to; the following major topics: Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA), General Linguistics, Globalization Studies and world English’s, Independent/Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary Learning, Teaching English as a Foreign/ Second Language, Teaching Language Skills, Translation Studies, Applied linguistics, Cognitive linguistics.Teachers’ Beliefs and Students’ Experiences, Indonesian University Students’ Vocabulary Mastery, Multiple Language Learning, Idiom Transformation and Modification, Computer-Assisted Language Learning, Writing Achievement, Complex Sentence Structures in Patients with Schizophrenia, and The Effect of Second Life on Speaking Achievement have been included in this issue. The topics of the next issue will be different. We are trying to serve you with our journal with a rich knowledge through which different kinds of topics will be discussed in 2017 issues.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Associate Professor Dr. Ali Rahimi,Editor – in Chief, Bangkok University

scholarly journals Cultural Hegemony Portrayed in Cutting Edge Pre-Intermediate Textbook

2020 ◽  
Vol 12 (2) ◽  
pp. 42-57
Author(s):  
Héctor Javier Caro ◽  
Diana Andrea Caro
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Language Skills ◽  
Cutting Edge ◽  
Language Teachers ◽  
Critical Discourse ◽  
Cultural Hegemony ◽  
Publishing Houses ◽  
Foreign Language Skills

The use of textbooks in the EFL classroom is a trend that shapes the way language teachers teach and how students learn. Teachers design and use a great deal of materials for teaching and developing foreign language skills, but in terms of culture, they usually prefer to trust publishing houses for the cultural content included in their textbooks. What we do not know is that most of these textbooks promote hegemony and standardization of cultures under the conscious or unconscious ideology of the colonization of being. Teachers need to learn how to analyze and unveil the hidden mechanisms of colonization that are portrayed in some textbooks, a process which can be carried out through the use of Critical Discourse Analysis.

scholarly journals Gender Representation in EFL Textbooks in Saudi Arabia: A Fair Deal?

2017 ◽  
Vol 10 (6) ◽  
pp. 44 ◽  
Author(s):  
Amjjad Sulaimani
Keyword(s):  
Saudi Arabia ◽  
Discourse Analysis ◽  
Foreign Language ◽  
Critical Discourse Analysis ◽  
Quantitative Data ◽  
Three Dimensions ◽  
Critical Discourse ◽  
Gender Representation ◽  
Subject Positions ◽  
International English

This study explores gender representation in an international English as a Foreign Language (EFL) textbook that has been specifically adapted for the Saudi Arabian context. It aims to investigate gender frequencies in conversations in three dimensions: gender relations, subject positions, and contents. The quantitative data were analysed using critical discourse analysis (CDA) as a model. The results indicate that the textbook is biased in terms of gender. Women are underrepresented in the textbook. They have been totally excluded from half of the units in the textbook. Also, the equal relations between the two genders are limited to friendship. Although both genders are positioned in the same subjects and contents, women are less frequently characterised than men.

scholarly journals Message from editor

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi
Keyword(s):  
Second Language ◽  
Discourse Analysis ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Review Process ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Second Language Teaching

Dear Readers It is the great honor for us to publish fifth issue of Global Journal of Foreign Language Teaching The scope of the journal includes, but is not limited to; the following major topics as they relate to: Peer Review Process Computer assisted Language Learning, Cultural studies, Curriculum Development and Syllabus Design, Discourse Analysis and Critical Discourse Analysis (CDA),English for specific purposes, Fluent Teacher Interactions, Foreign Language Teaching Gender studies, General Linguistics, Globalization Studies and world English’s, Independent /Autonomous Learning, Information and Computer Technology in TEFL, Innovation in language, Teaching and learning, Intercultural Education, Language acquisition and learning, Language curriculum development, Language education, Language program evaluation, Language teacher education, Language teaching methodology, Language Testing and Assessment, Literacy and language learning, Literature, Mobile Language Learning, Other FLTAL related issues, Pragmatics, Second Language, Second Language Acquisition, Second Language Acquisition Theory, Second language Audio
Second Language Digital Literacy Skills, Second Language Learners, Second Language Learning, Second language Pedagogy, Second Language Proficiency, Second Language Speech, Second Language Teaching, Second Language Training, Second Language Tutor, Second language Vocabulary LearningTeaching English as a Foreign/ Second Language, Teaching Language Skills TESOL / TESL / TEFL, Translation Studies, Applied linguistics, Cognitive linguistics, Linguistic Model. EFL, test taking, scaffolding, self-perception have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2015 Volume. A total of ten (10) manuscripts were submitted for this issue and each paper has been rigor peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of five (5) high quality research papers were selected and accepted for publication. We thank all the contributors who helped us to publish this issue. Best regard Assoc. Prof. Dr. Ali RahimiEditor – in Chief

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