scholarly journals Multimodal Approaches for Heritage and Second Language Instructor Training

Languages ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 143
Author(s):  
Raychel Vasseur
Keyword(s):  
Second Language ◽  
Graduate Students ◽  
Graduate Student ◽  
21St Century ◽  
Teaching Methods ◽  
Heritage Language ◽  
Practical Experience ◽  
Methods Course ◽  
Instructor Training ◽  
Technological Tools

This piece explores the need to provide better training to graduate student instructors by first conducting a needs analysis of current graduate students and recent graduate students regarding their conceptualizations of writing, multiliteracies, and second (L2) and heritage language (HL) pedagogies. Based on this survey, it is evident that with just one teaching methods course as the typical training graduate student instructors receive it behooves us to implement innovative pedagogy in other ways to develop graduate students’ abilities to navigate new technological tools and reconsider how they can teach writing in the L2/HL courses. Based on previous research as well as practical experience, this paper discusses several approaches for training and preparing graduate students to reconsider their preconceived notions of what it means to learn to write in an L2 or HL to include more focus on multiliteracies and technological skills to prepare students for 21st century communication.

scholarly journals Sprinting to the Finish Line: The Benefits and Challenges of Book Sprints in OER Faculty-Graduate Student Collaborations

2020 ◽  
Vol 21 (2) ◽  
pp. 1-17
Author(s):  
Gabriela C. Zapata
Keyword(s):  
Second Language ◽  
Graduate Students ◽  
Graduate Student ◽  
Opinion Survey ◽  
Finish Line ◽  
Design Data ◽  
Learning By Design ◽  
American University ◽  
Based Instruction ◽  
Pedagogical Frameworks

This article investigates the results of a book sprint experience whose main objective was the development of instructional modules for an open textbook for the teaching of Spanish as a second language. Six graduate students at a public American university participated in the project for a week, working in pairs in the creation of activities that required the incorporation of the tenets of the dual pedagogical frameworks of performance- and literacy-based instruction (as realized through learning by design). Data were collected through both an opinion survey and the assessment of samples of the participants’ products. The results of the survey showed that graduate students felt that being part of the book sprint had been beneficial both at the professional and personal levels, but they had also experienced difficulties similar to those reported in previous studies. The products analyzed pointed to a lack of connection between the required pedagogical tenets and the materials developed, which has also been reported in existing works on pre- and in-service teachers as materials developers. The article discusses how these results could have been a consequence of the structure of the book sprint, and it offers recommendations for future activities of this kind.

scholarly journals STUDENTS’ PERCEPTION OF 21st CENTURY SKILLS DEVELOPMENT THROUGH THE IMPLEMENTATION OF PROJECT-BASED LEARNING

2018 ◽  
Vol 6 (1) ◽  
pp. 37
Author(s):  
Ayu Fatmawati
Keyword(s):  
Graduate Students ◽  
21St Century ◽  
Teaching Methods ◽  
21St Century Skills ◽  
Project Based Learning ◽  
Skills Development ◽  
English Department ◽  
Online Questionnaire ◽  
21St Century Skill ◽  
Research Findings

The phenomenon of graduate students who are not ready for employment in a digital age seizes the educators’ attention. Then, some research findings identified the students’ need to focus on 21st century skills in order to fulfill the workplace requirements. Some teaching methods are provided to help teacher in teaching 21st century skills. One of them is the project based learning (PbL). This research aimed at knowing the students’ perception of 21st century skill development through the implementation of project-based learning. Descriptive quantitative method was utilized in this research. The respondents were the students of English department from one of  private universities in East Java. An online questionnaire was used as the instrument in this research. The data analysis was done statistically. The responses indicate that the implementation of project based learning generally helps the students in developing their 21st century skills. In conclusion, the students agree that the PbL can develop their  21st century skills. So, the lecturers are suggested to design the project based learning with the specific goals of 21st century skills development.

scholarly journals Bilateral Interpretation and Its Teaching Methods to Foreign Students

2020 ◽  
Author(s):  
Andrey Sotnykov ◽  
Tetiana Bogdanova ◽  
Liudmyla Vasylchuk
Keyword(s):  
International Students ◽  
Foreign Language ◽  
South Korea ◽  
21St Century ◽  
Teaching Methods ◽  
Foreign Students ◽  
English Language ◽  
Digital Technologies ◽  
Practical Experience

Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.

scholarly journals Bilateral Interpretation and Its Teaching Methods to Foreign Students

2020 ◽  
pp. 40-49
Author(s):  
Andrey Sotnykov ◽  
Tetiana Bogdanova ◽  
Liudmyla Vasylchuk
Keyword(s):  
International Students ◽  
Foreign Language ◽  
South Korea ◽  
21St Century ◽  
Teaching Methods ◽  
Foreign Students ◽  
English Language ◽  
Digital Technologies ◽  
Practical Experience

Teaching a foreign language is a challenge. In such a case, teaching translation is more than a challenge, primarily if students are taught the bilateral interpretation (Russian and English language combinations), and each of the mentioned above languages is a foreign one for them (our students are from China, Turkey, Japan, Algeria, Egypt, South Korea, and other countries). What are the invariant unbiased difficulties for foreigners determined by the grammatical system of the language combination? Should teachers consider phonetics and peculiar phonetic properties, or is it just enough to familiarize students with them? What are the optimal teaching methods and exercises? What is more important in translation, equivalence, or accuracy? Are the methods of consecutive interpretation’s teaching applicable in bilateral interpretation teaching? To answer these problematic questions, we dedicated our article to the specific features of teaching international students. The study is based on our practical experience of teaching international students. We also present our most productive teaching methods, exercises, and the use of available digital technologies of the 21st century.

Teaching the teacher: exploring STEM graduate students’ nature of science conceptions in a teaching methods course

2019 ◽  
Vol 41 (14) ◽  
pp. 1905-1925 ◽  
Author(s):  
Lindsay B. Wheeler ◽  
Bridget K. Mulvey ◽  
Jennifer L. Maeng ◽  
Mila Rosa Librea-Carden ◽  
Randy L. Bell
Keyword(s):  
Graduate Students ◽  
Nature Of Science ◽  
Teaching Methods ◽  
Methods Course

Digital Pedagogy for the 21st Century Educator

2020 ◽  
pp. 258-275 ◽  
Author(s):  
Shawn L. Robertson
Keyword(s):  
Graduate Students ◽  
Differentiated Instruction ◽  
21St Century ◽  
Digital Form ◽  
Digital Platform ◽  
Course Materials ◽  
Root Cause ◽  
Technological Tools ◽  
Digital Pedagogy

This chapter explores the process by which educators entered into a 21st century pedagogy that aids students' access to course materials using a digital platform. It explains how graduate students in one course learned how to utilize different technological tools and change their thinking and skillset. It also explores differentiated instruction in digital form rather than using traditional means. The root cause of the limited pedagogy that prevents teachers from reaching their fullest potential through using differentiated tiered assignments is also examined.

scholarly journals Leveraging Final Degree Projects for Open Source Software Contributions

Electronics ◽  
2021 ◽  
Vol 10 (10) ◽  
pp. 1181
Author(s):  
Juanan Pereira
Keyword(s):  
Graduate Students ◽  
Software Engineering ◽  
Computer Science ◽  
Open Source ◽  
Communication Skills ◽  
Open Source Software ◽  
Real World ◽  
Practical Experience ◽  
Multiple Challenges ◽  
Final Degree

(1) Background: final year students of computer science engineering degrees must carry out a final degree project (FDP) in order to graduate. Students’ contributions to improve open source software (OSS) through FDPs can offer multiple benefits and challenges, both for the students, the instructors and for the project itself. This work reports on a practical experience developed by four students contributing to mature OSS projects during their FDPs, detailing how they addressed the multiple challenges involved, both from the students and teachers perspective. (2) Methods: we followed the work of four students contributing to two established OSS projects for two academic years and analyzed their work on GitHub and their responses to a survey. (3) Results: we obtained a set of specific recommendations for future practitioners and detailed a list of benefits achieved by steering FDP towards OSS contributions, for students, teachers and the OSS projects. (4) Conclusion: we find out that FDPs oriented towards enhancing OSS projects can introduce students into real-world, practical examples of software engineering principles, give them a boost in their confidence about their technical and communication skills and help them build a portfolio of contributions to daily used worldwide open source applications.

Community Engagement Pedagogy: A Tool to Empower Heritage Language and Second Language Integration

Hispania ◽  
2018 ◽  
Vol 100 (5) ◽  
pp. 53-54
Author(s):  
Vanessa Marie Fernández ◽  
Lucía Osa-Melero
Keyword(s):  
Second Language ◽  
Community Engagement ◽  
Heritage Language
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