scholarly journals Native Language Teaching to the Siberian Peoples in Conditions of the New Language Situation

2019 ◽  
Author(s):  
Elena Chaykovskaya
Keyword(s):  
Native Language ◽  
Language Teaching

scholarly journals Social linguistic and methodical premises for Russian language teaching as nonnative in the conditions of formation of early bilingual

2016 ◽  
Vol 3 (1) ◽  
pp. 31-39
Author(s):  
M.I. Shurpaeva
Keyword(s):  
Native Language ◽  
Language Teaching ◽  
Russian Language

This article is devoted to the decision of the linguamethodical problems (content, forms, study and methodical provide), connecting with the laws of building and development of bilinguals among the dagestanian schoolchildren, possessing the native language, but the second one is accepting in the process of Russian language teaching as nonnative in the preschool and beginning education.

scholarly journals Task-Based Technology: Portuguese Language Teaching Practices

2020 ◽  
pp. 81-88
Author(s):  
Joana Carvalho ◽  
◽  
Sixto Cubo Delgado ◽  
Inmaculada Sánchez Casado
Keyword(s):  
Active Learning ◽  
Teaching Strategies ◽  
Technology Use ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Native Language ◽  
Language Teaching ◽  
Development Data

As part of a PhD investigation, this presentation aims to reveal the findings on Portuguese as a Non-Native Language (PNNL) teaching practice when using technology to implement other language approaches such as Task-Based Language Teaching (TBLT). A mixed research was developed to explain if there was a relation between technology use and the implementation of different language methods and teaching strategies, and also holistic task development. Data was gathered from 101 PNNL teachers, with working experience in and out of Portugal. The results provided evidence that technology was not being used to engage students in active learning and holistic tasks, as TBLT sustains, nor was it being used to develop different language methods and teaching strategies. It has been concluded that PNNL teachers were not using technology in their teaching practice to better implement other language methods, such as TBLT.

scholarly journals PEMAKAIAN BILINGUALISME DALAM INTERAKSI SISWA DI KELAS RENDAH DI MADRASAH IBTIDAIYAH NEGERI SINGARAJA BALI

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Siti Rahmi
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Native Language ◽  
Language Teaching ◽  
Social Domain ◽  
Language Background ◽  
Everyday Language ◽  
Fifth Generation ◽  
Migrant Families ◽  
Bahasa Indonesia

   Abstrak Pemakaian Bilingualisme dalam Interaksi Siswa di Kelas Rendah di Madrasah Ibtidaiyah Negeri Singaraja Bali. Tulisan ini mengungkapkan realitas dari implikasi bilingualisme dalam pendidikan dasar. Konteksnya tidak hanya memperhatikan pembelajaran bahasa, tetapi terhadap pendidikan dalam arti luas. Hal ini karena bilingualisme <<memaksa>> para guru untuk mempertimbangkan pengajaran bahasa dalam pembelajaran di kelas. Umumnya, siswa dari Madrasah Ibtidaiyah Negeri Singaraja Bali -Sekolah Dasar Islam- memiliki latar belakang bahasa Indonesia (L1). Bahasa Indonesia digunakan dengan berbagai dialek dan kosa kata bahasa Bali. Penggunaan bahasa Indonesia sebagai bahasa sehari-hari mereka disebabkan orang tua mereka berasal dari latar belakang lingkungan dan masyarakat multi-etnis. Orang tua mereka adalah generasi keempat dan kelima dari nenek moyang mereka, dan hampir tidak menggunakan bahasa asli mereka dalam ranah keluarga. Para keluarga migran ini sebagian besar adalah pedagang, buruh, dan beberapa dari mereka adalah PNS. Bahasa Bali, sebagai L2 diperoleh dalam lingkungan sosial terutama di sekolah menengah. Implikasi dari Bahasa Indonesia sebagai bahasa pengajaran lebih “mendidik-akomodatif”, disesuaikan dengan latar belakang bahasa siswa dan tingkat perkembangan bahasanya.Kata kunci: bilingualisme, implikasi, bahasa, pembelajaran     Abstract Bilingualism Implications in Primary Classroom Interactive Students of Madrasah Ibtidaiyah Negeri Singaraja Bali. This paper reveals the reality of these implications. Its context does not concern only in the language learning, but into the education in broadest sense also. It is because bilingualism “force” teachers to consider language teaching in the classroom instruction. Generally, students of Madrasah Ibtidaiyah Negeri Singaraja Bali-as an Islamic Primary School- have Indonesian language background (L1). Indonesian language used with various dialects of Balinese language and its vocabulary. The use of Indonesian as their everyday language is caused their parents from neighborhood background and the multi-ethnic milieu. Their parents are fourth and fifth generation of their forefather, and almost had not used their native language in family domain. The migrant families were mostly traders, laborers, and some of them are civil servants. Balinese language, as L2 acquired in social domain especially in secondary scholl. The implication of Indonesian as language teaching more “educative-accommodative”; adjusted by students’s language background and their level of language development.Keywords: bilingualism, implication, language, learning    

scholarly journals Developing Communicative Competence of Future Teachers on the Basis of Ethnic and Cultural Values Intrinsic to Highlanders of the Ukrainian Carpathians

2014 ◽  
Vol 1 (2-3) ◽  
pp. 240-244
Author(s):  
Maria Stakhiv
Keyword(s):  
Teacher Training ◽  
Cultural Values ◽  
Primary Schools ◽  
Communicative Competence ◽  
Native Language ◽  
Language Teaching ◽  
Training System ◽  
Future Teachers ◽  
Mountain Areas ◽  
Mountain Area

The article presents challenges and methods of teacher training activities aimed todevelop communicative competence and prepare teachers for work in mountain area schools in theUkrainian Carpathians. Research shows that specifics of social and cultural environment should betaken into account in the process of teaching native language and developing communicativecompetence of future teachers. Sociocultural approach defines language teaching strategies in thelight of national culture, traditions of ethnic regions and the Ukrainian Carpathians in particular.Teacher training programs should include studies on material, cultural and spiritual values ofhighlanders. Such topics can be incorporated in the main native language course. Study andanalysis of fiction pieces, especially those that reflect the socio-cultural peculiarities of linguisticcommunity of the Ukrainian Carpathians can be of great value in achieving the goal. Small classesin mountain schools also place a demand upon educators to constantly upgrade approaches, formsand methods of teaching.The article offers an integral teacher training system aimed at developing communicativecompetence and preparing teachers to work in the mountain areas schools. A special place in thissystem is given to folk pedagogy, which accumulates the national and regional spiritual values.The author presents the components of communicative and socio-cultural competence of futureteachers. The suggested algorithm for training primary school teachers insures reaching anappropriate level of socio-cultural, historical, linguistic and communicative competenciesnecessary for language teaching at primary schools in mountain regions of the UkrainianCarpathians.

scholarly journals A thematic dictionary as a source of cultural competence (using the example of a Chinese-Polish dictionary)

2020 ◽  
Vol 27 ◽  
pp. 339-348
Author(s):  
Elżbieta Sękowska
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Native Language ◽  
Language Teaching ◽  
Theoretical Studies ◽  
Teaching Process ◽  
Specific Language ◽  
Teaching Aid ◽  
Language Pair ◽  
Linguistic Reality

This article discusses a thematic dictionary of a specific language pair (Chinese-Polish in this case) as a teaching aid useful in learning a language and its culture. In the search for a place for the thematic dictionary in language teaching, the author refers to the notion of cultural competence and notions associated with introducing it into the teaching process as cultural competence covers both vocabulary and knowledge (linguaculture), and the interpretative rules and elements of the study of the reality of people and institutions within the area of socioculture. The contents of those areas of culture of a community are discussed in the theoretical studies devoted to teaching Polish as a non-native language and in the curricula of teaching Polish as a foreign language. Those activities become focussed, e.g. in the required standards which refer to individual levels of language proficiency.A thematic dictionary may serve as a source for introducing elements of culture considering the stock of vocabulary which illustrates the differences in languages and cultures. In the discussion of the Chinese-Polish thematic dictionary, the author focusses on the description of macrostructures, the inclusion of selected thematic fields, and indicates its utility in increasing one’s proficiency in the lexis which illustrates the extra-linguistic reality.

DEVELOPING ENGLISH TEXTBOOK FOR MUHAMMADIYAH SCHOOL; AN IDEA TO INTEGRATE THE MUHAMMADIYAH VALUES INTO ELT

2017 ◽  
Vol 1 ◽  
pp. 462
Author(s):  
Septian Dwi Cahyo ◽  
Ika Rizqi Vitasari ◽  
Sucipto Sucipto
Keyword(s):  
English Language ◽  
Native Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Materials ◽  
National Education ◽  
English Textbooks ◽  
And Behavior ◽  
Islamic Values

As the most common teaching materials, textbook always has significant impact toward English language teaching. An English textbook contains language culture, ideology, and behavior. While a common textbook is developed by mimicking the native language, it can be said that an English textbooks have secular knowledge for not integrating faith into its content. The Muhammadiyah proposed an education of coherence between knowledge and faith for better education by developing unique curriculum known as ISMUBA which is contain Islamic values and enhancing knowledge. The problem is most of teachers in the Muhammadiyah school use general English which does not meet with the Muhammadiyah education goal.This paper propose and give example of an idea to develop an English textbook for the Muhammadiyah schools by integrating the Muhammadiyah values into textbook. The textbook is developed by integrating Islamic values as base of language teaching materials. The textbook is also developed based on Kurikulum 2013 for English language teaching, so there is no contradiction of national education goal and the textbook itself. The textbook is developed in order to achieve coherence of knowledge and faith in the Muhammadiyah education

Perspectives: English as a Lingua Franca and Its Implications for English Language Teaching

2013 ◽  
Vol 35 (2) ◽  
pp. 173 ◽  
Author(s):  
Chit Cheung ◽  
Matthew Sung
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Controversial Issues ◽  
Lingua Franca ◽  
Primary Model ◽  
Point Of Reference

In recent years, the use of English as a Lingua Franca (ELF) worldwide has given rise to the question of whether English as a Native Language (ENL) norms should continue to be used in the English Language Teaching (ELT) classroom. In this paper I explore the controversial issues surrounding the implications of ELF for ELT by considering the practicalities of language teaching and learning. I argue that ELF should not be seen as in competition with ENL or as a replacement of ENL for pedagogical purposes. Instead, ENL and ELF can play different but complementary roles in ELT. Although ENL may remain as the primary model for pedagogy as a point of reference, there is a need for teachers to raise students’ awareness of ELF use in reality, including the notion of language variation in ELF and the role of English in today’s world. 英語がリンガフランカとして世界中で使用されるに至り、ここにひとつの疑問が浮かび上がる。それは、母語としての英語（以下ENL）使用の基準が教室で英語を教える際に使われ続けてもいいのかどうか、という疑問である。本稿では、言語指導そして言語学習における実用性を念頭に、英語というリンガフランカ（以下ELF）の基準を英語教育（以下ELT）の指導に適用することをめぐる問題について考察する。筆者の考えでは、ELFをENLと競争関係にあるもの、あるいは指導を目的としたENLの代用として見なすべきではない。そうではなく、ENLとELFはそれぞれに異なった働きが、しかもELTの場で互いを補い合う働きがある。ENLは指導のための第一義的な参照対象であり続けると思われるが、その一方で、ELFの言語的多様性に対する考え方、そして現代社会における英語の役割を含めたELFの現実そのものを学習者が認識するよう、教師は努める必要がある。

scholarly journals Folk proverb - as a national and spiritual wealth

2020 ◽  
Vol 5 ◽  
Author(s):  
Khamdamova Gulshan Khamraevna
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Comparative Linguistics ◽  
Depth Study

Comparative linguistics is the linguodidactical basis of foreign language teaching. Therefore, the study and analysis of foreign languages ​​in comparison with the native language is one of the important issues for linguistics in our country. In modern linguistics, including comparative linguistics, an in-depth study of proverbs is important. As a result, paremiology, the study of proverbs, has emerged as a separate field in linguistics

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