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La minorité polonaise ou la préhistoire des enseignements langues et cultures d’origines en France (1919–1939)

Author(s): Jean-Luc Sochacki / Language(s): French Publication Year: 0

In 1919, France and Poland signed a Convention on emigration/immigration in order to expedite the sending of Polish workers to France. No clause in this document provided for the schooling of Polish children. French employers and Polish workers then set up a Polish-speaking education programme.With a view to possibly and soon returning to their homeland, maintaining Polish identity was necessary and entailed that people learn their native language, but also all about Poland’s history and geography. Faced with the creation of these “Polish classes”, several government circulars were published in the 1920s to regulate these teachings and authorise foreign instructors, thus infringing the principle of non-differentiation of children educated under the French Republican school system. When studying this issue of Polish lessons taught in France between 1919 and 1939, it is interesting to see how the Polish minority held a vital (and enduring) role in the establishment of the Native Languages and Cultures education programme in France (the ELCO, still currently at the heart of a debate).

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Propuestas didácticas para la enseñanza de la interculturalidad en la clase de ELE para los polacos

Author(s): Agnieszka Palion-Musioł,Cecylia Tatoj / Language(s): Spanish Publication Year: 0

The purpose of this article is to present different activities which will aid Polish students who learn Spanish as well as for their teachers who will obtain an efficient tool to test the language abilities of their students. Furthermore, the activities will demonstrate cultural differences based on the student’s ethnographic attitude. All these activities which we offer are focused on the intercultural competence which should be an integral part of the educational process. In addition, the authors of the proposals give consideration to the notion of culture according to Geert Hofstede and his model of dimensions, which they analyse and describe comparing Spanish and Polish languages.

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Documentos del Consejo de Europa: transparencia y reponsabilidad

Author(s): Izabela Rychel / Language(s): Spanish Publication Year: 0

The experts have been interested in the process of the second language acquisition for many years. However, the significant changes appeared in the second decade of the twentieth century. The establishment of the Council of Europe, an ogranization which associates 47 countries, provided new common standards of the evaluation of the language proficiency. The most important aim of the work of the Council of Europe was to promote the multilingualism and multiculturalism to create between the European citizens understanding and openness for other cultures. What is more, common norms facilitated people the mobility because the certificates they were receiving started beeing recognisable in ither countries. The creation of the CEFR and European Language Portfolio was the beginning of the new way of understanding the process of the second language acquisition which, nowadays, has to be transparent for students. Furthermore, students have become more conscious and responsible for their own learning. The possibility of monitoring their learning process gives them opportunity to work out their stategies and patterns of work. Therefore, they are not just an audience but they take an active part in the second languages acquisition.

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Acerca del potencial didáctico de la Lingüística Cognitiva en el aula de E/LE: el caso de las locuciones

Author(s): Agnieszka Szyndler / Language(s): Spanish Publication Year: 0

The aim of this paper is to present the didactic potential of Cognitive Linguistic, and in particular of Cognitive Theory of Metaphor in teaching Spanish as a foreign language. The present article, whose subject matter are idiomatic expressions which belong to the core of phraseology and can be viewed as prototypical phraseological units, not only attempts to demonstrate the reasons why this theoretical framework is extremely beneficial in the foreign language classroom but also focuses on role that the iconic dimension of idioms (mental image) and its metaphorical value (conceptual metaphors) have in the teaching and learning process. In other words, particular attention will be paid to research into the application of the theoretical postulates of Cognitive Linguistics to didactics of phraseology.

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Corpora and teaching academic writing: Exploring the pedagogical potential of MICUSP

Author(s): Ute Römer / Language(s): English Publication Year: 0

This paper introduces a new corpus resource for teaching English for Academic Purposes (EAP) and for carrying out research into advanced student writing across a range of academic disciplines: MICUSP, the Michigan Corpus of Upper-level Student Papers. It exemplifies how MICUSP can be used as a source of materials in the context of data-driven learning in the EAP classroom. The paper also presents selected results from two MICUSP based studies: an analysis of attended and unattended this and a study of the distribution of common phraseological items across student papers. It is argued that these results are of pedagogical relevance and can contribute to an improvement in EAP teaching.

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The lexical patterning of light verbs in GRICLE and native corpora: A comparative corpus-based study

Author(s): Marina Mattheoudakis,Anna-Maria Hatzitheodorou / Language(s): English Publication Year: 0

This corpus-based study compares the lexical patterns of three English light verbs, make, give and take, in native and non- native student writing. Since these verbs are highly polysemous and form a large number of collocations, they pose problems for foreign language learners. The frequency and variety of collocations with light verbs are examined in the Greek Corpus of Learner English (GRICLE), and in the native corpora LOCNESS and PELCRA. Collocations with take and give feature more frequently in GRICLE than in the native corpora. Give was found to enter into more combinations in the Greek corpus, whereas both make and take are used in a larger variety of collocations in the native corpora. The contribution of these findings to language teaching is discussed.

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Göçmenlerin Almanca Yabancı Dil Ders Kitaplarında Uluslara göre Ele Alınış Biçimleri ve Sıklık Oranları

Author(s): Cihan Aydoğu,Gönül Karasu / Language(s): Turkish Publication Year: 0

1950’li yıllarda ve öncesinde henüz resmileşmeyen göçler gerçekleşirken 30 Ekim 1961 yılında Bad Godesberg’de Almanya ve Türkiye arasında gerçekleşen iş gücü göçü antlaşması ile göçler resmi bir boyut kazanmıştır. Avusturya ise Türkiye ile İşgücü Göçü Tedarik Anlaşmasını 1964’de imzalamıştır. Gelen işgücü ilk yıllarda ve takip eden yıllarda Avusturya’da öncelikle inşaat sektöründe, bunu takiben montaj sanayi ve tekstil sektöründe istihdam edilmiştir (Soytürk, 2012, s.2319-2320). Almanya ise gelen işgücünü “imalat, madencilik, inşaat ve hizmet” (Dağhan, 2012, s.55) sektöründe değerlendirmiştir. İlerleyen zaman içerisinde ilk göç edenlerin ikinci kuşağını oluşturan çocukları, dayatılan işlerin yerine artık kendi tercihlerini yapmak istiyorlardı. Dolayısıyla “Gastarbeiter” kavramı 1970’lerde tartışma konusu olmaya başlamıştı. “Ausländische Mitbürger” kavramı 1080’lerde ortaya atılmışsa da bugün artık “Arbeitsmigranten”, “Migranten” ve “Menschen mit Migrationshintergrund” kavramlarını görmekteyiz. “Arbeitsmigranten” az gelişmiş ülkelerden sanayi ağırlıklı şehirlerde işçi olarak çalışan kesime karşılık gelirken, “Migranten” Almanya’da doğmuş ve sınırsız oturma hakkı olan ikinci kuşağa karşılık gelmektedir.

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ON STRATEGIES FOR TRANSLATION OF CULTURE-SPECIFIC ITEMS

Author(s): Micaela Ţaulean / Language(s): English Publication Year: 0

Every language bearer is a rotten culture, so the lingual expression in communication is an expression of national culture. Language serves culture, but it does not determine it. For translators, representing the stereotype of a nation for another culture is an extremely difficult task. The author focuses on the problems that arise during the translation of cultural specific elements (CIS) from English into Romanian or Russian. The aim of this study is to describe the different areas of cultural knowledge that contribute to the competence of the translator.

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SUBSTANTIVISCHE OKKASIONALISMEN UND IHRE FUNKTIONEN IN DER NOVELLE „DIE ENTDECKUNG DER CURRY-WURST“ VON UWE TIMM

Author(s): Lina Cabac / Language(s): German Publication Year: 0

This approach discusses the contextual functions of substantive occasionalisms in the short story "The Invention of Curry Seasoned Sausage" by Uwe Timm. The paper explores the meaning of the term occasionalism and demonstrates the relationship between word formation patterns used in creating occasionalisms.

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CAMBIOS SEMÁNTICOS EN EL LÉXICO ESPAÑOL RELACIONADO CON LA TERMINOLOGÍA DEL COVID-19

Author(s): Tatiana Gorea / Language(s): Spanish Publication Year: 0

In the following article we will try to determine some of the linguistic changes produced in the Spanish language due to the decisive introduction of the lexicon related to the terminology of COVID-19. These linguistic processes of a morphological and semantic type are part of the processes of change of the lexicon, formation of neologisms

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DEVELOPING PRAGMATIC COMPETENCE WITH ENGLISH SCHOOL TEXTBOOKS

Author(s): Iulia Ignatiuc / Language(s): English Publication Year: 0

The paper focuses on the importance of pragmatic competence acquisition in the EFL classroom and on the great role the textbook plays in this process. It provides the results of an analysis of five English textbooks used in the schools of Moldova in the first five years of pupils’ studying English. The results show that all the textbooks contain some implicit and explicit pragmatic information, which, however, is not equally distributed. Special attention was paid to the treatment of speech acts in the textbooks. The results show that the success of pragmatic competence development depends on several factors revealed in the paper.

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INTERKULTURELLE STUDIENGÄNGE AN HOCHSCHULEN IN DEUTSCHLAND UND IN DER REPUBLIK MOLDAU

Author(s): Oxana Chira / Language(s): German Publication Year: 0

Preserving cultural identity’ and ‘achieving social integration’ are among the few universally accepted objectives of educational policy. Therefore, we recommend to always consider each person’s individuality in intercultural situations, to suspend judgment and to find out more about possible reasons for behavior before acting. Communication on the one hand is frequently considered as being an important key competence, but on the other hand many employers think that having covered this as a subject of university studies may not count as having acquired academic expertise in a specialized field. The article will close with a short presentation of the Master’s programme in Intercultural Communication

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WHY ARE STUDENTS (UN)WILLING TO COMMUNICATE IN A FOREIGN LANGUAGE?

Author(s): Manana Rusieshvili-Cartledge / Language(s): English Publication Year: 0

The problem of oral communication in a foreign language acquires agreater importance in the context of globalization and presents one of the mostpressing problems of contemporary applied linguistics. The study of effectiveand successful communication in a foreign language focuses on thepsychological, linguistic and communicative aspects of this process(McCroskey & Baer, 1985; Mahdi, 2014).

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The Rapid Shift from Onsite to Online Teaching – Students’ Perceptions

Author(s): Lulzime Kamberi,Alina Andreea Dragoescu Urlica / Language(s): English Publication Year: 0

Recent developments in response to the Covid-19 pandemic have had a substantial impact on students, teachers and content delivery modes around the globe. This paper reports the efforts of the University of Tetovo (UT) in North Macedonia (NM) and Banat’s USAMVB University “King Michael I of Romania” to find rapid and efficient means of switching from direct to remote course delivery while maintaining effective communication. Acknowledging that little space was available for training teachers and learners to prepare for such rapid changes, this study examines how students responded. Applying exploratory research methods, the paper offers a preliminary analysis of the difficulties that learners faced in shifting to online presentation. Qualitative data was collected using student interviews and content analysis (Silverman, 2005) was applied to identify themes, biases and meaning. Convenience sampling among enrolled students in the academic year 2020/2021 at both universities identified a non-random sample of 16 students. The findings of the study revealed that participants faced many difficulties in their venture; however, using various strategies, effective planning and organization, they managed to a certain extent to overcome this situation.

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TEACHING AND LEARNING ENGLISH CAN BE DIFFERENT: INTRODUCING NEW METHODOLOGY CURRICULUM

Author(s): Olena Bevz,Alla Gembaruk,Oksana Zabolotna / Language(s): English Publication Year: 0

The article presents the main stages of introducing new methodology curriculum designed within New Generation School Teacher Project. The Project is an innovative initiative supported by British Council Ukraine and Ministry of Education and Science of Ukraine (since 2013). The article gives an outline of the following project stages: baseline study, study visits, the Curriculum design, piloting the Curriculum, and the Project monitoring. The baseline study (2013-2014) proved the necessity for the change in pre-service teacher education. The study visits to University of Modern Languages (Tashkent, Uzbekistan) and Norwich Institute of Language Education (Norwich, England) (2014) gave the possibility to observe and study the best practices of English teaching methodology. The Curriculum design stage (2014–2015) became the way of introducing innovative approaches, content, modes of teaching and learning, modes of interaction and new place of school experience into the programme of Preservice teacher training. The piloting stage that embraced 10 Ukrainian pedagogical universities gave the possibility to implement the Curriculum innovations in the methodology course. The Project monitoring (2016-2017) was based on students’ online questionnaires, project team members’ monitoring visits which included meetings with rectors, deans, heads of the departments, methodology teachers; students’ focus group discussion, demonstration lesson analysis. The Project monitoring programme provided data for evaluating the first year results. The results supported previous hypothesis that the introduction of the new curriculum would have a positive influence on the students in terms of developing 21st century skills as well as their motivation to choose teaching as a career.

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MODES OF LEARNING AND TEACHING IN METHODOLOGY SESSION

Author(s): Tatiana Konovalenko / Language(s): English Publication Year: 0

The author of the article presents the results of Baseline study within the joint project of British Council Ukraine and the Ministry of Education and Science of Ukraine “New Generation School Teacher” as well as the results of this project implementation. The project is described as the one to introduce change to the initial teacher education system in Ukraine. The shared information is on the modes of learning and teaching used in the course of Methodology of English Language Teaching which has been piloted since September, 2016 in 10 Ukrainian universities. The sessions within the experimental course contain a great variety of modes of learning and teaching. This course comprises the best examples of teaching as Methodology is the main course in future teacher’s education. The new Curriculum is shown as the one which focuses on developing the professional skills of teaching through student active participation in the methodology course. The author describes the following range of modes for students’ being engaged in active learning: group work, guided reading, jigsaw learning, microteaching, project work, task-based learning and workshop. The sessions of the Methodology course are based on the principles of Bloom’s Taxonomy and according to Kolb’s experiential cycle. They are held in English. There are always good opportunities for the development of students’ life skills. Within working in groups of changeable composition, future teachers learn to act collaboratively, to be responsible for the group’s decisions, to be tolerant, to be convincing. Their critical thinking is promoted as well. Student-centred Methodology sessions help students to become able of holding student-centred English classes in their future professional life. In the article there is a detailed description of one Methodology session comprising various modes of students’ learning. Besides, the author explains that the course of Methodology is closely connected with the practical aspects of learning and teaching at schools where students have their school practice.

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SEMANTIC STRUCTURE AND EVALUATING CHARACTERISTICS OF PHRASEOLOGICAL UNITS WITH COMPONENTS DENOTING AGRICULTURAL OCCUPATIONS

Author(s): Oksana Ponomarova / Language(s): English Publication Year: 0

The article is dedicated to the complex study of Ukrainian, English and German phraseological units with components naming people by their occupation in the agriculture-related industries. The person designations reflecting the place people occupy in social relationships network make up an important part of any language lexis, as they represent the nature of various social roles, values and views of different ethnical and social communities. The article highlights structural, semantic and stylistic features of set phrases with components denoting agricultural occupations. The role of denotation for the profession of this type in the formation of the phrase meaning is traced. Special attention is paid to evaluation of agricultural occupations, their approval or condemnation in the language society. As a result of the research, it is stated that phraseological units with components denoting agricultural occupations in Ukrainian, English and German express a wide range of meanings. In the inner structure of set phrases these professions may have direct original meanings as well as the following derivative phraseological ones: the denotation of any worker, social status, a certain type of personality. It is concluded that a positively evaluated verbal stereotype of a farmer represents the basic concepts of human activity: labour, though difficult, is considered to be the basis of a happy and prosperous life. Agricultural occupations meet all the requirements existing in public consciousness, such as benefit, creative work, physical labour, importance of a product, responsibility, quality of work and its complexity, qualifications; that is why they are highly appreciated.

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MEDIA EDUCATION AND INTERNET TECHNOLOGIES IN THE PROCESS OF ENGLISH AS A FOREIGN LANGUAGE TEACHING

Author(s): Yevheniia Protsko / Language(s): English Publication Year: 0

Today millions worldwide are Internet subscribers. It is easy to have the Internet connection everywhere: in different educational and social settings, coffee shops, public transport, shops, classrooms etc. This article attempts to investigate the usage of the Internet and Internet technologies in the process of teaching English as a foreign language, as at present to go with the times it is impossible for a teacher to neglect the interests and requirements of his students. We admit several problems with the traditional system of education: you need to pay thousands of dollars perterm to attend a prestigious school or University. But today you not always need to leave you home for studying - online learning has to be the greatest revolution in contemporary education.

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PRE-SERVICE ENGLISH TEACHER TRAINING REFORM PROJECT IN UKRAINE: ASSESSMENT FOR LEARNING AND OF LEARNING

Author(s): Ihor Romanyshyn / Language(s): English Publication Year: 0

The article highlights the essentials of the PRESETT reform project in Ukraine, key findings of the Baseline Study with a focus on assessment, the formative and summative assessments in the new PRESETT curriculum and the ways assessment is and can be used for improving student teachers’ learning. The author mostly draws on the material worked out by the project team. Based on the findings and recommendations of the Baseline Study the project team has developed new ways of assessing progress and achievement within the Methodology Curriculum of the PRESETT Bachelor’s programme. The assessment follows the principles of transparency, variety and balance, link to outcomes, manageability for methodology teachers and progression over the programme. In the new curriculum, continuous assessment is both formative and summative assessment, and the final assessment is summative. A special focus is given on the latest results of the piloting of the new curriculum carried out at Vasyl Stefanyk Precarpathian National University. The piloting of Modules 1, 2 and 3 of the curriculum has demonstrated that student teachers are efficient users of such types of continuous assessment as presentation and quiz, while they still need to improve reflective writing and personal account. The research offers classroom strategies that are effective in promoting formative assessment practice – the use of questioning, student thoughtful reflection, effective teacher feedback, peer feedback, student self-assessment, redrafting of the work, and the formative use of summative assessment. It also supports the idea that the following techniques/tools associated with formative assessment – checklist, classroom journal, conferencing, discussion, examples of good work, learning diary/log, open-ended questions, rubrics and sharing assessment criteria – can help students to learn more effectively.

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WHAT IS ‘TASK-BASED LEARNING APPROACH’?

Author(s): Olha Svyrydiuk / Language(s): English Publication Year: 0

What is Task-based Learning Approach? Task-based Learning is a different way to teach languages. It can help the students by placing his/her in a situation as in the real world. A situation where oral communication is essential for doing specific task. Task-based Learning has the advantage of getting the student to use his/her skills at his/her current level. To help develop language through its use. This article aims to present key principals of TBL, the advantages of using it. It gives a clear explanation of ‘Task-based Learning’ structure and some recommendations to use it while teaching English to adults.

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