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Fresh Air: Literature for International Scholars

Author(s): Kenneth Friedman / Language(s): English Issue: 1/2014

Numerous arguments have been made in support of literature for language instruction of all types, including English for Academic Purposes (Hirvela, 1990). Extensive reading (Day& Bamford, 1998) is proposed to enhance reading fluency, vocabulary competence, and the enjoyment of reading. Both proposals seem promising for international scholars, increasingly required to communicate in English (Pérez-Llantada, 2012). In this preliminary study, an extensive reading approach involving literary texts was employed in English classes for EAL scholars. Results suggest that literature enhances classroom interactions, and extensive reading, after considerable orientation, did lead to an increase in reading outside of scholars’ specialized fields.

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The wheel of experience in translation activity

Author(s): Doina Ivanov / Language(s): English Issue: 1/2014

This paper focuses on the wheel of experience in translation activity in a metaphorical way. The wheel of experience can be imagined as the wheel of the car that moves forward enabling the translation process to proceed smoothly. The translator is only occasionally aware of the turning of the wheel. Once the experiential processes of intuition, experience of world and experience of translation have been sublimated, they operate sub or semiconsciously;

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Intercultural awareness a crossover between english language education and intercultural communication a challenge for teachers and learners

Author(s): Elena Savu / Language(s): English Issue: 1/2014

The vast number of intercultural activities and techniques that are available provide not only the opportunities for cultural awarness raising but also an increased motivation for language and culture learning. The current paper looks into the arguments that support this statement.

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Intercultural Teacher s Education in the Balkan countries from theory to practice;

Author(s): Cristina Nicolaescu / Language(s): English Issue: 1/2014

The paper aims to analyse possible strategies of raising teacher s intercfultural sensitivity in the Balkan countries, starting from the hypothesis that we all are less ethnocentric concerning cultural differences in education. An appropriate pedagogy for intercultural teaching of adults can bring about the necessary methodological changes and integrate the Balkan countries in the new paradigm of a modern education;

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Actitudes epistemológicas de los profesores de español como lengua extranjera en Serbia

Author(s): Anđelka Pejović Radovanović,Ana S. Jovanović / Language(s): Spanish Issue: 3/2012

In the present paper we analyze the current situation of the teaching of Spanish in Serbia and the existing teaching trends. Based on an anonymous survey, we present the epistemological attitudes and needs of Serbian teachers of Spanish as a foreign language. We also analyze the possibility of creating conditions which would permit the development of their professional identities. We have reached the conclusion that it is not enough for teachers to be aware of the most recent methods of teaching foreign languages; conditions must be created so that the teachers themselves question their ideas on teaching and that they have the opportunity to become aware of different approaches which might answer some of the doubts they have.

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Blended Learning - The Future of Learning in Foreign Languages

Author(s): Monica Condruz–Băcescu / Language(s): English Issue: 2/2012

This article deals with the issue of blended learning from a perspective less used in the specialized literature, applying blended learning to foreign language learning. There are highlighted several advantages of using this type of learning in the process of acquiring a foreign language, which can be extended to other areas of learning and that meet the central idea of the article, that blended learning is the future in terms of methods, learning strategies and lifelong learning. A big advantage is to have the assistance of a tutor 24 hours a day, managing to combine time saving, space, that an online classic program with the presence of human factor offers, without which the coherent, effective, genuine and lasting learning can not occur. The article also highlights the disadvantages of this concept; an important one being the fact that some students are not familiar with the latest technology. The last part approaches the issue of online platforms that continue to provide ever more useful applications, at affordable prices and tools for language learning. Even if blended learning has been a functional process for about ten years, there are already numerous supporters of this type of learning, particularly in higher education, where the combination of traditional courses and online interactive activities have already been implemented.

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REVISION BY EXPERTS AS A STRATEGY FOR THE IMPROVEMENT AND VALIDATION OF LAMS UNITS

Author(s): Antonio Brenes Castaño,Gregorio Rodríguez Gómez,Miguel Ángel Gómez Ruiz,Candela Contero Urgal,Beatriz Gallego Noche / Language(s): English Issue: 2/2012

After concluding the design of our didactic unit “My First International Congress” in LAMS format and putting it into practice with our students, we intended to improve its didactic possibilities through the execution of an analysis by experts on language teaching. The collection of data on the assessment and perception of the experts of our unit, the analysis of these data and the results confirmed that tools such as LAMS can be quite useful in the teaching of Foreign Languages. However, it also showed that LAMS should provide teachers with devices with which students could work synchronic speaking interaction

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LEARNING DESIGN AND INQUIRY IN AUSTRALIAN HISTORY CLASSROOMS

Author(s): Kay Carroll / Language(s): English Issue: 2/2012

Global and digital connectivity transform Australian classrooms by creating rich environments for inquiry learning. Developing inquiry learning in this Information Communication Technology (ICT) context is an Australian educational goal. Recently the Australian Curriculum reform and the Digital Education Revolution has become a catalyst for teachers to overcome the ubiquitous disconnect between traditional and digital pedagogies and reconceptualise practice and curricula. The National vision for ICT in School Education (2008) creates opportunities and imperatives for transformative pedagogies to sync with key learning areas and raises questions about how ICT pedagogical disconnect may be overcome. This paper reports findings from multi-site case studies which focus on the bridging the pedagogical disconnect by investigating the ICT experiences and pedagogy of History teachers in K-12 Catholic schools.

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VISUALIZED LEARNING DESIGN: THE CHALLENGES OF TRANSFERRING AN INNOVATION IN THE CYPRUS EDUCATIONAL SYSTEM

Author(s): Anastasia Economou,Antri Avraamidou / Language(s): English Issue: 2/2012

The adoption of a new Learning Design methodology, especially when it is related to Information and Communication Technologies (ICT), by teachers in Cyprus is a challenge. This paper describes and evaluates the process of transferring such a Learning Design innovation, as developed by the UK Open University, to elementary and secondary education teachers in the Cyprus context. The paper also analyses the impact of such a Learning Design on teacher practice and considers barriers obstructing its uptake. Lastly, suggestions for future implementation are given in the conclusion.

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THE DE BONO LAMS SEQUENCE SERIES: TEMPLATE DESIGNS AS KNOWLEDGE-MOBILISING STRATEGY FOR 21ST CENTURY HIGHER EDUCATION

Author(s): Eva Dobozy / Language(s): English Issue: 2/2012

In this paper, the five interlocking de Bono LAMS sequences are introduced as a new form of generic template designs. This transdisciplinary knowledge-mobilising strategy is based on Edward de Bono’s attention-directing ideas and thinking skills, commonly known as the CoRT tools. The development of the de Bono LAMS sequence series is an important milestone, signifying the current paradigmatic shift in higher education from a studentconsumer paradigm to a student-producer paradigm. Surpassing surface and shallow knowledge stages requires the use of multidisciplinary and generic knowledge in new and unfamiliar situations. The LAMS templates as ‘knowledge-in-practice’ models assist disciplinary specialists generate learning designs that make apparent to students that knowledge is always partial, incomplete and coloured by epistemological beliefs and cultural practices.

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INTRODUCTION

Author(s): Christopher Alexander / Language(s): English Issue: 2/2012

Introduction to the volume

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A RESEARCH DESIGN IN TECHNOLOGY-ENHANCED SCAFFOLDING IN LANGUAGE TEACHING: WHAT LESSONLAMS CAN OFFER AT THE INTERFACE OF EDUCATIONAL AND LANGUAGE LEAR

Author(s): Chris Campbell,Jung-Sook Lim,Simone Smala / Language(s): English Issue: 2/2012

This chapter aims to provide a language learning design principle using the Learning Activity Management System (LAMS) as a platform in authentic classroom situations. A LessonLAMS sequence has been developed for this research project and was designed using a ‘Dynamic Scaffolding Technique’ within the learner’s zone of proximal development (ZPD) (Vygotsky & Cole, 1978). Participants for this study were South East Queensland secondary students who are studying Korean as a foreign language as an elective subject. The learning design of the LessonLAMS sequence was incorporated in classroom instruction with the research focus on technology-enhanced learning tasks, which was designed and implemented in the foreign language classroom at the participating school.

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THE THEORETICAL UNDERPINNINGS OF A LEARNING DESIGN PROJECT

Author(s): Leanne Cameron / Language(s): English Issue: 2/2012

In the “Implementing Effective Learning Designs” project a framework and design guidelines were created to provide a comprehensive scaffold to assist academics in the development of inspiring learning design examples and supportive activities. Learning design templates were developed that can be used by academic staff to tailor exemplary examples to meet particular requirements, whilst providing them with the underlying pedagogical principals involved in the learning design. The implementation of learning designs was also explored and barriers identified to their widespread adoption and ways of overcoming these. This paper outlines the theoretical underpinnings that supported the project.

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LEARNING IN LAMS: LESSON FROM A STUDENT TEACHER EXPLORING GENE ETHICS

Author(s): Carina Dennis / Language(s): English Issue: 2/2012

Due to its complex and microscopic nature, genetics is a difficult subject for many learners to conceptually grasp. Graphics, animation and video material can be extremely helpful to their understanding. A wealth of educational online content about genetics has been created over the past decade in the wake of the human genome being sequenced. However, these digital resources are distributed across disparate sites and it requires a high level of content and pedagogical knowledge to orchestrate the progression and choice of material available to the learner, as well as technical expertise to bundle the resources in a meaningful and accessible format. A contextualised learning sequence, called ‘Gene Medicine’, has been designed in LAMS by the author, a student teacher who has a doctorate in human genetics, and who has undertaken a career change to teach science to secondary students. This paper reflects an ongoing professional learning experience as the author integrates her high-content expertise and developing pedagogical knowledge within the LAMS digital environment.

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AN EMERGING LEARNING DESIGN FOR STUDENT-GENERATED ‘IVIDEOS’

Author(s): Matthew Kearney,Lynn Roberts,Glynis Jones / Language(s): English Issue: 2/2012

This paper describes an emerging learning design for a popular genre of learnergenerated video projects: Ideas Videos or iVideos. These advocacy-style videos are short, two-minute, digital videos designed “to evoke powerful experiences about educative ideas” (Wong, Mishra, Koehler & Siebenthal, 2007, p1). We draw on a recent study in teacher education to present a structured description of a pedagogical approach to iVideo filmmaking. A visual learning design representation (Agostinho, Harper, Oliver, Hedberg & Wills, 2008) and a LAMS-based generic learning design template (Cameron, 2008) form part of this description.

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LITERACY EDUCATION IN THE DIGITAL AGE: USING BLOGGING TO TEACH WRITING

Author(s): Miriam Tanti / Language(s): English Issue: 2/2012

Through an in-depth and detailed analysis of one specific case, this study demonstrated that digital technologies, for example, blogging, wikis and social networking, have a role to play in the development of literacy skills in the primary classroom. The findings from this study suggest, that in this instance blogging was successfully integrated into teaching and learning sequences to achieve numerous English syllabus writing outcomes. This study also demonstrated that, in addition to the development of traditional literacy skills, concerned mainly with the ability to construct “well structured and well presented” (BOS, 2007, p37) texts, the collaborative use of the classroom blog provided students with the means to develop critical literacy skills in relation to interacting with an audience and each other (BOS, 2007).

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ADOPTION OF LEARNING DESIGNS IN TEACHER TRAINING AND MEDICAL EDUCATION: TEMPLATES VERSUS EMBEDDED CONTENT

Author(s): James Dalziel,Bronwen Dalziel / Language(s): English Issue: 2/2012

One of the ongoing challenges in the field of Learning Design is how to most effectively support educators in the development of innovative e-learning through the adoption and adaptation of learning design templates. This paper reflects on experiences from two recent higher education projects in teacher training and medical education, and considers the advantages and disadvantages of templates as compared to learning designs with embedded discipline content.

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Актуальные проблемы методики обучения РКИ: из опыта освоения русского языка китайским студентом

Author(s): Xinghua Wang / Language(s): Issue: 5/2015

The article analyzes the current situation regarding the Russian language teaching in China. Stating the facts of the annual increase in interest in the study of the Russian language Chinese. This is largely due to both the expansion of economic and political ties between China and Russia, are seeing today, and especially those implemented by the country's language policy. One of the main directions of the latter is the focus on learning the Russian language as a powerful and effective means of ensuring inter-state relations and deepen and spread in all areas of life of citizens.

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Использование аудиовизуальных средств на занятиях по русскому языку как иностранному

Author(s): Tatyana Mullinova,Olga Mullinova / Language(s): Issue: 5/2015

The article considers the use of audio and video equipment at the lessons of Russian as a second language. The objective is to prove the efficiency and expediency of the use of the abovementioned means in the process of language teaching. The experience has shown that the use of audio and video materials, and multimedia programs helps make the lessons more productive and lively and, therefore, heightens the interest of international students in the Russian language learning.

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Актуальные вопросы обучения студентов-иностранцев спряжению русских глаголов

Author(s): Olesya Slabukho,Innesa Babenko / Language(s): Issue: 5/2015

The article is devoted to the foreign students teaching in conjugation of the Russian verbs. The authors consider different classifications of the Russian verbs conjugation, analyze traditional approaches to studying and methodical illumination of this problem in study guides. On the example of the lexical theme "My Working Day" some difficulties of digestion of this grammatical theme are shown. The requirement for composing of methodical determined, foolproof and illustrated algorithm of the verbs conjugation and a fair number of exercises for its learning is found.

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