Global issues and global values in foreign language education : selection and awareness-raising

The global education trend has recently been gaining in significance in education systems throughout the world. This paper discusses a number of issues regarding the possibility of incorporating a global perspective into foreign language education, and considering also some of the implications of this for language teacher education Firstly, I shall describe my former teaching context – a pre-service foreign language teacher training course at the Belarusian State Pedagogical University in Minsk, Belarus. Then, I shall briefly discuss the concept of global education and its particular relevance to foreign language teaching, focusing on global issues and values as ways of incorporating a global perspective into foreign language education. Next, I shall report on and discuss the findings of my 2001 study of EFL teachers’ attitudes to certain aspects of the incorporation of a global perspective into foreign language education

Listening & Speaking, Reading & Writing: Improving Four English Language Skills through the Eclectic Approach of International Educators in Japan

This paper elaborates on the language teaching experiences of four international educators working in Japan. With diverse nationalities and backgrounds, and as language learners themselves, these professionals’ eclectic approach is the result of many years of teaching within a multilingual and multicultural environment. It is argued that alternative forms of teaching might influence student’s motivation towards speaking, listening, reading and writing in an L2 (second/foreign language). In addition, the authors provide a few suggestions of activities that might contribute to successful outcomes in the English language education in Japan, which presently strives for communicative language teaching practices.研究ノー

Digital Networks in Language Learning: Instant Messaging and the Practice and Acquisition of Writing Skills

The advance of globalization and the information technology revolution call for fundamental changes in foreign language teaching and learning. However, according to Kern and Warschauer [1], “the computer, like any other technological tool used in teaching (…) does not in and of itself bring about improvements in learning.” Instead, they propose that we should “look to particular practices of use in particular contexts” so that we might be able to ascertain if the use of network-based language teaching leads to better language learning. In other words, we should describe and evaluate the social context of a specific practice of use as far as the learners, their motivation, the setting and features of their social interaction and their use of language are concerned. This paper aims to address some pedagogical issues in the use of software applications in foreign language teaching. More specifically, it attempts to examine the results of an online written interaction activity among advanced (C2) students of English as a foreign language at the University of Évora, Portugal, through Skype, a software application that allows users to communicate by voice calls and instant messaging over the internet. It also examines some of the potential benefits of synchronous conference as pointed out by Kern et al., namely: (1) encouragement of a collaborative spirit among students, and (2) enhanced motivation for language practice and, in particular, greater involvement of students who rarely participated in oral discussions [2]. Moreover, it analyses some features of language use, the role of the teacher, and the fulfillment of instructional goals. In sum, this study hopes to briefly explore the relationship between the use of computer networks and language teaching

Pendidikan Karakter Dan Pembelajaran Bahasa Asing Berwawasan Interkultural

: Today foreign language teaching and learning plays an important role in the Indonesian education system. By learning foreign languages it is expected that learners are able to communicate in languages of different countries in the world. Acquiring a foreign language also enables them to access knowledge from other countries. One of the ways to achieve this is through interculturaloriented language teaching and learning. Language and culture are inseparable and therefore the success of foreign language teaching and learning is influenced by how cultural aspects are integrated into language teaching. In the Indonesian education system, the foreign language teaching and learning has to meet the requirements set out in the National Education Act, No. 2, 2003. This act requires that the foreign language teaching also support character education

“Appropriateness” in foreign language acquisition and use: some theoretical, methodological and ethical considerations

In this contribution, I focus on the concept of “appropriateness” in the usage, the learning and the teaching of foreign languages. Using a participant-based emic perspective, I investigate multilinguals’ perceptions of appropriateness in their foreign languages. Referring to the existing literature, and using previously unpublished material collected through a web questionnaire (Dewaele and Pavlenko 2001–2003), I will show that multilinguals develop their judgements of appropriateness, a crucial aspect of sociopragmatic and sociocultural competence, as part of their socialisation in a new language/culture. However, their ability to judge appropriateness accurately does not imply that they will always act “appropriately”. Indeed, the presence of conflicting norms in their other languages may contribute to conscious or unconscious divergence from the “appropriate” norm in a particular language. Some implications for foreign language teaching will be considered

Esp for Efl: Roles and Methodology in Elt Class

Foreign Language Teachers for Specific Purposes have a lot in common with teachers of general foreign language. For both it is necessary to consider linguistic development and teaching theories, to have insights in contemporary ideas regarding their own position and role as well as the position and role of foreign language learners in education and to face new technologies offered as an aid to improve their methodology. The needs to understand the requirements of other professions and willingness to adapt to these requirements differentiate the foreign language teachers for specific purposes and their colleagues teaching general foreign language. ESP teaching presumes teaching of English as a foreign language regarding specific profession, subject or purpose

Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do

This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition

Independence or Development?: An Overview of Turkeyís Foreign Language Education Policies

Many countries have long had two sorts of interests; on the one hand, they have had to remain independent via protecting and promoting their official languages as a powerful symbol of their identities, and on the other hand, they have had to enable technological and economic development, which essentially involves international communication, usually by means of a foreign language. These two sorts of interests have often posed a dilemma for those countries and their peoples, because protecting and promoting identities have often implied closed and egocentric policies while international communication has involved more open and other-conscious policies. In todayís world, this dilemma is even more highlighted because of the so-called "globalization", which is taking place. In this article, I will present this dilemma by focussing on one country, Turkey, and its foreign language education policies. An historical account of the countryís interaction with other languages (than Turkish) will precede a presentation of the recent shape the recurring dilemma took, namely, teaching foreign languages versus teaching in a foreign language, in the daily national papers and publications in the1989 and 1997 discussions. I will then make personal suggestions of conduct for decision-makers in Turkey and other countries facing the same dilemma.Turkey, foreign language education, language planning