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As an effective tool to advance language competence, writing papers collaboratively has the characteristic of improving author language skills, providing authors with opportunities to practice language skills in meaningful contexts. As authors collaborate to yield a paper, they get exposure to grammar genres, structures, and expressions. Concurrently, during the process, language is applied to communicate ideas effectively. This paper aims to investigate whether collaboration is really a beneficial aspect for authors. This qualitative investigation was embedded in case study design to uncover truths experienced in real-life situations. To collect data, semi-structured interviews were administered to five university scholars chosen from a population of authors reported to have successfully written publishable papers. It emerged as major findings that individual comprehension can be improved when authors collaborate on paper writing, and, as authors receive written feedback from each other, language competence advances. Although previous publications on writing collaboratively exist, research is silent on improved language competence acquired through this practice. It is concluded that individual comprehension can be improved by collaborative paper writing as the process provides opportunities for authors to justify and discuss their ideas. As they work collaboratively, authors deepen their understanding of the material and enhance their language skills. [ABSTRACT FROM AUTHOR]

This paper presents the most important aspects emphasized and brought up for discussion at Romanian as a Foreign Language Section of the Conference Politeness in Public Sphere that took place at the Department of Modern Languages and Business Communication on the 10th of February 2017. [ABSTRACT FROM AUTHOR]

Learners' emotions profoundly affect foreign language acquisition. According to the control value theory, foreign language learning boredom is a kind of negative emotion. Foreign language learning boredom can dampen learners' interest in foreign language learning, reduce the efficiency of foreign language acquisition, and have a negative impact on foreign language learning. In view of this, the article aims to outline the influencing factors affecting the emergence of foreign language learning boredom and propose corresponding measures to alleviate it. It is hoped that this will reduce the negative impact of boredom on foreign language learning, improve the efficiency of foreign language learning, and reduce the resistance to foreign language learning. It is also used to refine foreign language classroom teaching, alleviate the negative impact of boredom in foreign language classrooms, and improve classroom efficiency. [ABSTRACT FROM AUTHOR]

Language interference is one of the most common problems in foreign language teaching. Language learners inevitably apply knowledge of their native language to a second language, which leads to linguistic interference. The more differences there are between the two languages, the more prominent the interference between them will be. This paper examines the key issues faced by Russian students learning English and English-speaking students learning Russian and suggests key areas of teaching needed in both disciplines. [ABSTRACT FROM AUTHOR]

Research has shown that arts-based approaches facilitate literacy learning in children; however, few studies have focused on the integration of art and early writing in community-based Chinese heritage language classes, which have been marginalized from the formal educational discourse in the United States. By drawing on the theoretical perspectives on social semiotics, this paper explored how young Chinese heritage learners engage in "writing" Chinese characters using fallen leaves. The data sources included field notes of observations, video recordings of the class, and the artifacts made by the children. Multimodal analysis revealed that the teacher invited the students to write together and created a social context for children to compose writing artwork. Children engaged with their composition through a variety of modes. This study has implications for research, practice, and policy. [ABSTRACT FROM AUTHOR]

Buyu, also known as verbal complements in pedagogical grammar, are a complex category of structures in Modern Standard Chinese grammar. These elements create a group of structures of different nature that are placed after the verb and some of them cause the displacement of the direct object when they are both present. This aspect of Modern Standard Chinese is especially complex, both for students to learn and instructors to teach. The main focus of this research is to understand better and improve the significance of buyu for Chinese as a foreign language teaching in Spain. For these reasons in this paper, we observe whether this aspect of Modern Standard Chinese is present in the different teaching curricula for Chinese as a foreign language and in HSK test papers and if so, how it is treated. On the other hand we observe the categorization offered in different curricula with the aim to understand a teaching area that is might be considered under-researched, but yet essential for the evolution of Chinese as a second language teaching field. [ABSTRACT FROM AUTHOR]

Glocalization is a trend that requires individuals to be literate in their native languages and a target language. The use of a foreign language or a non-native language leads to language anxiety. This review paper aims to look into the commonalities and the gaps in the read studies. The researcher found that language anxiety happens in foreign language learning and teaching and at the macro-level of learning. With this, the studies used scales to measure the levels of anxiety of the respondents; they also aimed to study the precedents and effects of language anxiety and the coping strategies of learners and teachers to lessen language anxiety. Finally, gaps in the studies include a need for a language teaching anxiety focusing on macro skills of the teachers; mixedmethod studies are rare for qualitative methods and a need to employ effective strategies to cope with language anxieties. [ABSTRACT FROM AUTHOR]

This paper highlights as issues of concern the rapid changes in technology and the tendency to report on partial validation efforts where the work is not identified as forming part of a larger validation project. With close human supervision emerging technologies can have a significant and positive impact on language testing. While technology seems to be constantly changing and improving, there is still a lot to learn in the approaches these papers take in identifying aspects of the constructs of interest amenable to operationalization and measurement through technology. In terms of validation, the paper suggests a number of important things to consider. These include presenting assessment arguments in a form that meets the needs of the stakeholder groups most clearly affected by the claims being made; working towards an interactive communication-based argument approach, ideally involving validators who are independent of the developer; and ensuring that any "partial" validation is explicitly linked to a broader argument. The paper ends by predicting that technology will see the practice of language testing changing radically from where it is today and while fairness, justice and validation will always be primary concerns, the challenges associated with establishing evidence of these will only increase. [ABSTRACT FROM AUTHOR]

This contribution discusses how classroom videos can be employed for the professional development of foreign language teachers. We address the discrepancy between the learning potential of videos on the one, and the challenges which accompany their use on the other hand. Classroom videos make teacher and student behavior accessible for a broader audience and allow for careful analysis, but they also run the risk of exposing teachers and/or students. Hence, we argue for seven standards of good conduct and suggest the RESPECT Principle. Based on our own research and other studies focusing on the use of videos in teacher education contexts, we elaborate on this principle in a theoretical and application-oriented manner. After reviewing research on video-based foreign language teacher education we illustrate subject-specific insights to be gained from video studies and explain why these might be challenging when used in teacher education. Then, we introduce our English as a foreign language (EFL) teacher professional development program and explain how we apply and evaluate our principle within it. [ABSTRACT FROM AUTHOR]

The article "FROM the EDITORS" announces several updates and news in the field of teaching English with technology. The journal, Teaching English with Technology (TEwT), celebrates its 24th year of operation and continues to support underprivileged researchers, such as Palestinian researcher Ms Hidayat Abu Elhawa. The article also highlights the opportunity to pursue a PhD in TESOL at the University of Nicosia with the Editors in Chief of TEwT as supervisors. Additionally, the article mentions the rising Scopus CiteScore of TEwT and the fast-tracking of AI-related articles for publication. The issue includes papers from authors in various countries, covering topics such as online teaching during the COVID-19 pandemic and the use of AI in foreign language education. [Extracted from the article]

Copyright of Journal of Linguistic & Literary Studies is the property of International Islamic University Malaysia, Department of Arabic Language & Literature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studies about Language / Kalbu Studijos is the property of Studies about Language / Kalbu Studijos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The new environment of technological development has led to a transformation of teaching and learning methodologies, especially in the field of language teaching. In this field, the so-called Crowdsourcing, applied in other fields, is an essential element to be considered. This paper tries to identify the applications of Crowdsourcing for teaching and learning. The aim is to observe the state of the art and its trends in order to improve efficiency in learning processes. The paper analyses 192 documents on crowdsourcing and language teaching and learning, extracted from the Web of Science in the period 2012 to 2023. The article carries out a literature review and performs a bibliometric and visualisation analysis essentially on journals, authors and keywords. The results show the importance of crowdsourcing in language teaching and learning, and the particularities of aspects such as Crowdteaching and Crowdlearning associated with new methodologies and technological developments. New trends indicate the relevance of including aspects such as, apart from language and linguistic considerations technological developments such as machine learning, natural language processing, sentiment analysis, or classification models. The results offer guidance to researchers and teachers to plan their research and to improve language teaching and learning processes. [ABSTRACT FROM AUTHOR]

Were you able to read and understand what that foreign word means? If not, it is never too late to start learning a new language. However, is it possible to become fluent in a foreign language despite the age at which you start? To answer this question this paper delves into the critical periods in language acquisition and their importance. This paper highlights infants' gradual acquisition of different aspects of language, such as phonemes, words, and grammar. To conclude the importance of critical periods, I compare different strategies for infants and adults learning a language, referring to the example of German word order acquisition. Furthermore, this paper focuses on second language learning. It gives some successful examples of perfectly acquired language by foreigners beyond childhood and highlights the phenomenon of exposure to a native-speaking environment. Additionally, I will discuss the degree of plasticity after the critical period ends and some challenges learners might experience when acquiring a second language. In conclusion, this paper offers a comprehensive review that contributes to our understanding of language development and its implications for language learning beyond childhood. [ABSTRACT FROM AUTHOR]

Purpose: Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes. Design/methodology/approach: The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom. Findings: Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed. Originality/value: This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations. [ABSTRACT FROM AUTHOR]

On the grounds that assessment stands for a mirror of teaching and learning practices, its value cannot be ignored in teaching English as a Foreign Language (EFL) programmes as all those involved in foreign language teaching in non-native settings need constant feedback about the effectiveness of their ventures. Assessment of young learners of English has been also receiving rising attention as this group of language learners at the preliminary stages of learning a foreign language differ from adult learners in nature and thereby their assessment requires great care. While there exist continuous amendments in foreign language teaching policies nationally to improve the quality of EFL teaching and its assessment, it is significant to look inside the classrooms to realize whether the actual assessment practices reflect the performance outcomes expected by the policy documents. This paper, therefore, attempts to investigate the consistency between the ELT policy and EFL teachers' in-class practices of assessment of young learners in middle schools in the Turkish context. The study was conducted at the end of the spring term of 2017-2018 academic year with 152 EFL teachers working in middle schools in the central districts of Denizli province. The study employed both quantitative and qualitative research methods: the quantitative method provided information about EFL teachers' preferences of item types in terms of traditional and alternative assessment types with the help of a questionnaire while the qualitative method provided information about how frequently EFL teachers assessed four skills through exam papers they used in their classrooms. Results showed inconsistency between the policy and assessment practices of EFL teachers in the study: EFL teachers tended to design traditional paper and pencil tests based on language structures and vocabulary rather than the assessment of learners' communicative competence or language skills through alternative assessment methods. [ABSTRACT FROM AUTHOR]

The article announces winners of Editors' Choice paper prize for Volume 28 of the periodical which include "L. V. Shcherba: a ‘new slant' on modern foreign languages in the school curriculum?" and shortlisted such as "Reconsidering school politics: educational controversies in Sweden."

The purpose of this paper is to describe and reflect on the position of what are called second additional languages in the language teaching landscape of South African schools. This landscape is crowded, with different South African languages vying for attention. Amidst efforts to increase the number of learners who offer an African language as one of the subjects in the school exit examination, initiatives to introduce languages like Mandarin and Swahili put additional pressure on an already over-burdened system. The paper considers this crowded landscape and the implications for the teaching of German, French and Mandarin at secondary school level. These are only three of at least fifteen languages offered as second additional languages. This paper focuses on these three because they are most widely taught in mainstream schools. The policies and practices as well as the problems with teaching these languages are described, focusing on the types of learner who will choose these languages, the approach to teaching them and possible actions that could ensure the continued offering of second additional languages at primary and secondary schools. [ABSTRACT FROM AUTHOR]

Through the New Skills for New Jobs initiative, the European Commission wants to (1) promote better anticipation of future skills needs, (2) develop better matching between skills and labour market needs and (3) bridge the gap between the worlds of education and work. With relatively little effort, the use of lingua receptiva can contribute significantly towards achieving these goals. Including it in the Skills Agenda as a "transversal skill" could: - enhance the key competence "Communicating in and learning a foreign language"; - refine the European Qualification Framework (EQF); and, - strengthen the Europass. This position paper1 elaborates on the arguments for including Lingua Receptiva in these policy papers. [ABSTRACT FROM AUTHOR]

A reprint of the article "Lingua receptiva: position paper on the European Commission's Skills Agenda" which published on May 11, 2016, is presented. Topics discussed include the application of lingua receptiva on promoting labor market and skills, the foreign language learning, and the importance of learning lingua receptiva and language policy.

Providing foreign language students with opportunities to engage in meaningful and purposeful communication and culturally authentic interaction with peers and native speakers is critical to successful second language acquisition and the development of intercultural competence. This paper describes research that investigated how selected native speaker mentors supported foreign language university students as they completed authentic collaborative tasks in an online community of learners. Intermediate and advanced level students of Italian at an Australian university collaborated with each other and with their assigned mentors through online resources provided in the course website. Data were collected and analysed through multi-data sources including online interactions, forum posts and individual and focus group interviews with mentors and students. Findings suggest that native speaker mentors actively supported students' learning and provided effective scaffolding across a number of domains. The paper concludes with specific recommendations to guide mentors and language educators in the process of assisting student collaborative learning. [ABSTRACT FROM AUTHOR]

This paper provides an analysis of the language employed in the Pentateuch section of the Eupatorian print (Gözleve) edition, a comprehensive translation of the Old Testament into the Karaim language published in 1841. The objective of the study is to identify the specific Crimean Karaim variety employed in the translation through an examination of phonological, morphological, and lexical features. The analysis reveals that the translation displays features of both Crimean Kipchak Karaim and Crimean Turkish Karaim, and that the characteristics vary depending on the specific books and chapters of the edition. [ABSTRACT FROM AUTHOR]

The present paper focuses on the only available South-Western Karaim translation of the Latter Prophets, registered under the accession number ADub.III.83. Alongside a concise overview of the manuscript and its copyist, Jeshua Josef Mordkowicz, the paper offers a brief analysis of the Modern South-Western Karaim traits displayed in the language of the manuscript. [ABSTRACT FROM AUTHOR]

The paper aims at providing an assessment of the new generation of dictionaries of the Karaim language prepared and published by Karaim speakers over the last two decades. Apart from that, the paper aims at providing a brief analysis of the already existing documentation of the Karaim language. The article is divided into two parts: firstly, the evaluation of the previously published dictionaries of Karaim language is provided; secondly, the new generation of dictionaries published by Karaim speakers, is being analysed, focussing on four works, namely two Polish-Karaim, one Russian-Karaim and one Lithuanian-Karaim dictionary. The dictionaries are being analysed by raising the same question in each case: what information in these dictionaries is provided about the Karaim language? [ABSTRACT FROM AUTHOR]

The aim of this paper is to put forth a short overview of the study in the Karaim language. Firstly, the position and importance of Karaim is stressed. Secondly, trends in research are demonstrated. Thirdly, general descriptions, grammars, and dictionaries are presented. The article highlights the most significant studies in the basic domains of Karaim linguistics such as phonetics and phonology, morphology, syntax, lexicology, and semantics. At the same time, the article formulates several postulates for tasks to be done. A selected bibliography of most relevant studies has also been included. [ABSTRACT FROM AUTHOR]

Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co‐constructed in interaction among students and teachers, this study examined plurilingual students' interactions with open‐ended science notebooks during an inquiry science unit on condensation and evaporation. Grounded in theoretical views of the notebook as a semiotic social space, multimodal interaction analysis facilitated examination of the ways students drew upon the space afforded by the notebook as they constructed explanations of their understandings. Cross‐group comparison of three focal groups led to multiple assertions regarding the use of science notebooks with plurilingual students. First, the notebook supported student‐determined paths of resemiotization as students employed multiple communicative resources to express science understandings. Second, notebooks provided spaces for students to draw upon diverse language resources and as a bridge in time across multiple inquiry sessions. Third, representations in notebooks were leveraged by both students and teachers to access and deepen conceptual conversations. Lastly, students' interactions over time revealed multiple epistemological orientations in students' use of the notebook space. These findings point to the benefits of open‐ended science notebooks use with plurilingual students, and a consideration of the ways they are used in interaction in science instruction. [ABSTRACT FROM AUTHOR]

The article emphasizes the crucial role of language proficiency as well as language sensitivity, especially within multilingual classroom environments, underlining the significance of adhering to the Common European Reference of Languages (CEFR) as a means of fostering global cohesion. It underscores the importance of aligning Ukraine' s educational strategies with international standards, particularly emphasizing the value of foreign language education. Furthermore, the paper stresses the necessity for foreign language teachers to acquire adequate didactical and methodological competencies, an awareness for language sensitivity, and intercultural understanding. It describes Austria' s successful implementation of the CEFR in language assessment, illustrating its pivotal role in standardized examinations and its broad international recognition. Specifically, the article outlines the structure of Austria' s Matura exam for foreign languages, which evaluates reading, listening, language in use, and writing, with a mandatory requirement to achieve a B2 level of CEFR proficiency. It suggests that standardized assessment formats, based on CEFR levels, mitigate stigmatization and ensure fairness in evaluation. Consequently, the paper recommends integrating the CEFR into Ukraine' s educational system to foster language proficiency and enhance language sensitivity in multilingual classrooms. It advocates training programs for language teachers on CEFR implementation and assessment, with the aim of fostering European unity through language education. The article suggests incorporating CEFR principles into Ukraine' s educational reform «New Ukrainian School», and underscores the importance of collaboration between Austrian and Ukrainian educators and researchers in achieving this goal. [ABSTRACT FROM AUTHOR]

Most universities strive to create a favourable educational environment according to modern trends and requirements. The paper analyzes and systematizes the essence of the concepts «educational environment» and «foreign-language environment» based on the research of Ukrainian and foreign scholars. Drawing on the typology of educational environments, the authors of the paper refine the understanding of the concept of a «foreign-language educational environment» based on the literature reviews. Considering the challenges of the present, caused by COVID-19, the post-COVID era, and the war in Ukraine, the factors influencing the transformation of the modern educational environment are presented and discussed. The paper organizes existing research on the explored problem and presents the authors' vision of the contemporary educational environment of a university under modern conditions. It includes the description of technologies used to address various educational needs and to meet the technological requirements. Therefore, the typical features of such an educational environment are personalization, flexibility, engagement, interactivity, availability, and multisensory and multimode experience. The creation of the aforementioned environment is possible due to specific training of the current academic staff and encouragement and professional training of future pedagogues. The experience revealed in the paper is based on the authors' work at the Faculty of Pedagogical Education of Borys Grinchenko Kyiv Metropolitan University, specifically with the students of specialties 012 Preschool Education and 013 Primary Education foreign language training [ABSTRACT FROM AUTHOR]

While approaches informed by Systemic Functional Linguistics (SFL) have been widely applied to the field of language education since the 1960s, the idea of the system embodying the meaning potential of language in context, represented as a system network, could be used to make a much more significant contribution to second language (L2) or foreign language education, where despite pioneering efforts the uptake of SFL has been less than in L1 education. In this paper, we will take stock of the ways system networks have been used in studies concerned with L2 education and at the same time we will highlight new opportunities to empower new studies and applications based on system networks as a way of engaging with the central notion of learning how to mean in a second/foreign language. We argue that system networks can make a very significant contribution to L2 education if they are given more attention and their deployment is highlighted. The uses considered in this paper include the following: Tracking language development systemically; diagnosing problems in L2 student texts; supporting sequencing in the curriculum of the learning of the L2 meaning potential; designing exercises based on options in system networks; guiding L2 learners by means of system networks as cartographic tools; contrasting L1 and L2 resources based on multilingual system networks; and supporting advanced L2 learners expanding their L2 uses by adding translation skills drawing on multilingual system networks. We will touch on these uses, highlighting those that have perhaps given the least attention in L2 education drawing on SFL, but which look very promising as we move ahead in the next couple of decades. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogy Studies / Pedagogika is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper takes up the call for political geographers to engage more directly with Wittgenstein's later philosophy of language, namely his emphasis on language as activity and practice. In particular, it considers his approach to linguistic demonstration over representation, whereby the reader is not 'told' but 'shown.' This arguably instructive conceptualisation of the functioning of language is here applied to a space of geopolitics, focusing on the political potentialities of articulating an Arctic otherwise through selective bilingualism and language‐use. More specifically, the paper centres on the particular use of North Sámi language in a conference space otherwise dominated by English and Norwegian. The act of 'articulating otherwise' is not here an act of defiance but rather an invitation for re‐conceptualisation. In making Indigenous voices heard on their own terms, it is not only the words but even more so the act of their utterance that carries political power. The paper therefore argues that political geographers ought to (re)direct attention to language‐use and the socio‐political practices of linguistic world‐making. By drawing on Wittgenstein's approach to language‐use, what here becomes clear is that geopolitical questions too are negotiated not through given answers but rather through the interactive process of reaching these together – insights that in turn allow us to consider how agency and change may play out through language‐use, potentially articulating geopolitics otherwise. This paper takes up the call for political geographers to engage more directly with Wittgenstein's later philosophy of language, namely his emphasis on language as activity and practice. The paper focuses on the potentialities of articulating an Arctic otherwise through selective bilingualism and Sámi language‐use in a conference space. It argues that political geographers ought to (re)direct attention to language‐use and the socio‐political practices of linguistic world‐making. [ABSTRACT FROM AUTHOR]

Academic writing often poses considerable difficulties that have to do with the way academic writing courses are conceived and the skills students are taught within this context. Especially students in foreign language studies deal with additional difficulties that are related to their self-perception as scholars, to their somewhat limited experience within the academic environment and to expressing logical/epistemic thinking in the foreign language. The aim of the study presented in this paper is to explore the nature of academic writing as a sociolinguistic practice. Research questions are: how do (a) the lack of sociolinguistic lived experience within academia, (b) the discrepancies between first and foreign language, (c) the absence of the core skills of grammar, logic and rhetoric influence academic writing? Participants in the study attended an academic writing workshop. Data was gathered using Contextual Inquiry by means of observation grids and semi-structured interviews. Results show that (a) even high-achieving students exhibit feelings of incompetence when it comes to academic writing, (b) the material of academic writing courses should include logical/epistemic thinking tasks, based on the training of core skills, (c) achievement in academic writing correlates with a sense of scholarship, (d) a distinction between social communicative and academic communicative language might be helpful. Academic writing courses should take existential, declarative as well as linguistic knowledge into consideration. The study concludes that it is advisable to integrate logical and epistemic thinking training into academic writing courses, broadening their scope. Alternatively, introducing a separate logical and epistemic thinking course would be more advantageous. This approach is preferable because logical and epistemic thinking extends beyond writing (such as papers and theses) to encompass spoken communication (presentations) and reading (strategies for literature search and synthesis). [ABSTRACT FROM AUTHOR]

The topic of the paper is the comparative and contrastive study of some selected paremiological units in the field of foreign language teaching. The starting point is the paremiological minimum (PM), which is one of the key concepts of current paremiodidactics and a useful tool in teaching L1 as well as L2/FL. The attention is focused on Italian and Slovak, two languages having different origin, but sharing a common European geographical and cultural context, including the most important literary sources. Since Italian does not currently have (apart from some partial attempts) a PM, the PM available for Slovak is taken as a starting point. The goal of the paper is to examine a group of animal proverbs and identify the most appropriate correspondences in Italian. Study contributes to a deeper knowledge of proverbs as well as cultural knowledge in Slovak - Italian perspective. [ABSTRACT FROM AUTHOR]

With the dominance of the communicative approach in teaching English as a Foreign Language over the past several decades, translation as a mode of instruction has been excluded from the methodological rationale. Using translation was considered even harmful, as the predominant understanding among experts in the field was that translating is not conducive to thinking in the target language (L2). However, recent studies of some translation techniques in the field have shown the viability of learning core vocabulary especially terms and terminological multiword expressions in the mother tongue. That is true to a large extent for teaching English for Specific Purposes and particularly for teaching English for Academic Purposes. In the university settings, especially in former Eastern European countries, Bulgaria included in that number, the insufficient number of school hours has necessitated the use of flexible approaches to teaching English. This is in line with the main goal of teaching English for Academic Purposes – the best possible acquisition of new vocabulary by undergraduate students. This paper delves into the problem of the effectiveness of using translation techniques in teaching terminology to undergraduate bachelor students in the medical professions. The study's premise included testing and surveying two groups in the speciality of assistant pharmacists at the Medical College of the Medical University of Plovdiv, Bulgaria. Each group consisted of twelve students of similar levels in English, ascertained via a diagnostic test at baseline as being lower intermediate A2/ intermediate/B1 according to CEFR. One of the groups served as the control one and the other as the experimental one. The experiment consisted of teaching vocabulary items from a unit in a specialized textbook. The control group was provided with explanations in English only, while the experimental group had the terms and expressions explained in English and translated into Bulgarian. A test and a questionnaire were performed at the end of the experiment. The test, which covered randomly selected terms from the unit, showed that the experimental group faired slightly better than the control one. The questionnaire, given with some variance to both groups, showed that students do prefer to translate the terms and expressions, but also are aware of the fact that not all terminology can be adequately translated, so it cannot supersede entirely definitions and explanations in the foreign language. Therefore, it can be concluded that translation plays a crucial role in the cognitive processes of understanding EAP vocabulary in the target language. The current study corroborates findings by scholars from many countries. As a follow-up, it will be informative to gauge the effectiveness of the use of L1 (the mother tongue) in the explanation of grammar issues in L2 (the foreign language). [ABSTRACT FROM AUTHOR]

This study investigates the motivation for learning German as a Foreign Language (GFL) of Hungarian secondary school students, in particular, their extramural activities and the impact of these activities on their learning motivation in second language (L2) acquisition. While much existing research on L2 learning motivation focuses on English, less attention is paid to other languages such as German, despite its economic and cultural importance in Hungary. Utilising Dörnyei's (2005) L2 Motivational Self System framework, this paper explores how extramural German activities, such as interaction on social media, and consumption of German media, contribute to GFL learning motivation and GFL proficiency. Using the quantitative research paradigm, this paper analyses data collected from 546 Hungarian secondary school students assessing their motivation and the frequency of their engagement in different extramural German activities. The results indicate that these activities are generally pursued infrequently, however, certain types, particularly digital and interactive ones, have a positive effect on GFL learning motivation. Gender differences in frequency of engagement in extramural German activities were also found. The pedagogical implications of this paper suggest that the integration of certain extramural German activities into GFL learning may enhance learners' motivation. The article also offers directions for future research to further explore the intricate dynamics of extramural activities and L2 learning motivation. [ABSTRACT FROM AUTHOR]

This paper presents insights from two interview studies with the aim of shedding light on the learning potential of studying abroad in an area where English is used as a lingua franca. The majority of previous research on study abroad focuses on students' experiences of studying abroad in target-language regions, for example learners of English studying abroad in English-speaking countries. To date, the learning potential of spending time in English as a lingua franca (ELF) contexts remains an under-researched area. The present paper draws on two separate interview studies that have been conducted with five Turkish and five Swiss study abroad students that stayed in different European ELF contexts as part of their studies at higher education institutions. The data suggests that even though the participants still partially adhere to native speaker norms, they also discuss a number of characteristics of English as a lingua franca study abroad (ELFSA) contexts that they deem conducive to learning English and enhancing their plurilingual competences. [ABSTRACT FROM AUTHOR]

Given that Ecuadorians are one of the largest groups of Hispanics living in New York, they have become a tight community that they now call little Ecuador. Although Ecuadorians living in the diaspora in NYC come from different parts of the country (mostly from the Andean region), they share the same cultural practices they performed in Ecuador that give them the sense of being in their country without bearing the instability and turmoil their country experiences. This shows how the group has fostered a sense of a multifaceted, multidimensional simultaneity between the host country and the motherland. The goal of this paper is to analyze the strategies Ecuadorian migrants use to validate their language and cultural practices to negotiate their identity as a group. Data for this paper come from ethnographic observations, semi-spontaneous conversations, oral interviews with members of the group, along with pictures taken while walking the community and participating in some of their events. Our study reveals that participants hold varying perceptions regarding their linguistic and cultural practices. However, it is noteworthy that they recognize these practices as a manifestation of Ecuadorianness, signifying a sense of solidarity among community members. [ABSTRACT FROM AUTHOR]

This paper considers the implications for teachers and teaching of the Ofsted Curriculum Research Review for Languages [Ofsted. 2021. OCRR Series: Languages. Published 7 June 2021. Available online OCRR series: languages – GOV.UK (). Accessed 8 June 2021.] (OCRR) and the content of 24 Languages Subject Inspections (LSI) in primary school foreign language provision carried out between October 2019 and March 2020. It illuminates practice by a single foreign language (FL) primary specialist. Her practice is compared and contrasted to the new Ofsted guidance and the National Curriculum requirements for English primary schools. This research adopts a phenomenological exploratory or discovery case study approach and data collection tools that respond to this overall design: Semi-structured interviews, informal conversations, emails, planning documentary analysis and a review of children's work. The findings show there are a myriad of factors which affect how languages are delivered in primary schools, including the number of language graduates, primary teachers' workloads and curriculum time. The paper concludes by considering the challenges that other teachers, not in the same situation as the FL teacher in this research, would have to overcome, without additional time or funding to also meet these requirements. [ABSTRACT FROM AUTHOR]

In this paper we deal with the issue of teaching foreign language grammar using literature in secondary schools. The aim of this paper is to propose and provide teachers of French as a foreign language with effective and practical didactic recommendations for teaching the past tenses in French through authentic literary text. Working with a literary text has the potential to contribute to the learner's self-development, to the development of his/her reading and language skills, to the development of critical thinking and other important aspects of his/her personality. The literary text chosen is the Quebec short story "Le petit bonhomme de graisse", which meets the criteria for selecting a text for didactic purposes in terms of content and scope. From a linguodidactic point of view, it corresponds to the language level B1 according to the CEFR, at which the learners are confronted with the chosen grammatical phenomenon and the problem of its application in communicative practice. When developing proposals for didactic procedure for working with the selected text, we come out from Rafajlovičová's research of the assessment of grammatical competence from the year 2016, which shows that the application ability of foreign language learners is significantly lower in comparison with the mechanical formation of grammatical forms. The partial aim of this paper is to contribute to the development of grammatical competence and its application to learners' communicational practice. In proposing activities related to authentic literary text, we take into account Slovak learners in Slovak schools, but nevertheless these proposals are applicable in the educational system of other countries, where French is taught as a foreign language. The topic of past tenses in French is one of the most difficult phenomenon to learn and use in communication, as the Slovak language operates with a different grammatical system. The proposed activities serve for effective teaching and acquisition of past tenses in French, not only their formation, but also their application to common communicative situations. [ABSTRACT FROM AUTHOR]

In this article, the authors have characterized the main directions of methodological search in teaching Ukrainian as a foreign language at the present stage: the experience of teaching this course at some Ukrainian institutions of higher education has been analyzed. The potential of teaching Ukrainian on the basis of the methodological approach / language skills / lexical topics has been specified in this paper. The authors have elucidated the criteria offered as indicative for designing textbooks and guidelines for teaching non-native speakers or foreigners. Particular attention is paid to factors that cause significant public response to learning and teaching Ukrainian considering the current geopolitical situation in Europe and in the world. The paper describes current trends in teaching Ukrainian and offers prospects for creating further methodological support. [ABSTRACT FROM AUTHOR]

Previous research on bilingual mathematics education has proposed that as children "language mathematics" they use multiple sources of meaning. In this paper, we focus on lexical inventions—bilingual children's made up words that are not formally defined or used but follow the phonology and morphology of a language—as a source of meaning. Consistent with tenets from translanguaging, we recognize lexical inventions as a creative language practice defying idealized language norms. A raciolinguistic theoretical perspective informs our interpretation of children, teachers, and researchers as listening subjects. The purpose of this paper is to explore how mathematical lexical inventions can prompt a translanguaging space where children, teachers, and researchers resist listening subject positions that predispose them to listen for predetermined language practices. Drawing on two lesson transcripts, one from a fourth-grade English-immersion classroom in Colombia and one from a third-grade Spanish-immersion classroom in the United States, we used moment analysis in translanguaging spaces to identify spontaneous and critical moments where lexical inventions prompted mathematical explorations. We argue for adopting listening subject positions as learners of transgressive language practices that are part of interactions between children and mathematics. [ABSTRACT FROM AUTHOR]

An editorial is presented on Open Learning. Topics include Open University distance learning tutors enhancing the expertise and practice through training and development, support, and resources; and focusing on higher education, secondary and primary education, and corporate training as a Foreign Language (EFL) students based at a language school in Tehran.

The aim of the paper is to investigate the role of dictionary form (paper versus electronic) in language reception, production and retention. The body of existing research does not give a clear answer as to which dictionary medium benefits users more. Divergent findings from many studies into the topic might stem from differences in research methodology (including the various tasks, participants and dictionaries used by different authors). Even a series of studies conducted by one researcher (Dziemianko, 2010, 2011, 2012b) leads to contradictory conclusions, possibly because of the use of paper and electronic versions of existing dictionaries, and the resulting problem with isolating dictionary form as a factor. To be able to argue with confidence that the results obtained follow from different dictionary formats, rather than presentation issues, research methodology should be improved. To successfully generalize about the significance of the medium for decoding, encoding and learning, the current study replicates previous research, but the presentation of lexicographic data on paper and on screen is now balanced, and the paper/electronic opposition is operationalized more appropriately. A real online dictionary and its paper-based counterpart composed of printouts of screen displays were used in the experiment in which the meaning of English nouns and phrases was explained, and collocations were completed with missing prepositions. A delayed post-test checked the retention of the meanings and collocations. The results indicate that dictionary medium does not play a statistically significant role in reception and production, but it considerably affects retention. [ABSTRACT FROM AUTHOR]

The article presents the discussion on papers from TESOL experts, researchers, and practitioners based not only in China but also in other countries including Canada, the UK, and the USA. Topics include using a wide variety of approaches, ranging from experimental designs, corpus-based methods, survey-based studies, case studies, to mix-methods research; and revealing further benefits of formative assessment such as enhancement of logical thinking and promotion of self-regulated learning.

In the new global education, online learning and teaching have become central issues for different methodology development. This paper examines the ways for asynchronous foreign language teaching mode. The purpose of this study is to define specific techniques that are applicable to asynchronous interaction in the process of foreign language learning and teaching. The aim of this paper is also to work out the methodology for their use. Methodology. For this study, a number of research methods were used. The previous studies' analysis was used for the examination of the recent findings. A qualitative case-study experiment was used to investigate personal teachers and students' experience with delayed interaction techniques (DIT) use in the process of Foreign Language (FL) Methodology teaching and learning that is a component of FL teachers training course in the department of foreign languages of Pavlo Tychyna Uman State Pedagogical University in Ukraine. The methodological approach offered an effective way of compiling delayed interaction technique stages. Data were gathered from the students' feedback survey that was used as a qualitative method. The online software of the Voyant tool, one of the more practical ways for survey results visualization was applied. Results. One of the main findings of the current study is a clarification of the delayed interaction technique notion, which is suggested as a definition in the context of the current study issue. The second finding is developing the methodology of using DIT in a second language (L2) asynchronous learning and teaching mode of studying. The methodology includes seven steps for DIT application. Conclusions. This study has found that generally, interaction is possible to use even asynchronically in conditions that prevent immediate interaction. The results of this study have no limitations for application according to educational institutions, and learners' age of L2 level. However, for effective DIT applications, it is necessary for teachers and students to have enough digital skills, internet and gadgets access. Further work needs to be done to examine more online resources such as software, apps, and tools for using them in asynchronous L2 learning and teaching. [ABSTRACT FROM AUTHOR]

This paper constitutes the introduction to the special issue of Pedagogy, Culture & Society, titled 'Intercultural Communication Pedagogy and the Question of the Other', which emerged from the launch event of the Institute for Language Education at the Moray House School of Education and Sport, University of Edinburgh. It proceeds from the arguments that intercultural communication pedagogy has clung too long to essentialist competency models that erase all differences, and that to counteract their effects one needs to pay greater attention to the most pre-original and non-synthesisable ethical relation between self and other. To do so, the paper draws on debates that have problematised competency models, discussing in depth two interrelated central themes that these debates have tended to overlook. The first theme refers to the possibility of the oppressed turning into oppressors in their efforts to free themselves from the unified notion of culture that competency models support. The second theme refers to the emancipatory mission of critical pedagogy which, despite its best intentions, operates within a normative framework from which self and other become the same. The paper culminates with the questions that drive contributions to this special issue, offering an overview of the papers that it contains. [ABSTRACT FROM AUTHOR]