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Excluding D. De Vivo’s 1882 Russian grammar, commissioned by the publisher Schnakenburg in Dorpat, the first grammar of the Russian language published in Italy dates back to 1897 (Voinovich) and was published in Milan by Hoepli. In the 20th century, the elaboration of volumes aimed at teaching Russian progressively evolved in Italy, in accordance with the new direction that glottodidactics was developing, moving away from the grammatical-translative method and embracing communicative approaches. It is, however, in the last three decades that we have witnessed a surprising flowering in quantity and quality. The article begins with an overview of the types of aids and manuals for Russian language teaching published in Italy in the last thirty years, highlighting the objectives achieved and the possible aspects to be strengthened, and then provides some reflections on the perspectives of further development that are already evident.

Excluding D. De Vivo's 1882 Russian grammar, commissioned by the publisher Schnaken-burg in Dorpat, the first grammar of the Russian language published in Italy dates back to 1897 (Voinovich) and was published in Milan by Hoepli. In the 20th century, the elaboration of volumes aimed at teaching Russian progressively evolved in Italy, in accordance with the new direction that glottodidactics was developing, moving away from the grammatical-translative method and embracing communicative approaches. It is, however, in the last three decades that we have witnessed a surprising flowering in quantity and quality. The article begins with an overview of the types of aids and manuals for Russian language teaching published in Italy in the last thirty years, highlighting the objectives achieved and the possible aspects to be strengthened, and then provides some reflections on the perspectives of further development that are already evident. [ABSTRACT FROM AUTHOR]

The present article aims to offer an analysis of the importance we give to designing a course plan in the field of specialized languages, for Modern Applied Languages students. It is in fact a document associated with such notions as transparency, interaction, communication and, in order to reach a correct and coherent acquisition of knowledge, it must be drawn up in collaboration with the other course coordinators. It is a document which is to be found under different names in higher education institutions in Europe, Canada or the United States. However, it is compulsory that it contains the following items: required background knowledge, the content of the course, the target level, evaluation methods, bibliography, etc. Given the current context in which the higher education is placed all over the world and the rapid changes in the labour market, the content of the course will often be submitted to changes and comebacks for each course unit.

In an increasingly globalised world, new challenges have emerged relating to the evaluation of oral language competence. The phonetic component holds a dominant place here, and this paper constitutes a reflection around two notions, i.e. intelligibility – an upcoming objective of modern pronunciation teaching –, and accented speech, in light of their place and usage in the descriptor of phonological competence in CEFRL (Common European Framework of Reference for Languages). We compare the old and the recently revised version of the descriptor, and although the latter undeniably constitutes an improvement, much work still needs to be done when it comes to pronunciation and the training of teachers and assessors.

The necessity of creating new curricula for teaching foreign languages (including Hebrew) and adjusting them to the requirements of the Common European Framework of Reference for Languages (CEFRL) is a result of implementing the Bologna Process in the Polish system of higher education. The whole approach to teaching Hebrew to Polish students, as well as methods of assessment, had to be changed according to the new requirements. In this paper, I wish to study some challenges and difficulties which might be faced by Hebrew instructors in Europe and by the authors of Hebrew certificate exams. First, I will present the main assumptions of CEFRL and its certification system. Then, I will compare it with the Hebrew language curriculum and methods of assessment, as developed and applied in ulpanim (Hebrew language schools) in Israel. Next, I will present some challenges which might be faced by teachers preparing course participants to pass their certificate exams at appropriate levels, adjusting the curriculum's goals to the assumptions of the CEFRL, strongly modifying the learning resources, or even developing them from scratch. In conclusion, I will try to evaluate both the European and the Israeli systems of Hebrew language teaching and testing, in view of contemporary assumptions of glottodidactics. [ABSTRACT FROM AUTHOR]

The Ministry of Education (MINEDUC) bases the instruction of English in Chile in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), however its guidelines have not been systematically considered in the practice of creating instructional material in the EFL context of this country. To analyze this issue, this article presents the comparison of the vocabulary about Teaching English to Speakers of Other Languages (TESOL) used in the CEFRL and the English textbooks used in Chile regarding the categories of curriculum design, language teaching methodology and language assessment. The methodology was mixed, not experimental, cross-sectional and descriptive, including the analysis of the CEFRL document and the 8 English textbooks used in Chile in the public sector. Firstly, the data was compared quantitatively using the software Nvivo9 and later some key words (learners / students - teachers) were analyzed quantitatively in terms of frequency and qualitatively using collocations. Results suggest that similar vocabulary is used in both, the CEFRL and Chilean textbooks in terms of “language teaching methodology” (36% and 33% respectively), but it varies highly in the category of “curriculum design” (22% and 48% respectively) and mostly in “language assessment” (42% and 19% respectively) while showing different frequencies in the key words and their associated verbs between “students” (1,33%) and “teacher” (0,18%). These results show a constructivist approach in both, but with a minor behaviorist aspect especially in textbooks, indicating relevant differences in the emphasis and coherence between different areas of the instruction.

Moitas contribucións teóricas e prácticas sinalan a necesidade dunha maior presenza e sistematización didáctica da fraseoloxía no marco do ensino de idiomas. Tendo en conta, ademais, a actual tendencia á homoxeneización dos criterios de aprendizaxe de idiomas a nivel europeo, proponse investigar ata que punto estas tendencias e recomendacións se ven reflectidas nos actuais materiais didácticos. Para isto analízanse tres manuais de ampla difusión de alemán como lingua estranxeira para adultos do nivel B1. O corpus de fraseoloxismos extraídos serviu para comparar tanto a cantidade de fraseoloxismos presentes en cada manual como as coincidencias entre estes. Finalmente, contrástanse os datos obtidos co óptimo fraseolóxico, unha recente proposta didáctica sobre a introdución de fraseoloxismos para diferentes niveis de aprendizaxe. Cos resultados obtidos espérase non só fomentar a presenza e o tratamento da fraseoloxía nos manuais de idiomas no futuro senón tamén contribuír ao establecemento de criterios para a selección e secuenciación de material de referencia para fins didácticos. // Theoretical and practical researches point to the need for greater presence and systematic teaching methodologies of phraseology in the language teaching context. Taking into account, besides, the current trend towards the standardization of language learning criteria at a European level, the aim is to explore to what extent these trends and recommendations are reflected in current materials. In that purpose, three widely used text books of German as a foreign language for adults of B1 level have been analyzed. The extracted corpus of idioms helped to compare both the amount of idioms present in each book and the co-occurrences between them. Finally, the data obtained were compared to the optimal phraseology, a recent proposal on introducing teaching idioms into different learning levels. With these results, the hope is not only to promote the presence and treatment of phraseology in the language learning handbooks but also to contribute to the establishment of criteria for the selection and sequencing of reference material for teaching purposes.

In today’s globalized world, it seems necessary, or even indispensable for the teaching/learning of foreign languages to be based on international standards proposed by the Common European Framework of Reference for Languages (CEFRL). The present article deals with issues of integration of the CEFRL in the Vietnamese context by analyzing the results of a study of training programs at six universities specializing in foreign languages, which are based in three regions of the country (Northern, Central and Southern Vietnam). Despite some positive changes and the dynamism characteristic of the approach, a mechanical and rigid introduction of CEFRL in foreign-language universities in Vietnam has actually caused several problems. These include (1) the inconsistency between the levels established by the CEFRL and the organization of teaching/learning; (2) the risk of teaching/learning becoming too “utilitarian” and too function-oriented and (3) excessive attention given to the evaluation and assessment of linguistic knowledge and of performance level rather than on the ability to use various resources as well as to long-term process of competence development. The study results show some possible ways for the development of a referential frame for learning/teaching French in Vietnam.

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Copyright of Life & School: a Magazine for the Theory and Practice of Education / Život i škola : časopis za teoriju i praksu odgoja i obrazovanja is the property of Zivot i Skola 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.)