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World language teachers can transform how their students learn culture through the use of mobile devices. When world language students use their mobile devices to access authentic current culture, they go from being passive receivers of culture to active cultural investigators. These students go from learning thin surface culture to exploring thick deep culture. World language teachers can easily implement three student-focused ethnographic mobile-based activities of in-depth cultural data collection, targeted data collection, and thick description.

Self-development is a crucial aspect of language teaching as it fosters various dimensions of language teacher cognition, affect, and identity, ultimately contributing to better learning outcomes. Most studies on language teacher self-development have examined language teachers' cognitive, affective, and identity-related reactions to particular programmes, often exploring variables in isolation. They have also rarely investigated the self-development practices teachers undertake to support their language teaching ability (LTA). This article reports the findings from a quantitative study on the self-development practices implemented by 113 foreign language teachers of English, French, German, and Spanish in tertiary education to sustain and augment their LTA. Adopting a complex dynamic systems approach, the study employed an online questionnaire to ascertain how variables such as participants' anxiety, beliefs about the status enjoyed by their taught languages among the university administration, colleagues, and society, multilingualism, study and teaching abroad experiences, education level, and interaction mindsets influenced their LTA-related self-development practices. The findings revealed that only participants' interaction mindsets statistically significantly predicted such practices. The article discusses the implications of these results for teacher educators, researchers, and educational institutions, and provides recommendations for the way forward. [ABSTRACT FROM AUTHOR]

Twenty-five years ago, the author contributed a historical review of evidence on the foreign language (FL) learning problems of low-achieving and learning disabled (LD) students. Educators had proposed a new disability, FL learning disability, and developed policies permitting LD students to substitute courses or waive the FL requirement. The introduction of this new disability was premature because empirical evidence found no relationship between FL learning problems and LDs. Even so, several misguided assumptions about a unique disability for FL learning and a special relationship between FL learning problems and LDs persisted, and an LD diagnosis became the de facto criterion for FL course substitution/waiver policies. In this updated review, these assumptions and evidence falsifying them are examined. Cultural reasons for the assumptions about FL learning and LDs and the adoption of course substitution policies are proposed. The author concludes with recommendations for policymakers. [ABSTRACT FROM AUTHOR]

Content and Language Integrated Learning (CLIL) has been adopted by schools to equip students with the competencies and language skills needed in today's multilingual and multicultural society. However, teaching content courses through a foreign language requires specific teacher training, both initial and ongoing. This qualitative descriptive study analyses the development of bilingual teaching knowledge in terms of teaching skills among pre-service CLIL teachers (n = 15) at the University of Cádiz in Spain. Two reflective reports written by each pre-service teacher before and after participating in the course CLIL I: Foundations and Curricular Proposals for the Primary School Classroom (2022/23) were analyzed. The responses were categorized using Qualitative Content Analysis. The reflective reports included questions about their conception of bilingual teaching; methods for teaching bilingual courses; and justifications for their teaching methods. In addition, a focus group was conducted with a representative sample of participants. The results reveal a significant development in pre-service teachers' knowledge of the teaching skills required for bilingual teaching. Particularly, there is an increase in contributions related to justifying their teaching methods. Moreover, the findings highlight pre-service teachers' recognition of the differences between foreign language and CLIL teachers, as well as their ability to plan CLIL teaching effectively. [ABSTRACT FROM AUTHOR]

Although there has been much research on second language learning, minimal literature reports how language learners learn multiple foreign languages through immersion. Further, a majority of these previous studies have been conducted using exclusively quantitative methods. In response to these empirical and methodological gaps, the current study adopts a qualitative case study to investigate how polyglots immerse themselves in particular settings during their path of learning multiple foreign languages. I collected data through demographic questionnaires and semi-structured interviews obtained from Indonesian polyglots. Findings indicated that polyglots learn multiple foreign languages through immersion contexts by using the target language in content-based language learning, mingling abroad in the target language, participating in a community of practice, and engaging the target language in social networks. The findings of this study also suggest that other language learners can adapt to the ways polyglots learn foreign languages through immersion. [ABSTRACT FROM AUTHOR]

This study reports on the linguistic and sociocultural affordances available to multilinguals through their engagement in a social learning space at a Community of Practices (CoPs). Despite the existence of studies on CoP in language learning contexts, however, little work has been conducted on the affordances of a multilingual learning community, especially foreign languages. To fill this empirical gap, we investigated the affordances which give rise to multiple language learning opportunities in a multilingual practice community (MPC) in Indonesia. To this end, we carried out ethnographic research guided by Wenger's (1998) CoP theory, from which data were collected through observations and interviews. In doing observation, the first author's role was as a participant-observer. Applying a semi-structured interview, participants involved were MPC members as well as a member of a board in this community. Interview data are analysed through a thematic analysis, which is informed by CoPs perspectives. Eight themes emerged in the findings: empowering social media, innovative language engagement activities, learning support, personal freedom of learning, intercultural sharing, sharing online learning platforms, language learning for free, and social networking. The implications suggest that language enthusiasts can adapt to the way multilinguals learn foreign languages from this community. [ABSTRACT FROM AUTHOR]

After the pandemic, Algerian universities were compelled to adopt digital tools at all levels of teaching and learning. This integration, now inevitable in a global context, has raised many questions. Digital assessment, as an essential component of teaching and learning, has also been called into question. This study analyzes the perceptions of doctoral students from the 2022/2023 cohort at the University of Mascara, Algeria, following a digital assessment conducted in an enriched in-person mode of their English language skills via the 'test' activity on the Moodle platform. A questionnaire was administered to examine the following variables: training in the use of the Moodle platform, the platform's ergonomics, possible digital assessment practices in the Algerian university context, as well as perceived challenges and benefits. This survey aims to answer the following question: How do doctoral students perceive digital assessment in the Algerian university context? The study reveals that although the Algerian university context does not seem to fully embrace the effective use of e-learning platforms or digital assessment, the features offered by Moodle for assessment deserve further exploration.

The presented research introduces the concept of interlanguage, a key term in the study of second language (L2) acquisition, with particular reference to the teaching of Italian as an L2 to Eastern Slavic speakers, especially Russian native speakers. The concept of interlanguage represented an important theoretical innovation in applied linguistics and has had significant implications for the development of teaching methodologies in the context of language learning. Interlanguage is defined as a dynamic linguistic system that evolves during the process of acquiring a second language. This system consists of linguistic rules that do not fully belong to either the learner’s native language (L1) or the target language (L2) but instead form an «intermediate language». In other words, interlanguage is a transitional and mutable state that reflects the learner’s incomplete linguistic competence in L2. This intermediate system is characterized by its own rules, which the learner develops through processes of generalization, conscious and unconscious learning, and also through errors. One of the crucial aspects of interlanguage, as discussed in the article, is the phenomenon of «fossilization». This term refers to the process by which some erroneous linguistic structures become stable and permanent in the learner’s linguistic system, despite continued exposure to the L2 and attempts at correction. Fossilization represents one of the main challenges in the process of acquiring a second language, as it hinders progress towards complete and fluent competence in the target language. The study also highlights the variability of interlanguage, meaning the learner’s ability to use different linguistic forms in various contexts. This phenomenon reflects the complexity of the acquisition process, where L2 learning is not linear and can vary significantly depending on factors such as the communicative context, motivation, linguistic input, and the learner’s metalinguistic awareness. Another key theme addressed is the importance of feedback in the learning process. Corrective feedback, which can be explicit or implicit, plays a fundamental role in helping learners recognize and correct their errors, thereby preventing fossilization. However, the quality of the feedback and the way it is provided are crucial: well-calibrated feedback can foster more effective learning, while inadequate or excessive feedback may generate anxiety or confusion, slowing down the acquisition process. The research focuses particularly on the difficulties that Russian-speaking learners encounter when learning Italian. The phonological and grammatical differences between Russian and Italian can lead to frequent errors. For example, the use of articles in Italian, which do not exist in Russian, represents a significant challenge for Russian speakers, as does the conjugation of verbs in Italian tenses, which differ greatly from the Russian verbal system. These errors are not random but arise from the intermediate interlanguage system that learners develop. Understanding these systematic errors and their connection to the learner’s L1 allows teachers to intervene more precisely and effectively. Finally, the research discusses the importance of adopting specific teaching strategies to prevent fossilization and promote L2 learning. Among these, communicative activities that provide rich and diverse input, as well as targeted feedback, play a crucial role in correcting errors without undermining the learner’s motivation. Therefore, teachers must be able to adapt to the learner’s interlanguage system and offer appropriate support, taking into account the specific difficulties related to their L1. Only through a flexible and aware approach can errors be prevented from becoming ingrained in the learner’s linguistic system, allowing for continuous progress towards linguistic competence in L2. In summary, the research emphasizes how recognizing interlanguage and its characteristics, such as fossilization, variability, and the importance of feedback, is fundamental for effective foreign language teaching. Specifically, understanding the phonological and grammatical difficulties faced by Russian-speaking learners of Italian can guide the development of more appropriate and personalized pedagogical strategies, improving teaching effectiveness and fostering greater mastery of L2.

Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages. After purposive sampling, semi-structured interviews with seven dyslexic students, aged 16 to 29, were conducted and 349 GCSE and IB grades, of which 51 were of dyslexic students, were collected from two secondary schools. Reflexive thematic analysis of the interviews revealed seven themes: accessibility, benefits, challenges and barriers, class size, methods and strategies, motivation, and strengths. The results of three chi-square tests showed no significant association for Latin or Spanish, but a significant association between dyslexia and examination results in French. Whereas positive learning experiences for students with dyslexia hinged on the appropriate teaching method and the perceived support rather than the language per se, higher exam achievements were also dependent on the level of orthographic transparency but not on the degree of orality of the language learnt. Future research in the field should explore the experiences and achievements of students at different educational stages and with different learning difficulties doing Latin.

Introduction. Digitalisation is a process of transformation covering all spheres of society. The introduction of digital technologies significantly changes approaches to learning, opening new opportunities for building a flexible educational process. Mobile learning, as a form of digital education, plays an important role in this transformation, giving learners access to materials anytime and anywhere, making the educational process more accessible and adapted to the requirements of modern society. The theoretical analysis consists in examining the digitalisation of education in order to define the concept of mobility in the context of digital pedagogy, paying special attention to the concept of mobile-assisted language learning and its key components. The role of the teacher in the educational process is considered, which is done through the analysis of pedagogical behaviours in the classroom. The empirical analysis of the study consists of a pedagogical experiment based on the analysis conducted, which investigates the use of mobile blogging as a means of completing written foreign language assignments. In conclusion, the possibilities of adapting mobile language learning in different educational contexts are discussed and the prospects for effective integration of mobile blogging into the practice of foreign language teaching in higher education are positively evaluated.

The development of new forms of technology has resulted in new methodologies and approaches in pedagogical practices, particularly within the field of foreign language education. This is especially useful in foreign language teaching because it allows students geographically distant to interact remotely. Moreover, the integration of task-based and project-oriented approaches implies a substantial increase in the quality and volume of communicative exchanges in virtual learning environments. This study aims to undertake a comparative analysis of two distinct online groups engaged in the same English B2 level course, although with different pedagogical strategies. While one group engages in collaborative, communicative tasks and a collective project, the other focuses on the individual completion of exercises and drills. Pre- and post-tests were administered to participants of both groups to gauge their linguistic progression. The findings reveal that the group involved in interactive tasks and collaborative projects demonstrated superior advancements in language proficiency. Furthermore, these participants reported an enhanced sense of confidence in their communicative competencies within professional contexts. The study concludes that integrating project-based learning and telecollaborative practices holds considerable potential to enhance the efficacy of foreign language instruction.

This paper describes a Content and Language Integrated Learning (CLIL) curriculum innovation to improve motivation in language learning undertaken in the Republic of Ireland through a national pilot in transition year (TY) in 2021-2023 for learners aged 15-16. Here we extract data from part of an empirical evaluation study focussing on the research question, what are learner perceptions of learning through CLIL approaches in a national pilot module? A CLIL module on the theme of Fair Trade based on geographical and mathematical skills and content was taught through either French, German, Italian or Spanish. Models varied between schools--most undertook the module by teaching two to three lessons per week within a six-eight week period. A minority taught through this approach throughout the year. Results are presented from learner focus groups in three diverse school contexts and an online learner questionnaire drawn from all participating learners in these schools. Group discussions were recorded and transcribed. Thematic analysis was undertaken based on the Process Motivation Model for investigating CLIL in the classroom (PMM). Analysis and discussion include the positive impact on a large majority of learners and practical implications around the nature of learning a linear school subject in TY. Lessons learned include the need to extend this innovation to the wider curriculum, and the need for further professional learning for teachers. Constraints due to the nature of TY year and the module are acknowledged. [ABSTRACT FROM AUTHOR]

Schools play a central role in the holistic development of children, providing a structured environment that fosters their intellectual, social, emotional, and physical growth, and equipping them with essential skills and knowledge for their future through the experiences each child will have at school. These contribute to the cognitive and academic development of children in several ways. First and foremost, the primary objective of school is to provide a pedagogical education to children. In this regard, the school promotes intellectual development through a structured and organized learning environment where children can acquire knowledge, develop cognitive skills, and build their academic journey. Teachers play a crucial role in delivering effective instruction, facilitating learning experiences, and providing individualized support to meet the diverse needs of students. Furthermore, schools provide resources, programs, and assessments that help children progress academically and prepare them for their future studies. Moreover, children are also exposed to several languages from a very young age, which promotes the acquisition and mastery of languages. The learning of multiple languages in a multilingual school will lead children to develop cognitive skills such as attention, memory, and executive functions. These cognitive skills are transferable and can support academic abilities in areas such as reading, comprehension, mathematics, and problem-solving. As the basis of all educational activities, whether they involve listening, speaking, reading or writing, language plays a crucial role in the fulfilment of many important tasks and goals of a school. Language in school is not only a subject to be taught, but a source of study for other subjects as well, as it enables students to gather data and gain knowledge in a variety of subject areas. As a result, primary education provides all students with a basic education as well as access to other languages, such as French or English. This initiative aims to give students an appropriate linguistic approach that enables them to communicate, express themselves and use their language skills in their academic, personal and social activities, as well as direct access to information and knowledge. Foreign language education aims as well as to give learners the ability to communicate, express themselves, and use their language skills in their school work, personal lives, and social interactions. It also helps them have direct access to information and knowledge. From this point of view, we seek through the following scientific paper to discuss the purpose of the need for children to acquire foreign languages and the most appropriate age to start learning them. We will also try to present the scientific opinions of the most important thinkers and researchers on how languages are learnt and taught and the proposed teaching methods in this field. [ABSTRACT FROM AUTHOR]

Multilingualism is increasingly seen as a resource among researchers, educators and in society. Whereas positive beliefs about the benefits of multilingualism may foster increased motivation for language learning, little is known about students' beliefs about potential multilingual benefits. This study examined the beliefs of Norwegian secondary school students concerning the benefits of multilingualism and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 593 secondary school students. The initial descriptive statistical analysis showed that students held diverging beliefs regarding the benefits of multilingualism being more positive about benefits related to the language learning process and less positive about general cognitive advantages. Further statistical analyses with independent T-tests revealed interesting relationships between students' overall beliefs about multilingualism and the following variables: Students' who reported having friends with other home languages than Norwegian, students who had lived abroad and students with migration backgrounds held significantly more positive beliefs about multilingualism than students' without such experiences. No significant relationships were found between students' beliefs about multilingualism and the number of languages learned in school or students' multilingual identity. Pedagogical implications for students' language learning in school contexts are discussed. [ABSTRACT FROM AUTHOR]

In foreign language learning, it is important that learners become autonomous and learn how to self‐regulate their learning to continue language development. This article presents a self‐evaluation procedure designed to promote self‐regulation in speaking skills in a foreign language. This self‐evaluation procedure was tested in a quasi‐experimental study among 329 secondary school students in the Netherlands to investigate to what extent changes occurred in students' self‐regulation of their speaking skills and to what extent students perceived the self‐evaluation procedure as motivating and adaptive to their needs. The results showed that shifts were found in the focus of students' diagnoses and improvement plans for their own speaking performances. It was also found that the perceived need for teachers' assistance decreased. Moreover, students found support to be adaptive and appreciated the activities in the self‐evaluation procedure—especially producing and executing an improvement plan. In conclusion, this study contributes to the development of knowledge about guiding students' self‐regulation of speaking skills by adding concrete design principles to realize such a learning process. [ABSTRACT FROM AUTHOR]

Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages. After purposive sampling, semi-structured interviews with seven dyslexic students, aged 16 to 29, were conducted and 349 GCSE and IB grades, of which 51 were of dyslexic students, were collected from two secondary schools. Reflexive thematic analysis of the interviews revealed seven themes: accessibility, benefits, challenges and barriers, class size, methods and strategies, motivation, and strengths. The results of three chi-square tests showed no significant association for Latin or Spanish, but a significant association between dyslexia and examination results in French. Whereas positive learning experiences for students with dyslexia hinged on the appropriate teaching method and the perceived support rather than the language per se , higher exam achievements were also dependent on the level of orthographic transparency but not on the degree of orality of the language learnt. Future research in the field should explore the experiences and achievements of students at different educational stages and with different learning difficulties doing Latin. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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 qualitative study aims to show how the beliefs and teaching practices around listening comprehension of four Chilean English-as-a-foreign-language teachers were transformed after attending an eight-session reflective workshop. Data were gathered through semi-structured interviews and video-recorded and audio-recorded sessions. Information was analyzed using content analysis. Results evidenced that reflective practice positively affects the changes in beliefs and teaching practices in different ways. Conclusions show that this reframing is especially favored if certain factors (personal, professional development, and contextual) are given.

The article is devoted to the activities of Vladimir Frantsevich Stanis, the second rector of the Patrice Lumumba Peoples’ Friendship University of Russia. He was a charismatic leader who enjoyed enormous authority among his colleagues and made a huge contribution to the development of this unique university. The article outlines the main stages of the biography of V.F. Stanis, his difficult life path from the participation in the Great Patriotic War to the work in public offices, as a result of which he gained vast experience in organizational and managerial work. The authors pay special attention to the diverse activities of V.F. Stanis in the position of the rector of the Peoples’ Friendship University which he held for more than 20 years (from 1970 to 1993) and note that it was during this period that his scientific and pedagogical potential and leadership talent were fully revealed. It is emphasized that thanks to his work with the personnel V.F. Stanis managed to ensure the creation of prominent scientific and methodological schools in various fields at the Peoples’ Friendship University. At the same time, both in the USSR and abroad there became especially famous not only scientific schools of natural sciences and humanities, but also original methods of teaching Russian as a foreign language and foreign languages, including oriental ones developed by the university teaching staff. Moreover, the rector actively developed other areas of the university’s activities: international relations, extracurricular work, which required deep knowledge of the history of foreign countries and understanding of the current political situation in them. The authors show that thanks to his enormous dedication and careful attitude towards the staff and students, V.F. Stanis managed to create an international team of the Peoples’ Friendship University of many thousands.

The article analyzes theoretical and methodological approaches of mediation competence development in education of non-linguistic students in higher education system. The development of mediative competence seems to be an effective way of forming the university student’s language profile. The novelty of the study is justified by an attempt to apply a mediative approach in developing assignments and exercises in a foreign language for students of higher professional education historical faculties. The paper presents the results of current needs survey and the identification of non-linguistic specialty students language profile. The analysis confirmed the relevance of mediative techniques usage as a pedagogical form of educational process organization. Methods of developing mediative competence through the use of special tasks and exercises in the university educational process are described. It was concluded on the presented techniques implementation effectiveness in order to improve non-linguistic specialties students’ language profile. Purpose. The article is devoted to the problem of the mediative competence development in the context of higher education modern pedagogical didactics. The subject of the analysis is the mediative approach practical application in the organizing the educational process when teaching a foreign language to students of historical faculties in universities. The author aims to characterize the mediative approach principles aimed at improving the language profile of higher education students. Methodology. The basis of the study are theoretical and general scientific methods, sociological methods (questioning). Results. The results of the study are to identify four components of the mediative competence formation among university students (communicative; pluricultural; socio-psychological; professional), which form the language profile basis of higher education students. Also, the work attempted to develop techniques and principles for introducing a mediative approach to teaching English as a foreign language for students of historical specialties. Practical implications. The results can be applied in the educational process of higher education as part of the non-linguistic specialties in foreign languages teaching.

Copyright of Research in Education & Learning Innovation Archives (REALIA) is the property of Research in Education & Learning Innovation Archives (REALIA) 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 Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas 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 Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group 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 COVID-19 pandemic was an unwelcome and unprecedented event that forced educational institutions to deliver classes entirely online. The aim of this research is to evaluate students' online learning experience during the COVID19 pandemic and their preferred instructional modality for foreign languages at the tertiary level in post-pandemic Jamaica. A mixed method was employed by way of an online questionnaire sent to students studying French or Spanish as an elective in five tertiary institutions in Jamaica. The results from one hundred and five responses revealed a preference for the online modality, with home comfort and cost being the top reasons given; a correlation was also noted between the kinaesthetic learning style and a preference for the face-to-face modality. The results provide invaluable information that will serve to assist the policymakers of tertiary institutions in their post-pandemic decision-making when selecting their teaching modality to improve their student population. If tertiary institutions decide to embrace the online modality, the students may lose out on university experience and socialisation. Research of this nature has not been conducted with foreign language students in tertiary institutions in Jamaica, as far as the authors are aware. Therefore, it will be valuable to tertiary institutions in developing the best approach to language learning after the COVID-19 pandemic in Jamaica. The findings may be extended to other developing countries with similar socio-economic circumstances. [ABSTRACT FROM AUTHOR]

CLIL (Content and Language Integrated Learning) research has thrived recently. Yet, while more and more is learnt about the impact of CLIL on motivation, proficiency, and content learning, few investigations examine how CLIL influences students of different socio-economic status (SES) and why. The recent large-scale English Impact study conducted in the Madrid region showed that CLIL has a potential to limit the influence of SES on students' language learning motivation and proficiency. Yet being solely quantitative, it did not probe into the reasons behind such a result. This mixed-methods study aims to uncover such reasons. 138 teachers from different schools in the Madrid region filled in the TALIS questionnaire (OECD 2013. TALIS Teacher Questionnaire. ) and further 20 teachers were interviewed. Whereas no significant differences between teachers from CLIL and non-CLIL schools were identified through the questionnaire, the interviews revealed that teachers from bilingual schools adapted their teaching methodology to best suit their students' needs, and were more willing to take risks than their counterparts in non-bilingual schools. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study is to explore, through a comprehensive analysis of experimental and survey data, how foreign language students utilize YouTube's storytelling features to enhance their reading and writing skills. Specifically, the study investigates the strategic potential of YouTube's storytelling components in improving the reading and writing proficiency of foreign language undergraduates, who were divided into control and experimental groups. Methods: A total of 48 undergraduates participated in the experiment, while 91 undergraduates took part in the survey. Initial findings from the pre-test indicated comparable performance levels on reading and writing tests between the two groups before the integration of YouTube visual storytelling into the curriculum. Following the trial, identical achievement tests were administered to both groups four days later to assess any differences in their utilization of YouTube technology. Subsequently, the average post-test scores of the groups were compared using a t-test for independent samples. Results: The results of the post-test revealed significant differences in total test scores, with the experimental group exhibiting notably higher performance levels compared to the control group at a significance level of 0.05. Conclusion: This underscores the positive impact of teaching reading and writing through YouTube on foreign language students' academic performance. Furthermore, the survey findings indicated that participants strongly believed that these tools contributed to enhancing their proficiency in reading and writing in a foreign language. [ABSTRACT FROM AUTHOR]

Moroccan education has been subject to frequent reforms over the last decades. Regardless of what has been achieved in this respect, the question of language remains a stumbling block that reform efforts have been hitting against (Laaraj, 2020). While Modern Standard Arabic (MSA) and Amazigh are the official languages of Morocco, foreign languages, namely French and English, are highly valued. On the one side, French is restored as the medium of instruction of scientific subjects and the language required on the job market. On the other side, under the impact of globalisation, English is gaining grounds as the language of scientific and technical studies and scientific research. This study examines Moroccan language and educational policies within the context of globalization and the internationalization of higher education in Morocco. Its main objective is to determine the role and status of official and foreign languages in the Moroccan education system through the students' lens and perspectives. The study adopts a mixed approach, and uses both the questionnaire and interview to elicit the university students' views and attitudes and how they perceive the spread of foreign languages compared to the official national languages. The study addresses three main questions, namely (i) what are the students' views and attitudes towards the Moroccan educational policy and the languages in use in Higher Education? (ii) What are the languages students value most and think they will have a better impact on their future? And why? And (iii) What are their views about the impact of foreign languages on their national and official languages? The study showed that revealed that students are discontent about the language policy in force. Around three quarters of the questioned students report they prefer English as a language of instruction and more than half the participants believe that the promotion of foreign languages in education has no direct impact on the national languages. In the main, students obviously do no approve of the current language policy and suggest the consideration of pragmatic parameters in language choice. This finding shows how crucial is language in students' knowledge gaining and how concerning it is in their academic and professional endeavour eventually. The ultimate goal of the present research is to shed the light on the specific point of language policy and weigh the significance of instruction languages in the aspired education reform. [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]

The study seeks to evaluate how teaching a foreign language (English, Norwegian, or both) has been influenced by the availability of online and offline resources in the post-pandemic context. It also highlights the adaptability of both educators and students alike in using such available resources and emphasizes the process of incorporating gamification in teaching a foreign language. Moreover, it is an attempt to point out to what extent such resources and practices are beneficial to students and helpful for educators. The focus groups are comprised of university students learning Norwegian as a foreign language as well as pre-university level students of English as a second language.

Moroccan education has been subject to frequent reforms over the last decades. Regardless of what has been achieved in this respect, the question of language remains a stumbling block that reform efforts have been hitting against (Laaraj, 2020). While Modern Standard Arabic (MSA) and Amazigh are the official languages of Morocco, foreign languages, namely French and English, are highly valued. On the one side, French is restored as the medium of instruction of scientific subjects and the language required on the job market. On the other side, under the impact of globalisation, English is gaining grounds as the language of scientific and technical studies and scientific research. This study examines Moroccan language and educational policies within the context of globalization and the internationalization of higher education in Morocco. Its main objective is to determine the role and status of official and foreign languages in the Moroccan education system through the students’ lens and perspectives. The study adopts a mixed approach, and uses both the questionnaire and interview to elicit the university students’ views and attitudes and how they perceive the spread of foreign languages compared to the official national languages. The study addresses three main questions, namely (i) what are the students’ views and attitudes towards the Moroccan educational policy and the languages in use in Higher Education? (ii) What are the languages students value most and think they will have a better impact on their future? And why? And (iii) What are their views about the impact of foreign languages on their national and official languages? The study showed that revealed that students are discontent about the language policy in force. Around three quarters of the questioned students report they prefer English as a language of instruction and more than half the participants believe that the promotion of foreign languages in education has no direct impact on the national languages. In the main, students obviously do no approve of the current language policy and suggest the consideration of pragmatic parameters in language choice. This finding shows how crucial is language in students’ knowledge gaining and how concerning it is in their academic and professional endeavour eventually. The ultimate goal of the present research is to shed the light on the specific point of language policy and weigh the significance of instruction languages in the aspired education reform

This paper describes a Content and Language Integrated Learning (CLIL) curriculum innovation to improve motivation in language learning undertaken in the Republic of Ireland through a national pilot in transition year (TY) in 2021–2023 for learners aged 15–16. Here we extract data from part of an empirical evaluation study focussing on the research question, what are learner perceptions of learning through CLIL approaches in a national pilot module? A CLIL module on the theme of Fair Trade based on geographical and mathematical skills and content was taught through either French, German, Italian or Spanish. Models varied between schools—most undertook the module by teaching two to three lessons per week within a six-eight week period. A minority taught through this approach throughout the year. Results are presented from learner focus groups in three diverse school contexts and an online learner questionnaire drawn from all participating learners in these schools. Group discussions were recorded and transcribed. Thematic analysis was undertaken based on the Process Motivation Model for investigating CLIL in the classroom (PMM). Analysis and discussion include the positive impact on a large majority of learners and practical implications around the nature of learning a linear school subject in TY. Lessons learned include the need to extend this innovation to the wider curriculum, and the need for further professional learning for teachers. Constraints due to the nature of TY year and the module are acknowledged.

This contribution introduces the Swiss learner corpus SWIKO and provides examples on how this rich and near-authentic collection can be utilized in foreign language education, while also addressing some critical issues that corpus linguistic applications face in pedagogical contexts. SWIKO is a multilingual corpus currently being developed at the Institute of Multilingualism in Fribourg. The corpus contains written and spoken productions by Swiss lower secondary school students, both in their language of schooling and foreign languages learnt at school (English, French, and German). Participating students completed eight communicative tasks which systematically vary by rhetorical type (descriptive or argumentative), topic (personal or academic), and structure (more or less restrictive input). The resulting productions were analysed with a focus on linguistic features (e.g., Karges et al., 2022) and in relation to human ratings according to the levels of the CEFR (e.g., Studer & Hicks, 2022). Based on our findings, we present two scenarios on how SWIKO can be used in educational settings, i.e., teacher training and material development. First, the productions can serve as an illustration of learners’ abilities at the end of mandatory schooling. Our findings show how the length, complexity, and accuracy of learner texts heavily depend on the task, which can be addressed in teacher training. Second, an analysis of frequent errors in foreign language productions can shed light on challenging structures, while the language of schooling sub-corpus can serve as a peer-reference in the development of corresponding material. We exemplify this process focusing on negation in German, offering differentiated teaching material suitable for the secondary school classroom.

В данной статье анализу подлежит специфика функционирования иностранных языков на территории Афганистана. В рамках действий языковой политики выявляется специфика степени пригодности иностранных языков как средства достижения мира и связующего звена между многочисленными афганскими этнолингвистическими группами и экономического развития страны. Социолингвистический анализ позволяет определить ключевые иностранные языки, к которым принадлежат французский, немецкий, русский и английский. Установлено, что среди иностранных языков именно английский язык является наиболее популярным и перспективным. Однако значительная часть афганцев негативно относится к доминирующему влиянию иностранных языков, так как это ограничивает возможности языкового меньшинства. Таким образом, роль иностранных языков в развитии и установлении мира в Афганистане может быть недостаточной. Результатом исследования являются разработанные рекомендации, направленные на улучшение языковой ситуации в Афганистане, в целом, акцентирующие внимание на развитие иностранных языков как ресурса миротворчества. Мероприятия такого рода предусматривают обеспечение социального, экономического и политического единства и равных возможностей в изучении иностранных языков, при этом доступность иностранных языков не должна влиять на развитие местных языков.

Introduction. In teaching foreign languages to Russian students there is a tendency of decreasing motivation in learning European languages because of changes in the geopolitical situation. The aim of the article is to analyze the dynamics of the changes in students’motivation to learn English at Petrozavodsk State University from 2019 to 2022. Theoretical analysis. A comparative analysis of Russian and foreign studies shows that low motivation to learn prevents students from achieving high results. The motivational sphere is infl uenced by such objective and subjective factors as profession, age, gender, learning environment, and university curriculum. Empirical analysis. The study revealed two diff erent trends. If the future historians, political scientists, and social workers still show their interest in learning English for the purpose of self-education and self-realization, then among the students specializing in “Tourism” the decrease in motivation, caused by the reduction of opportunities to use English in their professional activities in the near future, was recorded. Conclusion. The authors conclude that the task of stimulating students’ interest in learning European languages in Russian universities and the search for new non-standard methods of teaching foreign languages does not lose its relevance.

This scientific article focuses on cross-cultural competence in education, highlighting the interdependent relationship between language proficiency and intercultural understanding. The authors synthesize theoretical foundations and pedagogical techniques to reveal the multifaceted aspects of integrating cross-cultural nuances into language education. The study presents cross-cultural competence as an essential element of effective communication in a globalised world, rather than a secondary skill. The authors use a holistic approach to examine the complexities of pedagogical strategies that aim to develop cross-cultural communicative competence. These concepts involve the use of innovative technologies and multimedia resources to overcome traditional educational frameworks and model authentic cross-cultural encounters. The article examines the challenges associated with developing flexible competences. The intangible nature of cultural norms and the diversity of students' biographies complicate the process of building soft skills. The article concludes by offering recommendations for improving cross-cultural education and outlining promising trajectories for future research. This study contributes to the debate on the proposed interdisciplinary approach to building cross-cultural competence, combined with the integration of new technologies, which heralds a new era in pedagogy.

Content and Language Integrated Learning (CLIL) has been adopted by schools to equip students with the competencies and language skills needed in today’s multilingual and multicultural society. However, teaching content courses through a foreign language requires specific teacher training, both initial and ongoing. This qualitative descriptive study analyses the development of bilingual teaching knowledge in terms of teaching skills among pre-service CLIL teachers (n = 15) at the University of Cádiz in Spain. Two reflective reports written by each pre-service teacher before and after participating in the course CLIL I: Foundations and Curricular Proposals for the Primary School Classroom (2022/23) were analyzed. The responses were categorized using Qualitative Content Analysis. The reflective reports included questions about their conception of bilingual teaching; methods for teaching bilingual courses; and justifications for their teaching methods. In addition, a focus group was conducted with a representative sample of participants. The results reveal a significant development in pre-service teachers’ knowledge of the teaching skills required for bilingual teaching. Particularly, there is an increase in contributions related to justifying their teaching methods. Moreover, the findings highlight pre-service teachers’ recognition of the differences between foreign language and CLIL teachers, as well as their ability to plan CLIL teaching effectively.

According to the Council of Europe, educators lack awareness on the topic of digital citizenship education and its importance to educate youngsters to move critically in a highly digitalized world. It is a core component of Digital Citizenship Education (DCE) to promote democratic competences, including critical reflection, the development of social and intercultural competences, critical thinking and media literacy. Bearing this in mind, a Teacher Training Package (TTP) was developed, aiming to promote professional development and qualification of pre- and in-service Foreign Language teachers as well as teacher trainers, as far as DCE is concerned, namely, pedagogical methodologies, practices and resources. Our study focuses on the Free Online Training Course for Self-guided Professional Development (part of the TTP), which directly approaches teachers' professional knowledge. The analysis of the Teaching Units designed by the teachers and of their final course reflections suggest the relevance of the training course for the teachers' professional development. Those who took part in the course highlighted the pertinence of the topic and underlined the relevance of having had contact with theoretical information and resources, which allowed them not only to reflect on their current practices but also to consider ways of introducing DCE in their lessons. [ABSTRACT FROM AUTHOR]

Educational reforms refer to the renewal and permanent improvement of the learning offer which the system proposes to students. In this sense, the purpose of studying English and other foreign languages as SLA (second language aquisition) during compulsory or non-compulsory schooling is to gradually form a learner with strong communicative powers, able to interact socially, in order to be effectively integrated in the context of the future professional path. This paper proposes wasy in which such abilities can be acquired and used most effectively and creatively in everyday life for everyone who intends to continue the learning process at any stage of life. Nowadays, the emphasis is on procedural learning, on the structuring of modern strategies and procedures for problem solving, analysis and research, characteristic of any communicative activity. Starting from the premise that the English language lectures, from the perspective of active-participative and formative methods involved in the didactic process through academic conversation, in support of the development of students' knowledge, it is appropriate to emphasize the findings of such an integrative approach, which refer to the fulfillment of some operational cognitive and affective objectives, through specific strategies designed to lead to the achievement of general and particular skills according to the objectives set for each session. [ABSTRACT FROM AUTHOR]

This paper presents a review of scholarly work on social class identities (SCI) in second and foreign language (S/FL) educational contexts. Of the 94 studies identified, 31 were annotated. Thematic analysis was employed to identify trends elucidating where, what, and how SCI has been conceptualized, theorized, and methodologically designed. Inclusion criteria focused on SCI research in S/FL contexts, while studies examining SCI outside educational settings were excluded. Results indicate a slow-growing interest in SCI and critical theory, with a Europe-Western dominance. SCI has been approached as: a fixed category based on socioeconomic status determining educational and L2 learning factors; a performed sociocultural phenomenon grounded in individuals lived experiences; a process experienced by study-abroad and migrant individuals; and as an element of colonial difference. Research gaps include SCI examination in EFL contexts and from decolonial perspectives, highlighting the need for political action to subvert social inequalities and address colonial wounds related to socioeconomic issues.

Due to the global spread of new technologies and communication channels, today's students are increasingly engaged in multimodal content and are significantly exposed to digital information on a daily basis. As a result of the aforementioned, there has been a significant increase in the research of scientific publications on multimodal teaching practices and the effects of such teaching practices on student learning. This is where new work methods and new pedagogies similar to multimodal pedagogy appear. In the context of foreign language teaching, the use of multimodality and multimodal pedagogy to stimulate students can improve their interest in learning and memory, bearing in mind that multimodal texts use different modes of communication, with specific modes or a combination of modes, and offer opportunities to create multiple meanings. Hence, the process of reading and writing multimodal texts takes place in a more interactive way than is the case with modal and printed texts. With the help of modes, learning foreign languages becomes creative, analytical, active, investigative and contributes to the development of students' critical thinking. The aim of the work is precisely to point out the importance of multimodal pedagogy and the approach that includes working with multimodal texts in the context of foreign language learning.

Through the globalization of economies and the interconnectedness of societies, the demand for individuals proficient in foreign languages has steadily increased in various industries, including agriculture. The field of agriculture relies heavily on international trade, cooperation, and communication, making it essential for agriculturists to be equipped with the necessary language skills to effectively engage with stakeholders across borders. Teaching foreign languages to agriculturists presents specific challenges and opportunities that differ from teaching in other sectors. These professionals may have limited exposure to foreign languages and cultures, requiring tailored approaches that take into account their unique needs and goals. By understanding the particularities of teaching foreign languages to agriculturists, educators can develop innovative strategies and tools to enhance language acquisition and promote cross-cultural competence within this specialized field. In todays globalized world, proficiency in foreign languages is crucial for agriculturists due to the increasing interconnectedness of markets and the need for effective communication with international partners. Foreign language skills enable agriculturists to engage in cross-cultural exchanges, negotiate trade agreements, and access valuable research and information from around the world. Additionally, foreign language proficiency allows agriculturists to participate in international conferences and workshops, collaborate with researchers and experts from different countries, and stay informed about the latest developments in agricultural practices and technologies. Furthermore, knowledge of foreign languages enhances agriculturists ability to compete in the global marketplace, expand their networks, and explore new opportunities for business and professional growth. Overall, foreign language proficiency is a valuable asset for agriculturists looking to navigate the complexities of the international agricultural industry and contribute to the sustainable development of agriculture on a global scale. [ABSTRACT FROM AUTHOR]

The continuous trend of globalization connecting various regions and societies intensifies the relevance of foreign languages in different sectors, including agriculture. Linguistic variety within agriculture is deemed as a crucial element of sustainable progress and creativity. The vocabulary utilized in diverse languages contributes distinctive viewpoints and understandings regarding agricultural methods, technologies, and customs. Proficiency in comprehending and employing foreign language terms can enrich intercultural interaction, foster cooperation, and refine the sharing of knowledge and proficiency among agricultural practitioners globally. As the agricultural domain grows more interlinked and reliant, the value of adeptness in foreign languages in navigating international markets, enacting optimal strategies, and tackling worldwide challenges cannot be emphasized enough. This study aims to analyse the advantages of incorporating foreign language vocabulary in agricultural activities, elucidating the potential advantages and difficulties it presents for the agricultural community. As agrarians progressively participate in global trade and partnerships, the influence of different languages on the agricultural lexicon emerges as a pivotal factor. In the agricultural domain, the importance of terminology in foreign languages cannot be exaggerated. Due to the escalating engagement of farmers in global trade and partnerships, a profound grasp of terms in varying languages is crucial for seamless interaction and communication. This not only aids in streamlining discussions and pacts but also enriches the exchange of knowledge and novelties in agricultural methodologies. The examination concerning the impact exerted by foreign language terminology on the advancement of agricultural innovation presents itself as a complicated matter necessitating detailed scrutiny within the sphere of global agricultural practices. [ABSTRACT FROM AUTHOR]

Copyright of Nasleđe is the property of University of Kragujevac, Faculty of Philology & Arts 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 Revista EntreLínguas is the property of Revista EntreLinguas 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 Revista EntreLínguas is the property of Revista EntreLinguas 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.)

Given the growing movement in support of blurring the divisions between language and literature teaching, it has become increasingly vital to understand what language teachers think of literature as a language resource, the approaches they employ when teaching with it, the extent to which they can appreciate, understand, analyse, and interpret literary texts, that is, their literary competence, and whether certain traits predict such competence. Yet, research into the use of literature in language education has been primarily concerned with learners rather than teachers. This article reports on an online questionnaire-based study that explored the creativity, orientations towards literature, teaching approaches, and beliefs regarding literature of 170 language teachers in Central Asia and how these elements predicted their literary competence. Participants worked at universities in Kazakhstan, Kyrgyzstan, and Uzbekistan and were teaching Chinese, English, French, German, Russian, and Spanish as foreign languages. The findings revealed that their reading habits and creativity statistically significantly predicted their literary competence while their selection of texts was partly at odds with their professed orientations towards literature. [ABSTRACT FROM AUTHOR]

During the last five years, language teaching in Europe has been heavily influenced by two major occurrences. On the one hand, the outbreak of COVID-19 forced teachers to extensively adapt many of their teaching practices to the digital world; this major paradigm shift is likely to have continued repercussions post-pandemic in terms of methodology and use of resources. At the same time, the publication of an updated version of the Common European Framework, commonly known as the Companion Volume focuses our attention on the real-life communicative needs of language users. The Companion Volume emphasizes digital and online communication processes throughout the development of language skills, and this focus inevitably translates into changes in national and regional curricula for language education. The present study investigates the degree to which future teachers are prepared for this new reality and explores emerging digital training needs among pre-service teachers. The investigation obtains quantitative and qualitative data from 30 pre-service teachers who have completed postgraduate studies in language education, which included a stage of school-based teaching practice. Results indicate that while pre-service language teachers have a positive view of ICT and moderate levels of general digital competence, they feel additional specific and in-depth preparation is required within their initial training. [ABSTRACT FROM AUTHOR]

Abstract Research on the relationship between students’ language learning motivation (LLM), language learning strategies (LLS), self-efficacy beliefs (SEB), and achievement in non-European languages has been both limited and overwhelmingly cross-sectional, often with little attention paid to their multilingualism. Combining complex dynamic systems and sociocultural perspectives, this article reports on a study that explored changes in the LLM, LLS, and SEB trajectories of two multilingual students taking Arabic at a university in Norway over two semesters, including how these trajectories, alongside their multilingual competence, related to their achievement in the course. Data were gathered through weekly semi-structured interviews and a rating scale-based log that the participants kept of their LLM and SEB, as well as their exam scores over two semesters. The results indicated that, although their LLS remained fairly consistent or grew more diversified, the participants were not completely successful in maintaining or boosting their LLM, SEB, or achievement. However, the use of more varied digital LLS appeared to prevent their LLM and SEB from further weakening. Moreover, participants’ LLM and SEB trajectories were susceptible to changes based on different timescales in that mesogenetic events had a more pronounced effect on one participant while the other was more sensitive to microgenetic events. Finally, despite both participants being multilingual, they were unable to benefit from their multilingual competence past the first semester, indicating that not all manifestations of multilingual competence are useful over time, especially when such competence does not contain a multilingual morphosyntactic awareness component.