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Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura 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.)

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]

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.

More than thirty years after the creation of Mercosur, it is interesting to study its impact on the teaching of Portuguese as a foreign language in Argentine secondary education. With that in mind, we consider the glottopolitics approach and some other studies that have addressed the impact of Mercosur on Argentine linguistic legislation and on the Portuguese as a foreign language school textbooks. This article presents an analysis of curricular designs in contrast with official data about the offer of foreign languages in four districts of Argentina: Autonomous City of Buenos Aires (CABA), Province of Buenos Aires, Santa Fe and Córdoba. The results indicate that Portuguese, being the only language that has its own legislation as a required subject in high school, is not only on the periphery of the school curriculum but also its implementation is irregular. The lack of implementation of Portuguese responds to liberal glottopolitical measures that maintain the hegemony of English. [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]

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]

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 RILEX Revista Sobre Investigaciones Léxicas is the property of Editorial de la Universidad de Jaen 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 Lengas is the property of Presses Universitaires de la Mediterranee 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 present study aims to present contemporary European multilingualism policies. In the spirit of European values, the quest for knowledge is directed towards the development of language competences in more than one of the European languages. These policies are gaining momentum especially after Britain's exit from the European Union. The purpose of the research is to show the direction in which the European policies for multilingualism are heading. They are of utmost importance for the development of common values in the European Union and represent an indispensable support for the sustainability of the Кnion. Learning another foreign language has many positive sides. learning a language other than the mother tongue develops a new way of thinking in the learner. This is of utmost importance for creating a climate of acceptance and mutual understanding. [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]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos 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 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.

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 Die Deutsche Schule is the property of Waxmann Verlag GmbH 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 Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura 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 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.

В конце XX – начале XXI в. происходят значительные изменения в отечественном языковом образовании, что повлекло пересмотр всей системы преподавания иностранных языков на всех уровнях образования. Своеобразным триггером модернизации и развития подходов к изучению иностранных языков послужили социокультурные и научно-педагогические факторы. На фоне стремительно расширяющегося международного сотрудничества в 1990-х гг. педагогическая общественность акцентировала свое внимание на разработке новых подходов к преподаванию языков. Осуществлено детальное изучение влияния социокультурных и научно-педагогических факторов на развитие подходов к обучению иностранным языкам. Даны конкретные примеры расширения и наращивания межкультурных связей России и западных стран после распада СССР. Констатируется, что быстрыми темпами развивающееся международное взаимодействие требовало людей, владеющих иностранными языками. На основе теоретического анализа научных работ педагогов, лингвистов и методистов характеризуются ключевые идеи коммуникативного и культурологического подходов к преподаванию иностранных языков. Сделан вывод о том, что коммуникативный и культурологический подходы к изучению иностранных языков были призваны оптимальным образом способствовать их быстрому усвоению, развитию коммуникативной компетенции, получению навыков общения с представителями других стран, постижению культуры иных народов для продуктивного взаимодействия в различных областях человеческой деятельности.

This article describes and reflects on research related to the teaching and learning of foreign languages in Mexico published in indexed journals between 2012 and 2021. The paper is organized into four sections: the first provides an overview of the context in which research in this field is being carried out in Mexico, while the second presents the conceptual approach and methodology used. The third section describes the central results related to the publica-tions reviewed, and the fourth section closes with some conclusions and final reflections.

Foreign language teaching in Colombia has received attention over the past 15 years. Such attention has materialized in government investment and research by the aca-demic community. However, further analysis is required so that the academic community of Foreign Languages can make informed decisions and guide efforts to improve the quality of language teaching in the country. This paper reviews the literature on the teaching and learning processes of foreign languages from 2011 to 2021. The purpose of the study is to identify theoretical and methodological trends and potential areas for development. Thus, the PRISMA guidelines were used for systematic reviews and meta-analyses. After appl-ying inclusion, exclusion and thematic relevance criteria in Scopus, WoS (Web of Science), Publindex and Google Scholar, a sample of 129 studies was formed. The selected studies show trends in terms of language, region of publication, research methods, and topics. Our conclusions indicate that foreign language research in Colombia is mainly related to the teaching of English. There is a clear preference for qualitative methodologies and a predo-minant focus of research on technology and its associated topics. Finally, there is a marked disparity in regional research outcomes, revealing systemic inequalities in the opportunities and resources available for academic research and highlighting the urgency of channeling efforts to improve underrepresented regions, ensuring that all areas of Colombia have an equitable position in the global academic context.

Research has become a fundamental aspect for any professional, not only to pro-mote public awareness within any field of knowledge but also to understand it and be able to teach based on the results of that research. Therefore, the goal of this research was to iden-tify and analyze the current status of research which focuses on the teaching and learning of foreign languages in Bolivia between 2011 and 2021. However, our focus was specifically limited to English as a foreign language because of its usefulness and popularity among in-dividuals. In this context, information about foreign language programs in public schools, private institutions offering English instruction, English education in public universities, research on English teaching and learning, professional development for English educators, English teaching associations, and language-related events was presented to achieve contex-tualization. Our study focused on the population of English teachers in Bolivia, specifically targeting those who have published their research. The utilized method was the Transfor-mative Paradigm, which aimed to generate an action agenda for reform and thereby have an impact on the country's educational policies. The research required a mixed-method approach, integrating both quantitative and qualitative methods. The instruments that were employed in this research, included online surveys with a questionnaire comprising nine-teen open and closed questions, an online bibliographic search, and online interviews to gather data. The results are presented qualitatively as they encompass representative infor-mation. The conclusions provide us with the opportunity to make recommendations for the actions that should be taken to promote research in and on foreign languages.

The choice of a secondary school is influenced by several factors, for example the profil of the institution. In previous researches children with better family backgrounds prefer the „unique" (classes with an increased number of lessons, bilingual training or schools with non-state maintainer) institutions (Hegedűs, 2016; Garami, 2020). In our paper, we analyse the database called „Learning and teaching German in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties (2018-2019)", with data of 890 students, who learned German and/or English in the 11th grade of secondary grammar or technical school in this school year. From this database, we examine the data of eight institutions of four maintainers (466 students) in SPSS program with crosstabs- and ANOVA-analysis with the following variables: maintainer of the secondary school, family background of the students and characters of secondary school choice. According to our results, the secondary school choice and learning foreign languages can characterised with consideration for practicum, further learning's plan and the usefulness on the labour market. The students chose the analysed institutions mostly because of the high level of the teaching, the simplicity of all-days going to town and the simple higher educational admission. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Humanisticos. Filologia is the property of Universidad de Leon, Area de Publicaciones 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 Methodical Perspectives / Metodički Vidici is the property of Faculty of Philosophy, University of Novi Sad 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.)

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.

Modern European integration processes highlight the importance of foreign languages in a multicultural society and their effective teaching, accordingly, is one of the priority tasks of the European language policy. However, its implementation is significantly complicated in the crisis Ukraine experiences nowadays. Consequently, it causes a change in approaches to teaching foreign languages and the methods used. One of the preconditions for improvement of the level of foreign language education and coping with crisis situations is the research of best practices in other countries. The purpose of such an investigation is the improvement of this experience and implementation of the best achievements of scholars and practitioners in the branch of linguistic didactics and methodology of teaching foreign languages in the educational process. The aim of this paper is to summarize and systematize the experience of teaching foreign languages in higher education establishments in Ukraine, and to determine its linguistic and didactic peculiarities in crisis situations. The author considers the practice of teaching foreign languages in Ukrainian higher education institutions in crisis situations. Within the period of the investigation, there could be distinguished the covid and war stages. These stages differ in linguistic and didactic features of teaching foreign languages. During the covid period, the teaching of foreign languages was arranged as the active development and teachersʼ acquaintance with online courses characterized by a complete set of goals, content, forms, methods, and means of teaching foreign language communication, setting educational content in accordance with the specific features of “Foreign Language” as an educational component. Whereas during the war period, the teaching of foreign languages in higher education institutions has been done in synchronous, asynchronous, and mixed versions of distance teaching of foreign languages. Linguistic and didactic features of the determined period include the application of flexible approaches to the organization of constructive communication between the participants of the educational process. Moreover, the creation of “situations of success” during the implementation of creative projects has manifested itself as a specific feature of this period. This paper reveals a significant expansion of the teacherʼs didactic repertoire in using digital technologies, depending on their functions (those of training, communication and cooperation, search and information, presentation and research, experimentation, and gamification). As a result, changes in a teacherʼs role as a coach, an Internet moderator, a video tutor, and a facilitator of communication were detected.

Recently, concepts of cultural and global learning have been faced with the challenge of integrating larger digital transformations in society into their scope. This is particularly interesting from the vantage point of Digital Citizenship Education (DCE). As an educational initiative, DCE seeks to empower children–and hence, learners–to thrive in a world that is thoroughly changing in light of digital advancements. While these initiatives and concepts rightly entail aspects as wide as creativity, active participation, information literacy, or critical reflection, their link to cultural and global learning in foreign language education has remained less clear. Questions that spring to mind, for example, include in what ways cultural diversity can become a classroom focus through the aid of digital media, in how far inter- and transcultural learning can be renegotiated or how learners can engage with global topics–including digitalization itself–from a participatory perspective. This article therefore tries to retrace research on DCE, identify how discourses on DCE and cultural as well as global learning can be merged, and present a multidimensional model for anchoring DCE within foreign language education and teaching practice.

This article reports on different research and pedagogical practices that have been taking place as part of a transnational European Erasmus+ project aiming to strengthen the profile of Digital Citizenship Education (DCE) in the context of Foreign Language Education (FLE). In order to do this, this article briefly reviews some of the key concepts (eg critical digital literacies, democratic cultures) for an evolving definition and (re)conceptualization of digital citizenship in the context of FLE. Equally, a critical analysis of European documents concerning these important topics will be carried out to inform our proposed pedagogical framework, which will be suggested as the grounds for presenting the results of different DCE practices.The first of these practices is the development of resources for teachers to integrate DCE into foreign language learning followed by a training package for teachers. The results collected after piloting one component of the training package-the self-study online course-and the feedback received from the course participants' questionnaire, will be presented and discussed, together with a self-reflection tool for teachers. In addition, some qualitative data results will allow us to explore the perceptions of pre-service teachers regarding the challenges of integrating DCE into FLE. To conclude, some concrete recommendations will be given toward the development and implementation of DCE in foreign language education.

Code-switching (CS) between the mother tongue (L1) and the foreign language (FL) is an embedded practice in the Algerian multilingual society, as it is highly noticed in pedagogical settings like school and university. Yet, switching between two foreign languages seems to gain popularity, mainly, in the English for medical purposes (EMP) course. In the latter, EMP teachers tend to switch between English and French to serve certain pedagogical and non-pedagogical aims. Furthermore, this practice is used as a time-saving strategy and as an instructional tool to enhance students’ skills like; listening and vocabulary comprehension. In an attempt to flesh out an explanatory framework, this study explores the attitudes of students towards their teachers’ use of CS, in addition to their perspective about the reasons behind teachers’ switching between two foreign languages in a medical course. Furthermore, this research reveals the different perceptions of learners about the implementation of English/French CS to enhance their vocabulary comprehension and to promote their medical terminology. To this end, 162 second year pharmacy students, from the faculty of medicine at the university of Sétif 1, formed the participants of the enquiry. Based on a triangulation (quantitative and qualitative) research design, a questionnaire and a focus group discussion (FGD) were used to collect the related data. The findings revealed that teachers switch from English to French to perform different pedagogical functions such as explaining new concepts and difficult expressions, reinforcing and emphasizing a message or an information. Through CS, instructors may create a friendly and a dynamic learning atmosphere by using it as a stopgap to students’ loss of communication and hence to support the learning and teaching process. Moreover, CS is used to boost the learning of medical terminology and to facilitate the comprehension of medical context especially the new and complex vocabulary for learners. Overall CS is regarded as an effective pedagogical strategy, and is recommended in the EMP course, yet it should be used with moderation and in situations where necessary.

The purpose of this study is to compare rose-containing idiomatic expressions from English, German, French, Italian and Romanian in order to determine their equivalents. The first part of the analysis focuses on theoretical factors connected to the description and classification of these structures in the literature. An overview of several idiomatic expressions that can be found in various languages that make use of “roses” is presented, together with their definitions, histories, Romanian equivalents, and, when available and relevant, their etymological roots. The research concludes by comparing and contrasting the idioms in all the above mentioned languages that use the word “rose”. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)