МОДЕЛЬ ПЕРЕВЕРНУТОГО ОБУЧЕНИЯ В ПОДГОТОВКЕ МАГИСТРОВ В СФЕРЕ ИНОЯЗЫЧНОГО ОБРАЗОВАНИЯ

<p>Foreign language instructors want and need to keep up with the rapid changes in the field of foreign language teaching and learning, but sometimes have a hard time identifying which areas they should focus on (and within each area, what to do) to make their instruction in line with 21st century approaches. The present article describes 10 areas instructors should examine and reflect on (technology, culture, collaboration, interaction with native speakers, communication and grammar, materials, skills, content, motivation, and professional development) to assure they are using innovative techniques that reflect modern philosophies in the field of foreign and second language teaching. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0761/a.php" alt="Hit counter" /></p>

In the past decades, neoliberalism has permeated (foreign) language education, as has been discussed by critical research in the fields of: curriculum theory, applied linguistics, discourse analysis, language policy, language assessment, to name a few. Despite the fact that research on foreign language education and neoliberalism is certainly growing, less attention has been paid to actual “ways out” or alternatives to neoliberal foreign language education. This introductory paper delineates the domain and scope of the present Special Issue entitled “Alternatives to Neoliberal Foreign Language Education.” The paper critically discusses three discourses/processes that are key to understanding the effects of neoliberalism in language education worldwide: language as skill, standardization and profit, and devaluing education. Then, it moves to briefly introduce each of the four remaining papers, which critically discuss alternatives to neoliberal foreign language education in different countries. The full issue hopes to contribute to critical research in the field of foreign language education and neoliberalism but, more importantly, to the search for feasible alternatives that help us move from negative critique of the current situation of foreign language education to actual praxis with a view to transforming it.

Introduction. For the effective organization of the educational process during distance learning of foreign languages in the conditions of a pandemic, special technical, psychological, and pedagogical retraining is required for the transition to distance learning for both teachers and students.Purpose setting. Thus, it is necessary to study the current state of distance learning in foreign languages, both in Russia and abroad, and analyze the prospects for the development of this form of education, taking into account factors that positively affect the acquisition of a foreign language. To date, a lot of attention is paid to distance learning, as, probably, none of the many ways of learning using technology. Modern research in education, and in particular in information and communication technologies, tends to use technological resources to the maximum and use them effectively in pedagogy. In the field of foreign language teaching, much has been done to cover various languages of the world, but attempts are constantly being made to find new solutions, taking into account the specific needs of language learners.Methodology and methods of the study. This article is based on our experience of creating and implementing distance English courses at the Siberian Institute of Management – a branch of the Russian Academy of National Economy and Public Administration, which uses distance learning and provides academic programs both traditionally and remotely. The article presents the technological aspect of the distance learning system, common to all courses and discuss the main features of teaching a foreign language. The process of developing and implementing English language courses is considered from the point of view of the overall design of the course, the choice of teaching materials, technological and pedagogical processing of course materials, the role of the teacher, support and motivation of students, assessment of academic performance, evaluation of the course and key differences between the two methods of provision that need to be taken into account.Results. The article notes shortcomings and difficulties of a technological and pedagogical nature, as well as problems and new steps in improving English language courses.Conclusions. In conclusion, the complexity of the related technological, organizational and, no less importantly, pedagogical problems is emphasized, but we also hope to provide a reliable starting point for more ambitious projects related to distance learning and teaching foreign languages.

The implementation of the “Seven-Year Planning Outline for Foreign Language Education” has ushered in new development opportunities for foreign language education in China and made positive contributions to cultivating well-rounded foreign language talents and promoting international exchanges and cooperation among countries. This paper analyzes the planning outline to probe into its function, status, and impact in the field of foreign language education in China, in a bid to clarify the importance of formulating reasonable language education policies and plans. It reflects upon China’s English education policies and planning in the context of the current era so as to provide relevant experience and enlightenment for the development of foreign language education in China.

Technology has remarkably changed the world as a result of the rapid increase in technological developments over time. It is a fact that the rapid spread of technology all over the world affects life in all aspects. The technology newly developed leads to a number of innovations in the field of education. The use of technology in the courses concerned with foreign language teaching and learning also draws researchers’ attentions, who are engaged in the field of foreign language teaching. When the literature is reviewed, it is obviously clear that very few studies can be found on the integration of Arabic writing skills with the use of augmented reality technology. Since some efforts to supplement writing skills in Arabic language as in other languages are required, and the applications used in mobile mediums have already become popular worldwide, the applications which can be updated using augmented reality mobile technology that arouses or stimulates some interest in today’s students are necessary. This means that augmented reality mobile technology- based mediums are needed to assist language skills be relatively more easily acquired. The purpose of this study is to evaluate the use of augmented reality technology in terms of such writing skills. For the qualitative and quantitative data obtained to be analyzed, an embedded mixed method research design was used in the study. A single group pre-test and post-test design method was used in the quantitative part of the research. Considering the gains or skills determined, ArabicAR, a mobile application supplemented with augmented reality technology, was used in the study group. Using pre and post-test before and after the application, the effect of ArabicAR, a mobile application supported with augmented reality technology, was determined on students’ writing skills. In the qualitative part of the study, case study method was conducted in order to establish the effect of technology-use on writing skills in the Arabic language. The portfolio files created in parallel with the course content were studied in order to obtain some information of students’ development and progress. In this respect, the contribution of technology-use to writing skills was determined based on document reviews. In addition, the information of user experiences on mobile applications developed based on augmented reality technology was obtained using an interview form. The study was conducted with 86 voluntary undergraduate students in Higher Education Institutions during the 2019-2020 Academic Year. The study group was determined with an appropriate sampling method, which is one of the non-random sampling methods. Considering the technical support and infrastructure status, it was deemed appropriate to select a study group from among the students who are still studying in the institution where the researcher is already employed. As a data collection tool, a questionnaire developed by the researcher was used to determine the contribution of augmented reality technology to writing skills in the Arabic language. The questionnaire includes six items, all of which are based on positive statements, but one of which is open ended. The other five items in the questionnaire are based on 5-point Likert-type instruments. When the data obtained from the study were analyzed, it was found that the pre-test mean score of the students was 2.92 and the post-test mean score was 3.48. There is a difference of 0.56 points between the mean scores of the two tests. When the related samples were studied to test the significance of the difference between the pre-test and post-test mean scores, it was concluded that there was a statistically significant difference between the pre and post-test according to the t-test results (p

Due to the novelty of the concept of L2 teacher grit, identifying its determinants has been less explored. In addition, in spite of a growth in positive psychology in language studies, scant research attention has been paid to the notion of L2 teacher resilience. Inspired by the tenets of positive psychology in the field of foreign language education, the present study aimed to investigate whether English as a foreign language (EFL) teachers’ grit could be influenced by their work engagement and resilience. Survey data was collected from 380 EFL teachers in the context of Iran. The results of SEM analysis revealed that L2 teacher resilience and work engagement contributed to EFL teachers’ domain-specific grit. In addition, teacher engagement was identified as a stronger predictor of L2 grit. The results implied the importance of enhancing teachers’ strengths to help them remain passionate and determined throughout the career. The findings suggested the critical role of positive psychology in language teaching research. Suggestions for future research were offered.

Visual communication has received much attention from studies in the field of foreign language education. In the Vietnamese context, however, little research has been conducted to explore the meanings of Vietnamese cultural aspects in visual advertising. To fill such a gap, this article investigated visual meanings of Vietnamese cultural values represented in visual elements of common advertising in the Vietnamese market. The data were firstly selected from various logos and images of popular brands in the Vietnamese market and then interpreted based on the Iceberg Model for Interpreting Vietnamese Images (IMIVI framework) (Huynh, 2022). The results revealed the selected advertisements carried core Vietnamese cultural values in terms of visible and invisible elements. Specifically, culturally specific images such as flowers, animals, and traditional clothing were identified as visible factors. Buddhist, Confucian, and Taoist values were found as invisible factors in selected images of popular advertisements in the Vietnamese context. Findings reported this article might be helpful for research in visual communication, multimodality, and foreign language education. The outcomes of this article are also interesting for cultural studies, especially for the roles of culture in commercial advertising, intercultural communication, and foreign language education.

The ‘Intercultural’ Teacher – A New Response to the Teaching Career

The rapid development of technology from day to day has manifested itself also in the field of education, and therefore it has become compulsory to include new regulations in education. In this fast-paced development, technology is coming into prominence both in distance education and traditional education. In this context, the technological organization established has an important role in the emergence of success perception. Since computer has begun to be used in the field of education, in addition to traditional education, the distance education has become in a more effective and productive education for foreign language learners. In this study, the distance learning, traditional education, teaching environments and perception of organizing as academic achievement are explained. The study has been carried out in a private university in the academic year of 2016-2017. The aim of this study is to evaluate the perception of success between distance education and traditional education in the foreign language education. This study examined the perceptions of administrators, lecturers and students towards the distance learning and traditional learning in order to evaluate the academic success of organizing in foreign language learning. The qualitative data analysis was used in this study. Administrators and students reported that they were prepared to facilitate individual study and improve their work skills with distance learning in the foreign language learning, but that the lecturers were not in the same position with the administrators and students in distance education.

The article presents the peculiarities of future teachers training in the digital age, particularly to the use of immersive technologies in foreign language teaching. The revealed experience of the future teachers’ training is based on the experience of training 012 Preschool education specialty students of the Faculty of Pedagogical Education of Borys Grinchenko Kyiv University specifically in terms of their mastering “Modern Technologies of Teaching a Foreign Language to Preschool Children” discipline. The study clarifies the notion of immersive technologies as an umbrella term and a structural unit of digital technologies and gives its overview in foreign language teaching as well as highlights the influence of their use in the digital age and describes their educational potential. The four basic immersive technologies are mentioned and clarified. The advantages of the use of immersive technologies in foreign language teaching and learning are discussed. The general scientific analytic methods are used in the article. The literature analysis is the major method used to summarize the experience of the implementation of the use of immersive technologies in the field of foreign language teaching and learning. The received data emphasizes the further necessity to investigate the professional training of future teachers to the use of immersive technologies in foreign language teaching, specifically the aspect of their readiness for the aforementioned technologies implementation in professional activities

The rapid development of information and communication technologies has significantly transformed the field of foreign language education. Web-based technologies, in particular, have created new opportunities for developing students’ communicative competence by enabling authentic interaction, learner autonomy, collaboration, and multimodal learning. This article examines the pedagogical and psychological characteristics of developing students’ communicative competence in foreign language teaching based on web technologies. It analyzes the theoretical foundations of communicative competence, explores the pedagogical potential of web-based tools, and discusses psychological factors such as motivation, cognitive engagement, and learner anxiety.

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

By applying corpus-based Natural Language Processing (NLP), the study aims to investigate teachers’ deploying of code-switching of L1 and L2 within the overall interactional organization of classroom interaction, and tries to examine teachers’ post-teaching reflections by the follow up interview on their use of code-switching in accomplishing their pedagogical goals of content and language teaching in CLIL classroom contexts. The findings of this research will reveal important implications for L2 learning and teacher education in CLIL. To be conclusive, the objective of researching teachers’ deployment of CS is to uncover how teachers use it as a mediating tool to promote learning. To be specific, the goals of the proposed research can be summarized as following:(1) In theory, the research attempts to dig into the features of CS in the CLIL classroom and the interactional features of CIC. As drawn from the literary, the research will also explore into content and language integrated teaching context from the perspective of CS which is still underpinned especially in China.(2) In practice, reflecting from teachers’ talk, it tries to offer a new perspective for teachers to understand CS deployment, raise their awareness of effective use of CS and better integrate content and language in the CLIL classroom. (3) Methodologically, by using NLP, the research helps gain in-depth insights into teachers’ teaching practices in foreign language classrooms, providing data support and facilitating the improvement of educational strategies to enhance language learning outcomes. It can offer valuable insights for research and practices in the field of foreign language education.

According to the results of the study of methodological, didactic, scientific-theoretical, pedagogical literature, it is determined that the cross-cultural approach reveals the methodology of a multi-panoramic study of "a person at the intersection of cultures" as an innovative type of personality that adheres to planetary ethics and is characterized by cross-border thinking that goes beyond his/her own culture. It has been determined that cross-cultural learning is a consistent, purposeful interaction of teachers and students, within which there is an accumulation of background and cultural knowledge, the development of language and speech skills necessary for effective inter-linguistic and intercultural interaction with representatives of various linguistic and cultural communities. The study determined that the multicultural educational space is a spatial-subject area of interaction between subjects of the educational process, which is constructed on the basis of taking into account the invariance of universal human (planetary) values in combination with the variability of cultural intents (ethnocultural worldview, natiomental constants, historical-cultural artifacts, cultural-deterministic interpersonal patterns). The functioning of the multicultural educational space in institutions of general secondary education is characterized as a model for creating psychological and pedagogical conditions, algorithms, and technologies for the adaptation integration of the student's personality into the multicultural field of society through educational (didactic) mechanisms, in particular, cross-cultural learning. Based on the analysis of the scientific fund, it is determined that a teacher of a foreign language and literature is a highly qualified, competitive specialist-teacher, providing the educational needs of modern society in the field of foreign language education; ensures the organization of the educational (educational, developmental) process on the basis of preserving Ukrainian traditions, respectful attitude to the native language and historical past, on the principles of patriotism, humanism, democracy, tolerance and civic responsibility in the multicultural educational space. The training of future teachers of a foreign language and literature for cross-cultural learning within a multicultural educational space is interpreted as a pedagogical process, which is a structural component of the general, holistic, systematic professional training of the future teacher, aimed at: the awareness by future teachers of the importance of constructing a multicultural educational space at educational institutions on the basis of ethnic tolerance; formation of a complex of knowledge on cross-cultural didactics and skills in implementing culturally relevant means of teaching a foreign language; development of personal properties and worldview values of students as initiators and mediators of the dialogue of cultures. The readiness of future teachers of a foreign language and literature for cross-cultural learning within a multicultural educational space is a synthetic personal-deterministic and professionally-oriented construct that reflects the integrative unity of the desire of the teacher-dictionary to carry out the transmission of ethnocentrism into ethnorelativism (ethno-mental identification component); the ability to adapt and remodel situational didactic interactions within an environment of cross-cultural integration in a multicultural educational space (interactive-professional component); intention to transform professional knowledge into sociocultural intelligence (metacognitive information-centred component).

In the field of foreign language education, cultural knowledge is as important as language skills. To date, little research explores how Vietnamese EFL (English as a foreign language) teachers perceive cultural teaching during the Covid-19 pandemic. To fill such gaps in the literature, this study was conducted on 64 EFL high school teachers in Tra Vinh Province with a questionnaire and 06 participants with an in-depth interview to explore their perceptions of cultural teaching during the Covid-19 pandemic, especially when there is a reduction in the contents of the new curriculum. This article applied the framework of Intercultural Communicative Competence (ICC) adapted from Byram, Gribkova, and Starkey (2002) and the Cultural Iceberg framework to analyze Vietnamese EFL high school teachers’ strategies in teaching cultural content. The findings revealed that teachers still have a positive view of the role of cultural teaching, and they still teach cultural knowledge despite the reduction of contents in English textbooks. Effective strategies applied when teaching online were also revealed.