Contra-Hegemonic Language Teaching in Colombia: Embracing Translanguaging and the Ecology of Languages Reflections

This study aims to explore the integration of local cultures in the English language learning process at the high school level. In the context of globalization and the dominance of foreign cultures in English teaching materials, it is important to preserve local identity and enrich students' learning experiences through contextual and meaningful approaches. Using a qualitative approach, this study involved 42 respondents consisting of teachers and students from various regions in Cirebon. Data was collected through the Goggle Form open questionnaire. To understand the perception of experience, as well as teaching practices that involve elements of local culture. The results of this study show that the integration of local cultures can increase students' motivation to learn, strengthen their sense of cultural identity, and encourage the use of English in contexts relevant to their lives. Cultural elements such as folklore, traditional dances, special foods, local festivals are used creatively in teaching and learning activities. However, challenges also arise, such as a lack of resources, difficulties in designing culturally-based materials, and the need for in-depth teacher training. This study recommends the development of education policies that support the systematic inclusion of local culture in foreign language teaching, as well as strengthening the capacity of teachers in implementing culture-based approaches.

Contrastive Analysis, Transfer Analysis, Error Analysis, and Interlanguage are methods used for second language learning investigation. They constitute evolutionary phases in the attempt to understand and explain the nature of the target language learners’ performance. Each theory has its own view, especially in the attitude toward learners’ errors and the explanatory hypotheses regarding the sources of errors. They also appear to have one goal, that is, an attempt to facilitate the process of target language learning or teaching by studying learners’ errors. They are complement to one another; they constitute four phases with one goal. Contrastive analisis aims to provide teachers and/or textbook writers with information that can be utilized in the preparation of instructional materials, the planning of courses, and the development of classroom techniques. Contranstive studies are carried out in order to describe the differences between learners’ native language amd the target language. They believe that it is on these differences that the learning difficulties lie, consequently errors exist. Transfer analysis is a new lebel given to contrastive analysis. Other sister terms are language transfer and crosslinguistic influence . This is an analytical tool which constitutes a sub discipline within error analysis. Its basic assumption is that certain errors in learner performance are the result of native language transfer. Error Analisis disproves the predictions of theory lying behind the comparison of native language and target language. It is an experimental technique for validating the theory of transfer. Its goal is to find out something about the psycholinguistic process of language learning. It enables us to draw a certain conclusions about the strategies used by the learner in his learning process. Interlanguage is a popular term to refer to learners’ versions of the target language. It usually contains elements of both the learners’ native language and target language. Interlanguage is resulted from the learner’s attempts to produce the target language construction. In other words, it is the product of the second language learning process.

Any language teaching and learning process should include language etiquette. The learning of foreign languages during any stage is characterised by the interaction of many factors such as mother tongue, culture, educational background, and psychological characteristics, among others. The development of socio-cultural competency in teaching a foreign language is a challenging undertaking for teachers. Foreign students from Sudan, Egypt, Indonesia, the Philippines, and other countries can learn Malay in one semester at Multimedia University, Malaysia. This study aims to discuss the importance for international students to learn language etiquette, and to explore the components of language etiquette that international students acquired. This study used a field research method, i.e. the language method in its context, for data analysis. Observations in class and conversations from the Google Meet chat box were used to collect data for this study. It was discovered through data analysis that instructors should be aware of and appreciate the students' native culture as well as their cultural differences in the classroom. It helps all participants/students to pick up the foreign language and its culture as well. In terms of cultural aspects, if the learner's socio-cultural competence is well defined and built during the language teaching process, he or she can be almost on par with native speakers. However, it should be noted that, while etiquette is a fixed part of the culture, norms are constantly evolving. This research focuses on foreign students' language etiquette in Malay language classes. However, future research could focus on other courses or on students' everyday lives. The primary goal of foreign language teaching and learning is for students to be able to speak and comprehend the foreign language. The education of culture and linguistic etiquette is critical to achieving these goals.

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. 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The article systematizes the paradigm of teaching the state language - Kazakh as the second in the conditions of bilingualism. New technologies in language teaching, development and implementation of modern methods are among the most pressing issues in today's process of language learning and teaching. Every year the scale of international and intercultural communication is expanding and strengthening, the need for the study and teaching of languages is growing. In this regard, the amount of demand for new challenges from the integration of linguistics and methodology is growing.The main attention in these tasks is paid to such basic and urgent questions as "How to quickly learn a language?", "What is the best way to facilitate language learning?", due to which the methodology is replenished with newly developed methods of language teaching.Thus, in the course of the study, it was concluded that the paradigm of teaching the Kazakh language as a second language consists in the active use of natural mechanisms of language learning, showing the features of the language and its practical significance

<p>In the new era, several changes occurred in language teaching and learning. Some educators employ traditional classrooms, while others use online learning and blended learning. This study aimed to investigate students' preferences and perceptions about language teaching and learning. This study utilizes a qualitative design and involves 80 students from the English Education Department of the State Islamic University of North Sumatra. The students were given a closed-ended questionnaire to evaluate their preferences for the language teaching and learning process. The researcher then interviewed various students to learn about their thoughts on the language teaching and learning process. The students were selected based on their questionnaire responses. The percentages were used to analyze the questionnaire data, while thematic content analysis was used to analyze the interview data. The questionnaire results showed that 40% of students preferred face-to-face classrooms, 30% chose online learning, and 30% chose blended learning. In the interview, students stated that face-to-face, online, and blended learning positively impacted their language learning, though they also had negative perceptions of online learning. This study suggests that the teachers use in-person meetings because most students have positive perceptions of the implementation of face-to-face in EFL classrooms.</p>

The article reviews the issues investigated in the reports and articles developed from the conference reports of the scientific and practical conferences “Mother Tongue at School” organised at Šiauliai University (since 2021, Šiauliai Academy of Vilnius University) in 2012–2022. The aim of the article is to present the journal “Gimtoji kalba mokykloje” [Mother Tongue at School] using the descriptive-analytical method, to discuss topics, problems, aims of the articles, and to summarise the most relevant issues of Lithuanian studies, Lithuanian language and literature teaching (didactics), variations in the Lithuanian language, changes, standardisation, and the importance of Lithuanian literature in developing a thinking and reading individual, conscious of the importance of the native (Lithuanian) language.
 The journal “Gimtoji kalba mokykloje” has published 119 articles by 148 authors. Linguistic articles among them are divided into the following thematic blocks: 1) The importance of the influence of linguistic environment and personalities in preserving national identity. Language policy; 2) Public language. Language etiquette; 3) Language in the digital space, computer literacy. Office, administrative language. Language management; 4) Language correctness. Literacy. Spelling and punctuation issues; 5) Language norms and errors; 6) Dialect studies; 7) Stylistic figures. Conceptual metaphors. Associations; 8) Terminology issues; 9) Language didactics. Academic, professional language. The field of topics is broad, discussions include: general language, dialects, language norming, language in the digital space, language didactics, the process of language teaching and learning, and the effects of bilingualism. The articles in the literature section are divided into five thematic blocks: 1) Promotion of reading, professional press for teachers; 2) Lithuanian writers’ works in school, concerns of reading classics; 3) Children’s literature and school; 4) Working with the text to prepare the future reader; 5) Non-traditional literature teaching methods and other problems. Researchers and teachers are interested in current school (and societal) issues, exploring why reading is low and discussing what could encourage reading. The importance of creative, innovative library work and family reading traditions are highlighted. It stresses that the school is also an important player in this field, where the child must become a competent reader.
 The articles published in the journal encourage a theoretical dialogue between researchers and practical educators, highlight topical issues in teaching Mother Tongue, and invite to jointly search for solutions to problems.

Recently, there has been much talk about how the humanities and social sciences are losing their importance and are not necessary for the state. There is no doubt that under current globalization conditions there are more opportunities for technological, physical and biomedical sciences to establish themselves in Europe and elsewhere than the humanities. However, one should not forget that the development of a humanitarian culture has been and will be one of the most important state objectives when it comes to education. When formulating the objectives of the education reform, one of the most important objectives was to make students realize that they are not only the users, but also the creators of their native culture and that they are responsible for the development and preservation of culture. Meilė Lukšienė, the main proponent of the education reform, emphasized cultural integrity and was against a mosaic culture, where a person who receives a lot of information is unable to cope with it and build the overall picture.
 It is no coincidence that the National School Concept states that “the primary and essential condition for the development of human spiritual life is the native language. It is the major attribute of national and cultural identity and the expression of the national culture”. In her works, M. Lukšienė, one of the authors of the National School Concept, maintained that the object of education in the national school is “the person in the cultural context. It is impossible to educate a person in isolation, without regard to the needs of the specific nation and its culture”.
 When we educate a young person at general education schools, we build a foundation for the formation of his self-esteem and develop his respect for the nation, state, language, history and culture. One of the most important subjects with which to develop and educate this is the native language and literature. This subject shapes the values of a young person and confers humanism on the entire educational process. Humanization of the educational content and particularly the native language have a significant effect on a person’s development. Therefore the approach and attitudes of future native language teachers are certainly important.
 The paradigm of liberal education is entering general education schools in Lithuania, so the change of the teacher training paradigm is extremely important. The current teacher training paradigm still focuses on the training of subject teachers. Teacher training, very much like all education, is more conservative than innovative.
 Subject-oriented teacher training is still (or even) preferred by general education schools, so change in the higher education system is even slower. However, it is likely that Lithuanian language teachers could be the ones closer to the liberal education paradigm. This article provides a survey of the approach of future teachers towards their professional activity, premises of pedagogical activities that they consider important and the expectations of current Lithuanian language teachers from students/future teachers.
 The aim of this article is to analyze the approach of future Lithuanian language and literature teachers towards their professional activity and to discuss the teachers’ pedagogical expectations within the context of the liberal education paradigm.
 The following are the objectives of the research: 1) to discuss the most important premises of pedagogical activities which are important for future Lithuanian language and literature teachers; 2) to clarify essential aspects of the approach of future Lithuanian language and literature teachers towards their professional activity; and 3) to present the expectations of current Lithuanian language and literature teachers within the context of the liberal education paradigm.
 The research problem of the article is whether students and working teachers prefer the provisions of the liberal education paradigm.
 Research methods: analysis of research literature, analytical descriptive survey of students using a questionnaire, questionnaire data analysis, and teacher survey.

This article aims at analyzing the introduction of Critical Literacy as a transformative teaching approach in an English language teaching setting at tertiary level in Turkey. Applying a Freirian understanding of education, the method sought to tap the sociopolitical consciousness brought into the classroom by students and teachers and co-construct knowledge collectively while contributing to identity formation and social transformation. Both learners and teachers were encouraged to relate the curriculum to their own diverse experiences and to analyze broader social issues that are relevant to their lives and to wider contexts. Consequently, such issues as curriculum, language teaching and learning environment, materials and language policies were scrutinized from a critical perspective as part of the language learning and teaching process taking place in the classroom. The findings of this research provide significant insights for language learning and teaching praxis and show how Critical Literacy as a teaching method can contribute to the creation of more meaningful and supportive learning environments in classrooms and suggest empowering interactions among the actors involved.

This article explores how globalization restructures Intercultural Communicative Competence (ICC) with the growing use of English Language Teaching (ELT) in Nepal. With rapid globalization, the aim of language teaching has shifted from communicative competence to ICC. The objective of this study is to explore the impact of globalization on ICC and ELT by employing a qualitative literature review related to globalization utilizing secondary sources. With the rise of Westernization, it evaluates the inclusion of ICC in ELT curricula, suggesting strategies to balance local and global preserving their linguistic identity. It concludes that globalization has a long-term effect on Nepal’s socio-cultural dynamics which stresses the students to be proficient in ICC and ELT because English has become a global lingua franca and a carrier of culture as well. It also analyses the challenges and opportunities that have been brought about by globalization in ELT in Nepal. As Nepal is interconnected globally, it is significant to analyze how globalization redefines the English language learning and teaching process and how it is connected with the ICC of the learners. It further analyzes how globalization offers a more inclusive approach to language teaching which integrates cultural awareness into the curriculum. It concludes with curriculum reformation and teacher training by equipping the skills to navigate cultural plurality. Finally, it emphasizes to integrate ICC into ELT in developing global communicative skills, and promoting local cultural and linguistic traditions despite the risk of westernization and cultural homogenization in ELT in Nepal.

This study aims to determine the role of technology in improving the quality of language teaching at SMAN 1 Jaanapria. This type of research is quantitative and qualitative research. The research method used combines qualitative and quantitative methods (mix methods). The data obtained from this study were from interviews and observations and data obtained from questionnaires/questionnaires. There are two elements studied in the data analysis: the element of student learning motivation and the element of the role of technology in language learning. From the discussion, it can be concluded that the student's learning motivation in class averages 65.5%, meaning that students at SMAN 1 Janapria on average often pay attention to teachers in class. Besides that, students also desire to solve problems and discuss them with others. Other students for the learning process. While the role of language learning technology is an average of 56.3%, meaning that students and educators, especially teachers, sometimes use technology in the language learning process. Students think technology is needed to support the language teaching and learning process in the classroom.

The concept of learner autonomy in the field of foreign language learning was clearly articulated in the 1979 report prepared by Holec for the Council of Europe. The learner autonomy aims at providing language learners with the ability to take on more responsibility for their own learning. In addition, students may make decisions by themselves about what and how they should learn. On the other hand, traditionalists assert that providing autonomy to learners will cause teachers to lose their control over the class. In this review, the concept of learner autonomy in language learning has been explained from different aspects. Afterwards, the necessary clues regarding how to support the development of learner autonomy in language learning process are given and the characteristics of autonomous learners are presented. In addition, the ways recommended to promote the learner autonomy are discussed and the roles of both teachers and learners in developing of autonomy are mentioned.

Com o projeto de expansão dos Institutos Federais a partir de 2008, produções científicas sobre ensino-aprendizagem voltados à Educação Profissional passam a ser ampliadas. Nesse contexto, o objetivo deste artigo é identificar as pesquisas empíricas recentes sobre o processo de ensino-aprendizagem de língua materna na Educação Profissional Técnica de Nível Médio Subsequente. Isso para mapear o conjunto significativo de investigações divulgadas dessa área. A metodologia toma por base a modalidade principal de pesquisa, a análise de conteúdo, em que, por meio de diferentes descritores, buscam-se, em portais como CAPES, Google Acadêmico e SciELO, entre os anos de 2008 e 2018, textos científicos sobre o objeto investigado. Após a identificação das pesquisas, fez-se a descrição e a análise dos dados, relacionando-os com as bases teóricas da EPT e do ensino-aprendizagem de língua materna. Os resultados apontam que os artigos científicos encontrados pelo recorte desta pesquisa não enfocam o letramento em língua materna por meio dos gêneros discursivos/textuais como unidade principal do processo pedagógico. Infere-se, assim, que as produções científicas sobre esse campo do conhecimento ainda são escassas e não dão conta das teorias que fundamentam a prática pedagógica do ensino de linguagem na EPT. Ressalta-se, portanto, a relevância de produzir estudos específicos na área da linguagem a fim de contribuir para a melhor compreensão do ensino-aprendizagem da língua materna na Educação Profissional Técnica de Nível Médio Subsequente.

This chapter consists of three main parts: in the first part we report very briefly the results of empirical studies supporting an embodied view of language processing including emotional language. In the second part we report about recent approaches to language learning and teaching with the purpose to underline how these approaches have tried to include or be supported by empirical data coming from neuroscience. The focus is on the relation between language learning and teaching, and emotions. Finally, in the third part we forward some general implications for language teaching based on the embodied approach to language processing. In our view experience is a prerequisite for any language competence where experience is related to our capacity to interact with the world and with other people, thus involving relational and emotional competences. In this perspective also relational and emotional competences influence language acquisition processes.

In this review, we aim to elaborate on research on mobile use and language learning/teaching and suggest the most fruitful research approach that can help in cultivating this area. The studies carried out on mobile use in language teaching and learning process have been introduced and critically analyzed with respect to three broad areas including pedagogical role of mobiles, sociocultural role of mobiles and different stakeholders’ perception of mobile use in the language teaching and learning process. In this paper, we argue that previous research on the use of mobiles in the process of learning has not taken all aspects into account to give us a clear picture of how mobile learning works. In addition, the psychological influence of mobile learning on students’ language learning is largely ignored. As such, the socio-cultural ecology approach is recommended as an efficient approach for doing research in this field. Finally, further research gaps are mentioned to be considered in future studies. It is hoped that this review would shed light on mobile learning research and development.