Linguistic and teaching resources for the Mirandese language

Teaching Korean as a Foreign Language: Theories and Practices

The CEFR and the Companion Volume to the CEFR (Council of Europe, 2001, 2020), as the main language policy documents in Europe, intend to improve the standard of language teaching, learning and assessment. These documents among other things proclaim students’ diverse linguistic repertoire as an asset in the language classroom. In this light, the promotion of multilingual education initiatives and enhancing students’ plurilingualism is an educational requirement. Teachers, language teachers included, are seen as agents of change who can foster multilingual approaches in their language classrooms (Krulatz et al., 2022). Although previous studies have found that many language teachers hold favourable views on multilingualism, they face challenges when implementing multilingual approaches in the (foreign) language classroom. Teachers’ beliefs on multilingualism in (foreign) language teaching and learning and how these impact their teaching practices have not been investigated in the Ukrainian education context, which has always been multilingual. The purpose of the article is to share and discuss the results of a quantitative study designed to investigate Ukrainian teacher beliefs in learning English and whether these beliefs are reflected in teaching practices. Data were collected using an online questionnaire administered to 73 English as a foreign language (EFL) teachers from 12 Ukrainian universities. The research questions were ascertained using descriptive statistics and Pearson correlation analysis. The collected insights helped to identify areas that require a more careful consideration in the multilingual education in Ukraine. The outcomes reveal complex and uneven relationships between teacher multilingual beliefs and the implementation of multilingual practices in EFL classrooms in Ukraine, with discrepancies in their perceptions and practices. The main finding suggests that the majority of Ukrainian language teachers have a favorable perception of multilingualism, yet they lack the required expertise and confidence to effectively build on their students' linguistic resources in teaching English. In addition, there are some critical gaps in teacher understanding of fundamental concerns about multilingualism. Suggestions will be made for a scenario-based approach to a teacher professional development course.

Despite the critical role of reasoning in shaping language teaching and learning strategies in higher education, prior studies have either separately examined reasoning or focused on one specific type thereof and language teaching and learning strategies. To address this gap, this study took a comprehensive approach by examining various types of reasoning in language instruction and their alignment with language teaching strategies in higher education. It adopted a sequential mixed-methods design through two phases of data collection. The study instruments included a mixed-method questionnaire, interviews, classroom observations, and document analysis. The quantitative phase collected data from 357 university teachers of Arabic-language disciplines at the university level who completed a mixed-methods questionnaire using a 5-point Likert scale and brief written explanation. Exploratory factor analysis, descriptive and inferential analysis of variance and the Scheffé test were used to analyse the quantitative data. In the follow-up qualitative phase, 20 university teachers from the quantitative phase were observed in the classroom and interviewed, and their document tasks were analysed using thematic analysis. The results unveiled four distinct typologies of university teachers’ reasoning closely aligned with their language teaching and learning strategies: inductive, abductive, analogical, and deductive reasoning. Notably, these typologies were associated with cognitive, metacognitive, interactional, and Knowledge strategies. Furthermore, the findings highlighted the intricate interplay and mixture of these typologies, indicating that university teachers do not rely solely on one type or strategy. Finally, the conclusion section outlines critical areas for future research concerning reasoning and language teaching and learning strategies in higher education.

Copyright is still on its way to legalizing a lot of homework to be done. One of these jobs is to protect the economic rights of cited sources for commercial use. So far, the copyright law has not specifically regulated this matter. The law does not even protect the economic rights of citation sources quoted for commercial purposes. This study formulates the problem (1) how is the current legal protection regarding copyright for written works? and (2) how the legal protection should be regarding copyrights for excerpts of written works. The aims of this research are (1) to find out the current legal protection regarding copyright for citations of written works; and (2) formulating the legal protection that should be on copyright for excerpts of written works. The method used in this research is using normative juridical research. The conclusion in this study is to answer the formulation of the problem.

The COVID-19 pandemic dramatically impacted language teaching and learning environments. The current study explored how language teachers have adapted to post-COVID-19 classrooms. It also examined the ways in which their experiences during the pandemic influenced their teaching. Drawing on an ecological perspective toward language teacher agency (LTA), this study interviewed 10 less commonly taught language (LCTL) teachers to explore their expectations, preparations, and teaching strategies for post-COVID-19 classrooms. In addition, it aimed to discern the challenges encountered by teachers, their approaches to overcoming them, and the consequential influence of these experiences on their overall perspective of language teaching. The findings revealed mixed feelings among the teachers regarding returning to in-person instruction, unexpected challenges, and adjustment techniques. With pedagogical uncertainties, language teachers exercised agency by integrating technology into teaching, employing new teaching strategies, extending their roles to caregivers and community builders, and reflecting on future teaching practices. The teachers viewed these experiences as learning opportunities that would ultimately help them to grow.

言語教育研究においては、学習者と教師、および学習者間の口頭コミュニケーション活動についての重要性がこれまでも指摘されてきたが、日本の英語教育においても、授業に口頭コミュニケーションを取り入れる必要性が徐々に認識されつつある。本研究では、真正性の高い有意味な言語活動を促進するために作られたタスクの基準（e.g., Ellis, 2003; Ellis & Shintani, 2014）を用いて、中学校教科書に含まれる口頭コミュニケーションを志向する活動がどのような基準に合致しているかを分析した。そしてその結果をもとに、中学校教科書に含まれている活動をそのまま用いることによって、学習者の言語スキル向上に対してどのような結果が期待できるか、またはできないかについて、第二言語習得研究の研究結果を参照しながら考察した。そして教科書に掲載されている活動の多くは、そのまま用いると自発的に発話内容を言語化するプロセスを学習者が経験したり、言語習得上有意義な意味交渉が起こったりすることが期待できないことを示唆した。 In the field of language teaching research, the importance of meaningful interactions and oral communication activities has been pointed out repeatedly. In English language teaching in Japan, this importance has also been recognized by some teachers, although gradually. In this study we analyzed 3 textbooks used in Japanese junior high schools, referring to task criteria (e.g., Ellis, 2003; Ellis & Shintani, 2014) that were developed for the purpose of promoting authentic meaningful communication. There were 4 task criteria: (a) the focus is on meaning, (b) there is a gap, (c) the learners rely on their own linguistic or nonlinguistic resources, and (d) learners’ language use is not used to assess achievement. We examined whether or not the oral-communication-oriented activities in the textbooks met these criteria. The textbook analysis indicated that the majority of the activities presented did not meet the task criteria. Among the four criteria, (c)—the learners rely on their own resources—was met the least. In most of the cases, linguistic resources such as conversation examples and lexical items were provided for the students, and the only thing the students needed to do was to use those resources. On the other hand, almost half of the activities met (b)—there is a gap—and this was the most easily satisfied criterion. We gave careful consideration to what kind of learner language proficiency development can be expected if classroom teachers use these communication-oriented activities as they appear in the textbook. In doing so, we considered the results obtained from previous SLA research. The fact that most of the activities in the textbooks did not meet the task criteria means that, if they are not modified appropriately, they would prevent language learners from engaging in voluntary grammatical encoding and negotiation of meaning. For example, as most of the activities did not meet criteria (c), the students can hardly experience grammatical encoding because they do not need to think about what linguistic form they should use to convey the meaning. Also, the fact that the focus of the task was not on meaning would result in a serious lack of meaningful negotiation, and therefore the students would miss precious opportunities to get comprehensible input through negotiation of meaning. In sum, the activities presented in the textbooks we analyzed were not enough to guarantee that the students would participate in negotiation of meaning and experience necessary cognitive processing during speaking, both of which are the essence of SLA. We do not propose that the activities should not be used or that they are useless. Rather, we believe that it is worthwhile to think of the communication-oriented activities with task criteria in mind in order to ensure the development of learners’ language proficiency. In addition, teachers should modify the activities to enable the students to focus on meaning and to communicate using their own resources. The results of this study provide useful insights for teachers who want to make their classes more communicative and to have the students engage in meaningful conversation.

ABSTRACT: Introduction: The development of scientific competencies in early childhood education allows the understanding of the world that surrounds the infant, historically it has been done from the exploration of the environment, however, the use of technologies is a current need in the learning processes, continuous improvement and contextualization of pedagogical practice in early childhood education. Objective: to identify training trends in scientific competencies in early childhood education focusing on teaching strategies and didactic resources mediated by educational technology. Methodology: the review was based on a qualitative approach, a search was carried out in the SCOPUS database characterizing the title of the article, abstract and keywords with the following search criteria: early AND childhood AND science AND education AND educational AND technology, applying the filter Source type: Journal in the period between 2007 and 2022 for a subsequent hermeneutic analysis taking into account the categories of teaching strategies and didactic resources. Results: it was found that there is a strong tendency to use the Science, Technology, Engineering and Mathematics -STEM- models; in the case of didactic resources, the use of robots, online and interactive educational applications, websites, use of mobile devices and software for tactile use and computer equipment stand out in the literature reviewed. Conclusions: the present study allows highlighting that it is important to take into account technological, pedagogical and content limitations when implementing teaching strategies in early childhood education, since these limitations can affect the success of educational practices and the ability of teachers to teach scientific competencies effectively.

There are two kinds of problems in the teaching of a language, namely: linguistic and non-linguistic problems. These two problems must be handled in balance so that the teaching of language can reach the objective optimally. It is a fact that the non-linguistic problem is not yet seen as a problem in the teaching of a language. Every strategy of a language teaching is done entirely in order to handle the linguistic problems. The consequence of strategies which neglect non-linguistic problems is a less satisfactory result of the language teaching. There are some non-linguistic problems in the teaching of Bahasa Indonesia, some of them are elaborated in this paper, namely: (i) the interlanguage contact in Indonesia, (ii) the attitude of Indonesian people to Bahasa Indonesia, (iii) feeling that Bahasa Indonesia has been spoken well, (iv) legal sanction to those who look down upon Bahasa Indonesia is unavailable yet. (v) teaching materials, especially teaching materials of other than Bahasa Indonesia pay less attention to good and right language, and (vi) not many people can be followed as example in speaking Bahasa Indonesia.

Abstract
 
 As a result of the many changes and innovations in technology, new changes and methods are used in educations and especially in language teaching. In order to offer and create successful classes language teachers, especially English language teachers are using different audio-visual tools to facilitate the teaching process, besides textbooks and other interesting and engaging activities, which ensure student centeredness, autonomy, interaction and connectivity to a certain theme, and videos such as: movies, songs, power point presentations are widely used in EFL classrooms. This paper first attempts to explore the goals of using video material in EFL classrooms and the advantages of using video materials in EFL teaching, on the basis of which proposes a framework of teaching principles, strategies and specific tips which facilitate EFL teaching. Then will bring theories and practice related to the use of audio- visual tools in language learning especially in ESP classes at South East European University and why can videos be considered as valuable pedagogical tools, to facilitate the teaching process. The purpose of this study is to investigate the benefits that the language teachers and learners get in using audio-visual aids in teaching and learning the English language, as well as to show that by using the appropriate video material the teachers can improve and ensure student- centeredness, have their students interested and engaged in activities, be more active, motivated and confident in their communicative language competence.
 Keywords: Language teaching, video material, EFL classroom, teaching strategies, audio-visual tools.

Following those educational policies without entrance examination and twelve-year compulsory education, this study rethinks the meaning of the history teaching,and believes that it should be integrated with the Grade 1-9 Curriculum theory. The history teaching is not just the accumulation of knowledge, but to teach students ways of thinking. Learning of History can make students thinkingful. Historical data collation, interpretation, understanding, analysis used to thinking in favor of critical thinking ability that is convergent thinking. Therefore, This study tries to integrate critical thinking into the history of language teaching, and looks forward to enhancing students' historical thinking and critical thinking. Students in the class learned the critical thinking, transfer it to real world, and enrich their learning and lives. The subjects are 7-grade students. The method is an action research. There are four conclusions: First, how to design an appropriate teaching activity for social studies of history with infusion critical thinking strategies. This study adapts infusion critical thinking strategies of Swartz (2003) in the classroom. According to three principles, and four elements, the study gets six steps. This study showed that novice teachers can lead students to produce thinking maps based on six steps . After practicing, instructors can chang the sequence of six steps. Second, what problems may the infusion critical thinking teaching strategies in social studies teaching in History encounter? How to solve them? When using and restructuring teaching materials, teathers should use the material which are based on students' life experiences. At the same time,instructors shoud act in concert with history learning. Various forms of material using such as music, pictures, mvies, texts etc. will be re-formed as the new core issues of historical knowledge. The researcher applys three thinking maps (data analysis thinking map, event correlation thinking maps, making decisions thinking maps) to develop students’ critical thinking. Fragments of historical knowledge will be organized into a continuous whole context, and transferred these thinking maps to life. Third, after infusing critical thinking teaching strategies in social studies teaching History, students' history achievements are improved. For example, on quantitative analysis, the three-stage tests prove the history of academic achievement are accelated. Futhermore, on qualitative analysis, the motivation of history learning maintains at high point. Additionally, for the passive students, they become more active. Fourth, after infusing critical thinking teaching strategies in social studies teaching History, students' critical thinking skills are improved. By CTT-Ιtest, students’ critical thinking especially in the induction, deduction and interpretation is improved the most significantlly.

The Universidad Tecnica Particular de Loja through its academic vice-rectorate, as an incentive for the improvement of the teaching activities, has raised the figure of good teaching practice, in which one or several professors plan innovative strategies Adaptable to their classrooms. In addition, the UN approved Agenda 2030 on sustainable development, whose objectives include quality education, which should also be inclusive. From this context is presented this practice of teaching innovation, which has been implemented with 35 students of the English degree in the classroom of learning difficulties, organized in 13 groups, using the methodology of Problem-Based Learning (PBL). The objective is to design and apply didactic resources in physical format (n = 13), Digital with app Jclic (n = 2) and mixed (n = 1), for the teaching of the English language (level A1) to school-age children who have Down syndrome and who are included in education contexts Regular. The intervention has been planned in four phases, including implication, information, practice and evaluation. A satisfaction survey was erected, according to which, 80% of students believe that collaborative work fosters the development of better teaching and design strategies in physical and digital didactic resources.

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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Multilingualism and multiculturalism are increasing around the world, and as a result, classrooms are becoming more linguistically and culturally diverse. This dissertation examines how young plurilingual children communicate in one Francophone preschool in British Columbia, Canada. In this province of Canada, French is a minority language with most people speaking English. There are also many other languages present, such as Mandarin, German, Punjabi, and Tagalog. Speakers of these languages are often higher in number than French home language speakers (Statistics Canada, 2016). Therefore, the children at the Francophone preschool are in contact with multiple, diverse languages. The diversity present in this preschool classroom raises questions about how the linguistic resources available to children influence their classroom interactions. The aim of this study was to identify the linguistic resources demonstrated by the children and determine how they utilised these resources to negotiate meaning in classroom interactions – specifically, interactions during child-initiated play. Research has shown that participation in social interactions is necessary for children to develop language and social skills. In addition, play is an important context in which young children communicate and negotiate meaning. Many studies on classroom interactions have focused on educator-child interactions. In contrast, there are limited studies on peer interactions despite research advocating their benefits in children’s development. In a multilingual classroom, children have a choice of language which often depends on the interactants. Despite educators attempting to separate languages, children usually code-switch and draw upon a range of linguistic resources to communicate. These linguistic resources include the use of multimodal language such as gestures, a recent focus of study in the field of second language acquisition. Considering the diverse linguistic and cultural backgrounds of children in preschool classrooms, it is vital to understand how they incorporate multiple linguistic resources in their communications. By understanding children’s use of linguistic resources, we can further understandings of their language learning processes in the classroom. A conceptual framework drawing on sociocultural and interactionist theories was used to explore how young plurilingual children communicate. Within these two theories, language is a social action in which an interaction is co-constructed by the participants. The two concepts of plurilingualism and multimodal language were part of this framework. From this perspective, each child in the study were considered to possess a unique linguistic repertoire consisting of verbal and nonverbal resources. As a participant-observer, I collected data in one preschool classroom over a 3-month period. The primary data source was video recordings from two cameras – a camcorder and a GoPro camera. In addition, I collected field notes, school-related documents, and a questionnaire completed by the children’s parents/guardians. These data contributed background information on the preschool and participants. Interactions occurring during child-initiated play were analysed in order to answer the research questions. I used a computer software program, ATLAS.ti, to assist with the data analysis. The analysed interactions involved 13 children (3- and 4-year-olds), the classroom teacher, the teaching assistant, and me (as the participant-researcher). The findings of the study showed that the children employed multiple resources in their play interactions. They used French spoken resources, English spoken resources and non-verbal actions, as well as translanguaging (French and English) and non-verbal actions combined with spoken language. The children’s choice of linguistic resources related to the interactant, the purpose of the interaction, and their own motivations to exercise agency. Through the use of various linguistic resources, the children practised their interactional and social skills, organised and advanced their own learning through translanguaging and peer teaching, and enacted agency. The children’s use of multiple linguistic resources in play interactions demonstrated their emerging plurilingual competencies. This study has highlighted the importance of educators and researchers considering individual children’s linguistic resources in a holistic manner. By adopting a holistic approach, educators can understand how children’s use of multiple linguistic resources is beneficial to their learning. Researchers can increase understandings of children and their learning processes by considering how children employ their multiple linguistic resources. The findings of this study demonstrate that young children are resourceful, engaged, creative, and agentive in their use of linguistic resources during play interactions. These skills should be considered as plurilingual assets and educators should provide opportunities for children to practise and develop these skills in the classroom.

It is a widespread assumption that the objective of second language teaching is to focus the learners’ attention exclusively on the particular features of the second language so as to get them to approximate to native speaker competence as closely as possible. In this way of thinking, translation, or any reference to the learners’ first language, is to be avoided as at best a distraction from, at worst a disruption of the learning process. Translation can however be understood as general interpretative activity that is always involved in the realisation of pragmatic meaning within as well as across languages. An alternative way of conceiving of language pedagogy would be to naturalise learning by encouraging rather than inhibiting learners’ engagement in this pragmatic process by drawing on all the linguistic resources at their disposal and to give credit to what learners achieve in making meaning, no matter what non-conformist or linguistically hybrid form it takes. The objective then would be defined in terms not of some illusory and unattainable native speaker competence but of a capability for ‘languaging’, for using linguistic resources to pragmatic effect.

Rapid changes in communication channels, tools, and conventions of interaction over the last two decades have paved the way for increasingly digital learning environments. In second language (L2) education, shifts toward digital learning and teaching were intensified during the pandemic and many such formats are here to stay. At the same time, a growing interest in socially oriented pedagogies in L2 learning and teaching is prompting many L2 researchers and practitioners to investigate new research areas and explore post-communicative language teaching pedagogies that engage learners more deeply with cultural texts, using a range of semiotic and linguistic resources. Digital Social Reading (DSR) is a pedagogical approach that affords technology-mediated collaborative reading, where texts are read through a digital platform that allows two or more readers to highlight the same virtual copy of a text and discuss it through a digital interface that affords synchronous or asynchronous margin dialogues anchored in specific passages. This book offers empirical studies demonstrating how DSR can foster–and illuminate–learner interactions that mediate learning, and also work that focuses on language teaching perspectives in DSR environments, including task design and assessment issues.