Future Language Teachers Research Articles

CLIL AND GLOBAL EDUCATION: A MEANINGFUL MATCH

Education for future necessarily embraces multiple skills and themes which are transversal and applicable across the curriculum content. Students need to see and understand the content of individual subjects as connected and not as a discrete entity. CLIL as an approach which focuses on integration of meaningful context into a language learning classroom has been tested over the last decades and demonstrates that communication does not necessarily need to be limited to vocabulary and grammar practice. On the contrary as one of the global skills communication supports social interaction in problem solving, collaboration and thus is the key skill in achieving target goals. This study focuses on the readiness to implement the global skills within the CLIL approach among trainees in their last year of teacher training in Slovakia in 2019. The questionnaires and the subsequent interviews reveal that future language teachers still seem to prefer focusing on pure language aims to integrating global skills development and they even lack the confidence in application of transversal themes and skills. Even though there is a clear understanding of the importance of integration of global skills into education in general the lack of their own experience seems to determine their attitude towards them. These results identify the space for modification in the teacher training curriculum; however, it requires a wider cooperation within different subjects.

Communicative Competence in Training Future Language and Literature Teachers

The purpose of the paper is to present the empirical research on the components of communicative competence of future language and literature teachers during their studies at a higher education institution. The need for communication is considered as a basic one in the development of an individual as a social subject of behavior. The study substantiates that interaction with others, emotional and confidential communication is a factor of personality development, the means of improving communicative competence. The research methods: tests with standardized questionnaires and factor analysis. The study examines communicative competence as an element of professional training of future language and literature teachers. Factor analysis was used to determine the structure of communicative competence of future language and literature teachers. The following factor structure was established: (85.54%): F1 “ Communicative intolerance ” (4.069; 23.94%), F2 “ Communicative dominance ” (2.491; 14.65%), F3 “ Communicative anxiety ” (2.219; 13.05%), F4 “ Ethno-social compromise ” (2.119; 12.47%), F5 “ Communicative helplessness ” (1.822; 10.72%), F6 “ Need for communication ” (1.820; 10.71%). The research determines that in the structure of communicative competence of future language and literature teachers communicative tolerance reflects the need and content of communication and the willingness to communicate with others. The paper substantiates that a low level of communicative tolerance is an incentive for self-development in perceptive and interactive areas. It emphasizes that affiliation motivation is an important component of developing communicative tolerance at the stage of professional training at a higher education institution. The study shows that an individual’s need for affiliation during studies in a higher education institution is blocked by fear of rejection, causing different types of communicative intolerance.

Value of Comparative-dialectological Competence in the Future Russian Language Teachers Professional Development

Value of Comparative-dialectological Competence in the Future Russian Language Teachers Professional Development

Flipped Learning Methodology in Professional Training of Future Language Teachers

<p style="text-align:justify">The purpose of the study was to examine and evaluate the impact the “flipped classroom” model-based learning environment accompanied by multimedia-based textbook entitled “Ukrainian language (for professional purposes)” provides for the language proficiency and learning styles of the university students majoring in language and literature teaching. A multimedia textbook “Ukrainian for Special Purposes” was designed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, a 2X2 split-plot design was used to analyze the quantitative data and the two-way ANOVA for Mixed Measures was used to designate the main effects for column and row factors and their interaction effect related to the efficacy of the experiment. Textalyzer software was used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching Ukrainian for specific purposes to other majors, such as: Psychology, Educational Management, etc. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the “flipped classroom” settings to deliver the language course to the students majoring in literature and language teaching.</p>

Video content as a technology for the formation of professional competence of a future german language teacher

Video content as a technology for the formation of professional competence of a future german language teacher

Педагогические условия развития профессионально-ком-муникативных умений письменной обратной связи у будущих учителей и преподавателей иностранных языков

The concept of ‘‘written pedagogical feedback’’ is analyzed, its types are singled out. Four pedagogical conditions for the development of future language teachers’ professional com-municative skills of written feedback are singled out. The first pedagogical condition is the clear structure of the course content. This condition is formulated based on the didactic principle of modularity of the structural content of education. The structure of the course content aimed at the development of language teachers’ professional communicative skills of written feedback is outlined. The course content consists of three structural elements, each of them being broken down into component parts. The second pedagogical condition is the implementation of the principle of reliance on intersubject connections. The necessity of taking into account knowledge, skills, abilities and experience acquired by students in the course of study within the discipline ‘‘Foreign language’’ and disciplines of their professional cycle is explained. The third pedagogical condition is students’ language proficiency level being developed at B2 level according to Common European Framework of Reference for Languages (CEFR) or higher. To formulate this condition, the analysis of ten CEFR scales with the skills which underlie the process of giving students written feedback after assessing their written works was carried out. The fourth pedagogical condition is the use of mono- and polyfunctional communicative tasks. The terms ‘‘exercise’’ and ‘‘task’’ in language teaching are analyzed, the task types that can be used to develop future teachers’ professional communicative skills of written feedback are identified.

Intercomprehension as Seen by Future Language Teachers in Germany

Following our previous studies in the field of student teachers’ representations about the four pluralistic approaches, we shall focus, in this contribution, on this target audience’s representations about one particular approach: intercomprehension. We will analyse student teachers’ perceptions concerning the advantages and the possibilities of integrating intercomprehension in the school curriculum. We will therefore analyse the educational, social and affective, pedagogical and organizstional and learning arguments student teachers put forward to justify their perceptions. This study aims at contributing to the planning and implementation of specific training initiatives in the field of intercomprehension didactics for language student teachers.

Continuing Training of Language Teachers in the UK

AbstractThis paper emphasizes the fact that the current socio-cultural conditions in Ukraine put fundamentally new requirements on professional training of future language teachers. Furthermore, the reforms in Ukrainian higher education, including its focus on the implementation of the principles of the Bologna Declaration, expect that continuing teacher training of future language teachers should result in professionally mobile, proactive and independent future language teachers. Therefore, this paper aims to analyze the continuing teacher training of future language teachers in the UK and suggest ways to improve continuing teacher training of language teachers in Ukraine. The paper indicates that the UK is at a turning point today. The country is on its way of leaving the EU, which will significantly change not only its relations with EU countries but also with other countries all over the world. Thereby, the UK needs the skills and capabilities, which will facilitate the understanding of other cultures and languages, to continue to be important for successful international relationships at all levels. The four nations of the UK have approached policy on language education in different ways, which reflect their different linguistic circumstances, and they will continue to do so. The paper states that the model of the UK language teacher includes not only professional qualities but also his or her professional and personal development in the context of professional training and retraining. The paper concludes that the use of the UK’s positive experience in providing continuing teacher training to language teachers and ensuring their professional development discovers some new opportunities for Ukraine. Further research should focus on the peculiarities of the programmes for the professional development of language teachers. It can help to enhance the quality of advanced training of language teachers in Ukraine.

ОСНОВИ ФОРМУВАННЯ ЛЕКСИЧНОЇ КОМПЕТЕНЦІЇ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ЗАДЛЯ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В УМОВАХ ДІАЛЕКТНОГО СЕРЕДОВИЩА

Статтю присвячено питанню формування лексичної компетенції майбутніх учителів початкової школи, зокрема задля їхньої успішної професійної діяльності в умовах діалектного середовища.
 Розглянуто низку визначень поняття «лексична компетенція» як вагомої складової комунікативної компетентності, проаналізовано погляди сучасних лінгводидактів на проблему формування лексичної компетенції молодших школярів і студентів спеціальності «Початкова освіта».
 Опрацювання наукових лінгводидактичних праць дало змогу авторові виокремити низку складових поняття «лексична компетенція» загалом і «лексична компетенція учителя початкової школи» зокрема; визначено пріоритетні напрямки роботи у системі підготовки студентів спеціальності «Початкова освіта» до педагогічної діяльності в умовах діалектного середовища.
 Обґрунтовано необхідність уведення у систему підготовки студентів педагогічних ВНЗ тем і дисциплін, спрямованих на формування готовності майбутніх учителів мови до роботи в умовах місцевих говірок.
 Зважаючи на вагомість порушеної проблеми для удосконалення системи підготовки майбутніх учителів початкової школи, як і методики формування мовної особистості молодших школярів, і водночас на недостатнє її опрацювання у педагогічних наукових і методичних джерелах, маємо на меті розглянути особливості формування лексичної компетенції студентів спеціальності «Початкова освіта» у системі їхньої підготовки до професійної діяльності в умовах місцевих говірок.
 Методологічними засадами дослідження є науково-концептуальні положення про взаємозв’язок мови і мовлення, їх визначальне місце і роль у мовному розвитку особистості, концепції побудови освіти на засадах формування національно свідомої мовної особистості.
 Отже, формуванню лексичної компетенції належить провідне місце у системі мовної підготовки майбутніх учителів початкової школи.

Formation of the future teachers-philologists’ aesthetic culture by means of the artistic word (based on the material of the novel «Volyn» by U. Samchuk)

The article deals with the current problem of the formation of the future Ukrainian language and literature teachers’ aesthetic culture based on the novel «Volyn» by Ulas Samchuk. An analysis of the scientific and methodological, psychological and pedagogical literature aimed at revealing the writer’s moral and ethical worldview, who reflected the aesthetic culture by means of artistic words, was carried out. The system-structural analysis and systematization of the work of fiction materials were used to develop the reader’s aesthetic feelings as an organic combination of the observation results over the work characters’ life and behaviour. The research includes the future teachers-philologists’ work on the characterization of the novel’s main characters, who love the land, work on it, and have it as a nursing mother; an attention is drawn to the descriptions of nature, land, sky, countrymen everyday life, love for parents, native land, which are valuable for the reader’s aesthetic development and the basis for aesthetic culture formation. The research demonstrates the work on the main characters portraiture characteristics, in particular of Matvii Dovbenko, who is a hardworking, honest, caring master; Nastia, who is the Matvii’s wife, helping her husband in the running of the household; Volodka, who is a descendant of a Ukrainian farmer, knew the husbandry, helped his parents on the field and at home, observed a nature, successfully learned the world, but refused to «be a lout» and went his own way. The article reveals the work of future teachers-philologists on the descriptions of the Ukrainian nature, which are specific for a spring, summer, autumn, winter, for a morning, afternoon, evening, night, which by its beauty arouses a feeling of love for everything else, a feeling of patriotism and influences the formation of aesthetic culture. The author of the article draws attention to the personification of the native land that was the meaning of the farmer’s life, «the cosmos mystical power». In the author’s belief, the thorough characterization of the characters, rural work, together with portraits and landscapes, as a result, influences the formation of the future teachers’ aesthetic culture.

On the Experience of Preparing Students in Philology to Pedagogical Interaction in the Digital Environment

Background. The article presents the author’s experience of providing digital support for the university disci- pline Methodology of teaching the Russian language , code 44.03.05 (44.03.01) Pedagogical education . The arti- cle describes the characteristics of a professionally oriented course of teaching the Russian language in three formats: with web support, in the format of blended learning and online courses. Three main parameters are used, including the advantages and disadvantages of the formats under study and their short description. Research methods. The meth- ods of comparative and reflective analysis are used to obtain intermediate results of the operational-activity stage of the research. Results. The article raises important questions of designing a course for teaching the Russian language in a digital format, the choice of methods and forms of preparing a student for interaction in the digital environment, the development of linguomethodological content that addresses not only subject-specific training of a student in philol- ogy, but also develops the skills of project work. The research results include theoretical substantiation of the blended learning format in training teachers of the Russian language. A detailed schedule for the Methodology of teaching the Russian language discipline based on the blended learning model is presented. Conclusions. The practical significance of the study is determined by its direction at the development of project work skills in future Russian language teachers. An empirical study has confirmed the inefficiency of substituting the traditional educational process with online cour- ses in training students in the field of Methodology of teaching the Russian language , due to the importance of realizing the functions of upbringing and developing value orientations in students during the school course Russian language .

Методична підготовка майбутніх учителів-словесників до формування в учнів основ підприємливості та ініціативності

Методична підготовка майбутніх учителів-словесників до формування в учнів основ підприємливості та ініціативності

Языковое портфолио как стратегия обучения второму иностранному языку студентов магистратуры педагогического направления

This article proposes a new look at the European language portfolio and its Russian version. Language instructors working with students from both language and non-language related programmes have traditionally seen it as a tool for tracking and evaluating students’ progress and providing feedback, as well as a tool for students’ self-assessment, self-control and a source of motivation. This paper aims to propose a new concept of a language portfolio and describe how this strategy can be applied within the Second Foreign Language for Professional Purposes course taught to education studies masters’ students in a Herzen University programme titled Foreign Languages within the Context of Modern Culture. Inter alia, the paper describes a new training model and a new LP application strategy tailored for a different learning environment and a different set of students (master’s students in education studies learning a second foreign language). A more comprehensive approach to LP is offered, encompassing its use as a part of a learning course, a tool and a goal for studying a second foreign language, a tool for skills evaluation, self-assessment, self-reflection, motivation and self-guided study. This model also expands the project section traditional for the European language portfolio to accommodate for the students’ individual goals. The suggested education model is a type of profession-specific, diversified, person-driven, project-based mixed and remote learning, which ensures the attainment of the aims of the course. The language portfolio technique is ideally suited for the master’s programme, since the training time within the Second Foreign Language in Professional Communication course is quite limited, while students require a different approach depending on their level of experience with the language. Thus, a language portfolio is a perfect tool to ensure that future language teachers attain the level of the second foreign language required be the new Federal State Education Standard.

Training future language teachers to educate the digital generation

Training future language teachers to educate the digital generation

ВИКОРИСТАННЯ ІКТ ДЛЯ ФОРМУВАННЯ ФАХОВИХ КОМПЕТЕНТНОСТЕЙ У МАЙБУТНІХ УЧИТЕЛІВ УКРАЇНСЬКОЇ МОВИ І ЛІТЕРАТУРИ

The article deals with the problem of the use of ICT means for the formation of professional competences of future teachers of the Ukrainian language and literature. The relevance of using e-learning resources in the system of vocational education of students-philologists is investigated. The essence of the concept of "professional competence of the teacher of the Ukrainian language and literature" is specified. The state of the use of ICT in the professional teaching of bachelors and masters of Ukrainian philology based on the analysis of the works of scientists, the synthesis of educational and methodical ideas, the generalization of their own pedagogical experience, questioning of students is determined; the experience of effective work of students of philology with ICT means in the context of vocational education is considered. The analysis of the use of e-learning tools for the mastery of Ukrainian philology by future teachers-speakers is carried out. The results of the survey and questioning of students-philologists concerning the activity and efficiency of using ICT tools in the professional training are described. It is empirically confirmed that the integration of ICT means into the traditional methodology of teaching the professional disciplines to future teachers of the Ukrainian language and literature makes it possible to improve the attitude of students towards vocational education. It is provided that the blog of the Ukrainian Language Cultural Center at Kyiv Borys Hrinchenko University is a significant educational potential for the professional training of students of philology since it is an important modern tool for maintaining new ways of teaching the language and it contains accessible electronic resources that are useful for the professional growth of future language teachers and affects educational activity of students positively. This article focuses on the educational potential of the Facebook community of the mentioned Center which brings professional education closer to the student, helps him to study, communicates in the Internet, and acquires the ability to continuous education despite the distance between the members of this Facebook community. It is generalized that active activities in the environment of the Facebook community of the Center develops the skills of critical thinking, communication in the virtual space, emotional intelligence, ability to process and structure significant information of the Ukrainian-speaking direction. The prospects of research on the use of ICT means for the professional training of the teacher of the Ukrainian language and literature have been determined.

Wykorzystanie duoetnografii jako innowacyjnego podejścia w rozwijaniu refleksji przyszłych nauczycieli języka obcego

Duo-ethnography is a research methodology, through which people of difference reconceptualise their histories of a particular phenomenon in juxtaposition with one another. Although initiated by researchers, duo- ethnographies can also be used as an innovative pedagogic tool that develops deep reflection in teacher candidates. After discussing the efficacy of duo-ethnography, a onesemester-long duo-ethnographic study is escribed, which was conducted by the author with six preservice English teachers. In the study, the participants worked in pairs (duo) and reflected on their own understandings of language teaching and learning (stage one), themselves as learners and future language teachers on the basis of the data from stage one (stage two), their conversational partners as learners and teachers on the basis of the data from stage one (stage three) and, finally, on the value of the duo-ethnographic project in language teacher preparation courses from their own perspective (stage four). The presentation ends with the author’s remarks about the project as a learning tool that undoubtedly encourages students to reflect but, on the other hand, has limitations that have to be acknowledged if duo- ethnography is employed as a pedagogic instrument in the classroom context.

Формування стилістичних умінь майбутніх учителів української мови і літератури в закладах вищої освіти

Формування стилістичних умінь майбутніх учителів української мови і літератури в закладах вищої освіти

Формування стилістичної компетентності майбутніх учителів української мови і літератури в закладах вищої освіти

Формування стилістичної компетентності майбутніх учителів української мови і літератури в закладах вищої освіти

Exploring Factors Which Affect Quality of the English Language Teacher Training Programme for Primary Schools in Zambézia

Several factors may affect the quality of the English language teaching and learning process and teacher training as well. This paper seeks to discuss eight factors which influence positive or negatively in the English language teacher training programme for primary schools in Zambezia province. Heyworth is the great scholar, who discusses issues around quality management in English language teaching as a foreign language. His views have inspired the researcher to think over issues, which can foster or undermine the quality of the English language teacher training programme for primary schools in Zambezia province. The researcher stresses that quality of the English language teacher depends mostly of the quality of the management process, through its positive elements and excellent performance of the teacher trainers, the existing teaching and learning materials, motivation by teacher trainees and teacher trainers, and positive attitudes which can be shown by strong professionalism. The qualitative approach was chosen for this study based on discussions and review of authors who have discussed about factors affecting teacher education with focus on English language teacher training. The current study concludes that training English language teachers in a context, where English is taught and learnt as a foreign language demands the disposition of knowledge, skills, competence, motivation, quality of school infrastructure, professionalism and teacher trainers competence which can impact positively in the English language teacher trainee, the future English language teacher.

Концепція формування естетичної культури майбутніх учителів української мови і літератури в процесі професійної підготовки

Концепція формування естетичної культури майбутніх учителів української мови і літератури в процесі професійної підготовки