Language In Higher Education Research Articles

ДИДАКТИЧЕСКИЙ ПОТЕНЦИАЛ СОЦИОЛИНГВИСТИЧЕСКОЙ ЛАБОРАТОРИИ В ВУЗЕ

The article is devoted to the experience of the sociolinguistic laboratory, which operates at the Orel State University named after I.S. Turgenev, in developing educational resources that contribute to both improving the methodology of teaching a foreign language in higher education and creating unique programmes of additional professional education.

The Fall of Urdu and the Triumph of English in Pakistan: A Political Economic Analysis

In this paper, we investigate both how the use of language in higher education in Pakistan has evolved and why the medium of instruction remains a contested terrain. We focus on the struggle between advocates for the use of Urdu and the use of English in higher education. By examining the repeated failed attempts by high political authorities to replace English with Urdu, we demonstrate the usefulness of evolutionary theories of path-dependent institutional change while placing language struggles in the context of national and class stratification.

Ableism in Kinesiology in Higher Education: A Conversation Starter

In this expository paper, we reflect upon our understanding of how disabled people are discussed and treated in kinesiology and adapted physical activity in higher education and explore potential areas of unintentional harm that may be present in our everyday practice. There are three particular aspects of kinesiology in higher education that we discuss: access, language, and assessment. We discuss the challenges of access of disabled people in positions in higher education, language in higher education which serves as centers for knowledge creation, and the problematic nature of assessments based on societal norms, and for us, it is important to shine a spotlight on the many systemic limitations and barriers that disabled persons experience, in hope to amplify the importance of these issues.

Russian as a foreign language in higher education: systematic approach to teaching vocabulary

The paper is devoted to the peculiarities of vocabulary learning in the process of teaching Russian as a foreign language at a university. The main aspects, methods and techniques of working with lexical material depending on the stage of training are briefly highlighted. The purpose of the research is to substantiate the systemic systematic approach to teaching vocabulary. The research provides example materials and methods as well as teaching strategies for mastering vocabulary. The authors conclude that the research work points out the importance of systemic criteria in the process of mastering the grammatical and vocabulary material as well as the development of speech skills and abilities. The work contributes to the methodology of teaching of military and engineering students. The practical significance of the results of the study is due to the discussion and conclusion of the peculiarities of vocabulary learning in the process of teaching Russian as a foreign language in higher education.

USE MODERN INTERACTIVE METHODS IN FRENCH TEACHING AND IMPLEMENT THEM IN PRACTICE

At present, great attention is being paid to the use of various innovative and pedagogical technologies in teaching the French language in higher education in our country. This article is devoted to the methodology of teaching the French language. The use of modern pedagogical technologies in the educational process is also explained.

Reflecting on the Role of English in English Medium Instruction Degree Programmes

n the last decades, the growth of English-medium instruction degree programmes all over the world has been considered an opportunity by many institutions and stakeholders involved, e.g., institutional visibility abroad, increased enrollments and international staff. However, it has also raised questions and concerns about the role played by English in such contexts. Indeed, English-medium instruction is typically described as the use of English to teach and learn disciplinary content in non-English speaking countries where such programmes are offered. Under this view, language seems to be used merely as a medium to convey information and enable exchange. This paper describes the features of English-medium instruction and presents the numerous definitions and labels given to it. Comparisons are made with other educational approaches, namely Content and Language Integrated Learning and Integrating Content and Language in Higher Education, with which it shares the use of a foreign language to deliver subject content but differs in the aims and outcomes. This study identifies possible actions to be put in place to place much emphasis on language matters in English-medium instruction programmes.

An Analysis of NEP 2020: Certain Key Issues

NEP 2020 has been dominating educational circles during the past two years. It envisages a defined policy for education till the year 2030. Four aberrant stages of Indian education of recent times are; gurukul system, Macaulay’s education system, 42nd amendment and the NPE 1986. The research paper analyses the provisions envisaged in NEP 2020 to identify whether the effort meets the need of modern education and aspirations of students. Methodology adopted has been descriptive research. After undertaking an exhaustive literature review abstemious considerations have been given on the aggrandize needs of students, industry and people at large. From this point of view aspect of commercialization, technical education and medical education have been deliberated. NEP 2020 has indulged heavily on school education, which could be best left to the States. Introduction of regional languages in higher education has been seen as a limited benefactor solely aimed as an abate service considering that technical literature in regional languages are not fully developed.

Re‐evaluating online oral examinations

Re‐evaluating online oral examinations

KEBIJAKAN PEMBELAJARAN MKWK BAHASA INDONESIA DI PERGURUAN TINGGI: IMPLEMENTASI DAN TANTANGANNYA

The globalization era has had an impact on the existence of the Indonesian language. Responding to this issue, Indonesian language is important to learn through the education level in Indonesia. This study aims to describe the content, implementation, and challenges of the compulsory curriculum course Indonesian language learning policy in tertiary institutions. This research method used a literature review sourced by policy documents and scientific journal articles. The results showed that the Indonesian language learning policy was released by the government of the Republic of Indonesia in various regulations contained in Law Number 12 of 2012, Government Regulation Number 57 of 2021, and Decree of the Director General of Higher Education Ministry of Education and Culture of the Republic of Indonesia Number 84/E/KPT /2020. The existence of this policy provides an overview of the standard of learning Indonesian language in higher education. Generally, policies regarding learning Indonesian language in higher education have been implemented, although there are still various obstacles. The challenges of the implementation include advances in technological development, student language mastery, and digital-based learning components. The involvement of various parties is needed in order to achieve the expected policy objectives.

Interconnection of Cultural Literacy in Learning English and its Understanding as a Foreign Language in Higher Education

This research analyzed the model of cultural literacy in learning and understanding English as a foreign language in higher education. Cultural literacy is closely related to applying English as the main foreign language in higher education. The lecturer became a role model and a central point in introducing and guiding students to understand cultural literacy and English as a foreign language. Moroever, this study portrayed a qualitative descriptive method. Five lecturers from private higher education in Malang city were recruited as informants in gathering information. Furthermore, the study unraveled that cultural literacy and learning English as a foreign language had interconnections to explore each other's culture from any aspect, thus, creating adjacent dialogic and informative spaces as intercultural communications.

Syllabus for Master Students “Methods of Teaching a Foreign Language” within “Methodology of Teaching a Foreign Language and Foreign Literature in Higher School”

Methods of teaching foreign languages in higher education is a basic discipline that is an integral part of the training of specialists at the educational qualification level “Master”, field of knowledge 035.04 Philology (Germanic languages and literatures (translation inclusive) for future professional activity. Work program for the discipline “Methods of teaching a foreign language // Methods of teaching a Foreign Language” within the course on “Methods of teaching a foreign language and foreign literature in higher education // Methodology of Teaching a Foreign Language and Foreign Literature in Higher School” was created for masters of the first year of study in the educational and scientific program “Modern English-language communication and translation and two Western European languages”. The purpose of the discipline is the formation ofmethodological competence with an emphasis on the balance of communicative and educational, educational, developmental, general educational, gnostic, organizational, constructive-planning and evaluative functions of the future teacher of a higher educational institution, which involves a reflexive understanding of their own experience of learning languages and the experience of their teaching, comprehensive orientation in modern theories of language learning and educational regulatory documents, critical analysis and evaluation of educational materials, holistic and fragmentary planning of a practical lesson in English, conducting a practical lesson, as well as creating English-language and Ukrainian-language texts of a scientific and educational nature, including scientific articles and annotations to them and writing work programs for disciplines. The program also focuses on academic integrity and means of preventing plagiarism.

Transdisciplinary engaged learning

This study highlights an innovative educational project entitled ‘Dynamic Teaching through Communication Skills’ as well as forming part of joint initiative for Erasmus + Communities and Students Together (CaST) 2019-1-UK01-KA203-061463. The pilot study shows that there are many ways to approach teaching across the disciplines with Engaged Learning. The proposal includes discussions on the practical methodologyof integrated content and language in higher education. While bringing real worldproblem solving into the Health Engineering degree, the chapter underscores aspects of persuasion and pitch development within the paradigm of English as a LinguaFranca.

Микрообучение как технология преподавания иностранного языка в неязыковом вузе

The aim of the work is to identify the features of micro-learning technology application in the foreign language education of students mastering the programs of non-linguistic universities. The scientific novelty of the study lies in a special approach to the definition of the notion of “micro-learning”, which is considered within the framework of the study as a technology that finds its application both in full-time and blended learning formats, and in the context of implementing a distance format of interaction between a foreign language teacher and a student audience. In the article, the author solves a number of tasks aimed at: studying the scientific experience of researchers on the problem of applying micro-learning in the practice of Russian non-linguistic universities; description of general approaches to the interpretation of the term “micro-learning”, presentation of the main characteristics of the named technology; determination of the advantages and disadvantages of such a format for organizing work in foreign language education of students, including distance learning; substantiation of micro-learning effectiveness in teaching English to students of non-linguistic universities. As a result of the work, it has been revealed that micro-learning can be used in the organization of the educational process of the university, since it meets the educational needs of a modern student. The paper outlines a range of methodological recommendations on the use of the technology under consideration in the framework of the educational process in a foreign language in higher education.

Translanguaging in English Language Teaching: Perceptions of Teachers and Students

The wide spread of English as the dominant language in higher education around the world due to the processes of globalization and internationalization, opposed to the emerging trend for ‘nationalism’ or ‘de-globalization’, has recently led to new interest in the role of languages other than English in teaching and learning processes. This article investigates the beliefs and attitudes of Russian university students and teachers concerning the value of English language teaching and the language of instruction in ELT to explore their perceptions of ELT in a Russian monolingual university. The participants of this study were 581 students and teachers of two Russian universities. The research questions were approached from a quantitative perspective with the analysis of data obtained from a questionnaire. The main statistically significant findings include the following: the value of ELT, supported by English-medium instruction is high for all groups of respondents; translanguaging practices in ELT with the minimized use of Russian as the mother tongue are a top priority both for the students and the teachers; additional language learning experience makes students more committed to more intensive language studies and increases their confidence in their ability to study non-language subjects in English.

Digital tools in education as an integral part of teaching a foreign language in higher school in the context of large-scale digitalization of society

One of the pillars of the United Nations 2030 Agenda for Sustainable Development is quality education. It aims to provide inclusive and equitable quality education for all. Digital technologies have become an important tool to achieve this goal. Technological advances in education have made life easier for students. Instead of using pen and paper, students now use a variety of software and tools to create presentations and projects. Unlike a heavy book, browsing an e-book is easier. These methods contribute to increasing interest in research. The article briefly talks about the need to use digital technologies in education. Higher education institutions are undergoing major changes. They are caused by many factors, the main of which is the large-scale digitalization of society. Digital technologies demonstrate a number of tools chosen for teaching a foreign language in higher education. The purpose of this study is to provide an overview of the distinctive features of the digital transformation process that has taken place in higher education institutions. In addition, the article considers digital learning as part of the ecosystem of modern higher education.

Attitudes, Beliefs and Knowledge of Iraqi EFL Teachers Regarding Peer Tutoring

To better promote the various elements of learning, the language education industry has made a considerable shift to a more learner-centered approach. While peer tutoring in the classroom has a large body of literature, there is little study on this method in the field of foreign language in higher education. Teaching and learning a second language should not always follow a linear approach, with the teacher at one end and the student at the other. Since English is a worldwide language, it is essential for communicating with English speakers and should be required for postgraduate study. Language and communication are fundamental to human existence.

Multilingualism as a Key Challenge for Higher Education Language Policy: The ARQUS Perspective

Language plays an essential role in education, where it serves as both the medium of instruction and key to communication. To warrant successful teaching, learning, research and academic mobility, universities must develop a clear vision about the role of language(s) at their institution. For example, they must develop strategies to promote continual growth of their students’ and staff’s professional and academic language skills. This article will report on an initiative undertaken within the Arqus European University Alliance to formulate a comprehensive language policy. To do so, five thematic areas essential to language policies in higher education were identified and questions were developed to gather information from all of the partner universities. This information was then incorporated in the planning and design of a language policy for the Alliance. The Arqus Language Policy now stands as a guideline for university members to develop a clear vision of language in higher education as well as a joint reflection and agreement on the role of multilingual communication in society. In the second phase of the project, further actions and measures can be planned on this basis.

Recognition of Language Rights in South Africa: Innovation or Dismal Failure?

One of the main goals of the Constitution of the Republic of South Africa, 1996 is to bring about transformation within South African society. The new Constitution recognised no less than eleven languages as official languages, including various previously neglected indigenous languages. Where only two languages were previously recognised as official languages under the apartheid regime, this was replaced with a range of languages. However, South African government bodies do not always follow the Constitution’s language obligations; public higher education institutions have nearly all eliminated tuition in languages other than English; and legislation is rarely (if ever) issued in other official languages. The present paper shows how the recognition and use of languages in South Africa differs significantly in theory and in practice. The paper highlights this disparity by first laying out South Africa’s constitutional and legislative framework for official language recognition and use with regard to two issues, namely translation of legislation and the use of languages in higher education. Second, the paper looks at various rulings from South African courts that shows how official languages are used in practice and how language issues have been resolved by the courts. Third, the paper concludes that, rather than becoming a beacon of innovation, the South African Constitution’s language provisions have become a terrible failure. Finally, the paper offers several suggestions for dealing with this sad predicament.

Developing an institutional language policy in the complex scenario of internationalization

Over the last 20 years since the Bologna Agreement the role of language in Higher Education has gained recognition as an integral part of the teaching/learning process, and an essential element of the process of internationalization. The rapid shift towards internationalization has had a pronounced effect on academic life, procedure, and personnel. In this process, it has often become the role of Language Centres to organize the language aspect, and to a more limited extent, to advise on language.This short paper looks at the involvement of the University of Padova Language Centre (CLA) in the process of internationalization, and in particular the promotion of a language policy. A project developed to promote language and teaching methodology courses for academic staff required to teach in English, and the findings of research based on this project, led to recognition of the need to draft a language policy which encompasses the wide-ranging issues relevant to successful internationalization.

CONSUMER PERCEPTION TOWARDS E-LEARNING WITH SPECIAL REFERENCE TO ONLINE COURSES PROVIDING COMPANIES AT BANGALORE CITY

Exam preparation, reskilling and certification, casual learning, higher education language, and primary and secondary supplemental education are some of the areasthat make up the online education sector. With a predicted CAGR of 46.48 percent, the market for online primary and secondary supplemental education would increase in value from INR 11.99 billion in 2018 to INR 123.65 billion by 2024. A shift in consumer behaviour toward detailed learning and an increase in demand from tier IIand tier III cities are what are fuelling the growth of this industry. From 2019 to 2024, the market for online reskilling and certification is projected to expand at a CAGR of 36.95 percent, reaching INR 93.81 Bn. The growing skill gap among workers brought on by the growing business environment is driving up the demand for reskilling programmes. The market for online higher education is expected to increase at a CAGR of 40.74 percent from 2019 to 2024 to reach INR 40.63 billion, from an estimated value of INR 5.01 billion in 2018. Because the traditional educational system cannot meet the demands of the growing population, students are turning to online higher education courses. This paper throws light on the importance of online education, and percentage of people relying on online education and their dependency on the various courses and the features of it in particular. Keywords: E-learning, Online, Certifications, Programmes.