Teaching of Foreign Languages Research Papers - Academia.edu

Teaching of Foreign Languages Research Papers - Academia.edu
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Bilingual, Multilingual, and Multicultural Education
Teaching of Foreign Languages
Teaching of Foreign Languages
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The teaching of foreign languages encompasses the methodologies, practices, and theories involved in instructing individuals in languages other than their native tongue, focusing on developing proficiency in speaking, listening, reading, and writing, as well as cultural understanding and communication skills.
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About this topic
The teaching of foreign languages encompasses the methodologies, practices, and theories involved in instructing individuals in languages other than their native tongue, focusing on developing proficiency in speaking, listening, reading, and writing, as well as cultural understanding and communication skills.
Key research themes
1. How do communicative and sociocultural approaches improve pragmatic and intercultural competence in foreign language teaching?
This research theme focuses on the evolution from structural and grammar-based language teaching towards communicative methods that embed language forms within meaningful social and pragmatic contexts. It emphasizes the role of learner awareness of language functions, social appropriateness, and intercultural citizenship to foster deeper pragmatic competence beyond mere linguistic accuracy.
Teaching and Learning in the Language Classroom
by
william rene palacios carranza
2016
Key finding: The study highlights a shift from form-focused structural approaches to functional methods where language is presented within naturalistic dialogues that demonstrate varied pragmatic uses. It identifies the importance of...
Key finding: The study highlights a shift from form-focused structural approaches to functional methods where language is presented within naturalistic dialogues that demonstrate varied pragmatic uses. It identifies the importance of teaching language forms with their functional and social contexts to develop pragmatic competence, including sociolinguistic awareness of appropriateness based on speaker roles, status, and settings.
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Foreign Language Teaching and Learning
by
Aleidine Moeller
2023, Elsevier eBooks
Key finding: This paper documents the paradigm shift from behaviorist, form-focused methodologies such as audio-lingualism towards cognitively informed communicative language teaching approaches. It discusses Chomsky’s transformative...
Key finding: This paper documents the paradigm shift from behaviorist, form-focused methodologies such as audio-lingualism towards cognitively informed communicative language teaching approaches. It discusses Chomsky’s transformative contribution to understanding language acquisition as rule-based and meaning-focused. The evolution towards interaction-based meaningful practice supports development of communicative competence rather than rote habit formation.
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Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices
by
Leticia Yulita
2024, Languages
Key finding: This article advances foreign language teaching beyond communication skill acquisition to include intercultural citizenship and humanistic education. It shows how integrating sensitive sociopolitical issues in language...
Key finding: This article advances foreign language teaching beyond communication skill acquisition to include intercultural citizenship and humanistic education. It shows how integrating sensitive sociopolitical issues in language learning cultivates learners’ critical intercultural awareness, empathy, and social responsibility, thereby expanding the goals of language pedagogy to address ethical and societal engagement.
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2. What pedagogical strategies effectively support language learning in multilingual and diverse classrooms?
This theme investigates teaching practices and instructional adaptations necessary for successful language learning where classrooms exhibit linguistic diversity. It includes translanguaging practices, teacher perspectives on leveraging learners’ linguistic repertoires, and methodological recommendations addressing the challenges and opportunities of multilingual education.
Challenges of teaching English to Secondary Level Students in Multilingual classrooms: A Narrative Inquiry
by
Raju Yonjan
2023
Key finding: Using narrative inquiry, the study finds that translanguaging—teachers' strategic use of learners' native languages alongside English—enhances comprehension, engagement, and classroom participation among multilingual...
Key finding: Using narrative inquiry, the study finds that translanguaging—teachers' strategic use of learners' native languages alongside English—enhances comprehension, engagement, and classroom participation among multilingual learners. Speaking learners’ first languages during instruction fosters comfort and better understanding, emphasizing translanguaging as a critical pedagogy in diverse classrooms.
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Learning and Teaching of English in the Multilingual Classroom: English Teachers’ Perspectives, Practices, and Purposes
by
Anna Krulatz
2024, Languages
Key finding: This research synthesizes multiple studies showing that while recognizing learners’ full linguistic repertoires is vital for effective English language teaching, teachers face challenges due to limited training, lack of...
Key finding: This research synthesizes multiple studies showing that while recognizing learners’ full linguistic repertoires is vital for effective English language teaching, teachers face challenges due to limited training, lack of resources, and policy ambiguities. The findings underscore the need for structured teacher education supporting multilingual pedagogies and deliberate activation of learners’ diverse language skills.
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3. How can Artificial Intelligence and digital tools be integrated to enhance foreign language learning and teaching?
This theme explores the emerging role of AI-powered language technologies, such as ChatGPT and other generative tools, in facilitating language skill development, lesson planning, assessment, and personalized learning. It also considers the challenges related to academic integrity, digital media’s impact on language teaching, and integrating AI to augment traditional pedagogies.
An Investigation into the Application of Artificial Intelligence for Language Teaching and Learning in Vietnam
by
Thu Dang
2025, Vietnam Journal of Education
Key finding: The study shows that teachers and students in Vietnam perceive AI tools, particularly for testing and assessment, as significantly useful in language learning. However, AI competencies themselves do not strongly predict...
Key finding: The study shows that teachers and students in Vietnam perceive AI tools, particularly for testing and assessment, as significantly useful in language learning. However, AI competencies themselves do not strongly predict perceived usefulness. This indicates AI’s potential to aid language instruction but highlights the need for effective training to optimize integration in educational contexts.
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OPTIMIZING FOREIGN LANGUAGE LEARNERS' WRITING SKILLS WITH AI: EVALUATING THE IMPACT OF CHATGPT
by
Silvana Neshkovska
2025, Proceedings of EDAI 2024
Key finding: Through a small-scale experimental study, this paper demonstrates that explicit instruction in using ChatGPT can significantly enhance foreign language learners’ writing quality. It affirms ChatGPT’s role in supporting...
Key finding: Through a small-scale experimental study, this paper demonstrates that explicit instruction in using ChatGPT can significantly enhance foreign language learners’ writing quality. It affirms ChatGPT’s role in supporting vocabulary, grammar, idea generation, and editing, while stressing the importance of guidance to maintain academic integrity and critical thinking in AI-assisted writing practices.
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ChatGPT in Foreign Language Acquisition: a close ally or a distant concept for Macedonian university students
by
Silvana Neshkovska
2025, Respectus Philologicus
Key finding: Survey data reveals mixed attitudes among Macedonian university students regarding ChatGPT’s usefulness in foreign language learning. While students recognize benefits for writing, translation, and grammar correction,...
Key finding: Survey data reveals mixed attitudes among Macedonian university students regarding ChatGPT’s usefulness in foreign language learning. While students recognize benefits for writing, translation, and grammar correction, skepticism remains about its efficacy for speaking skill development and fostering creativity, indicating the need for pedagogical frameworks that align AI use with diverse skill targets.
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Related Topics
Teaching English as a Second Language
Applied Linguistics
Teaching English As A Foreign Language
Second Language Acquisition
English as a Foreign Language (EFL)
English As a Second Language (ESL)
Languages and Linguistics
Foreign language teaching and learning
Second Language Teacher Education
Teacher Education
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Do L2 French or L2 English learners write better L3 German texts? The in-fluence of prior foreign language study on L3 German writing skills: the GaE/F Project
by
Nina Janich
2026, Zeitschrift für Interkulturellen Fremdsprachenunterricht
Many learners of German as a foreign language (L3) are learning English or French as L2 before commencing their study of German, especially students from countries where English or French is, among other languages, the second official...
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Many learners of German as a foreign language (L3) are learning English or French as L2 before commencing their study of German, especially students from countries where English or French is, among other languages, the second official language or a common language in the educational system. For example: Among the approximately 219.000 non-German students who, in 2014, studied at German universities 38.000 were from China or India (L2 English) and 11.000 were from Cameroon or Morocco (L2 French) (DAAD 2015: 14-15). University-level German instructors at the Technische Universität Darmstadt have reported a higher level of competence in producing German texts by students who have learned French as L2 before German than those who have learned English as L2.
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Do L2 French or L2 English learners write better L3 German texts? The in-fluence of prior foreign language study on L3 German writing skills: the GaE/F Project
by
Nina Janich
2026, Zeitschrift für Interkulturellen Fremdsprachenunterricht
Many learners of German as a foreign language (L3) are learning English or French as L2 before commencing their study of German, especially students from countries where English or French is, among other languages, the second official...
more
Many learners of German as a foreign language (L3) are learning English or French as L2 before commencing their study of German, especially students from countries where English or French is, among other languages, the second official language or a common language in the educational system. For example: Among the approximately 219.000 non-German students who, in 2014, studied at German universities 38.000 were from China or India (L2 English) and 11.000 were from Cameroon or Morocco (L2 French) (DAAD 2015: 14-15). University-level German instructors at the Technische Universitat Darmstadt have reported a higher level of competence in producing German texts by students who have learned French as L2 before German than those who have learned English as L2. Multilingualism researchers have investigated the impact of prior foreign language study on the learning of other languages. These influences include the learner’s personal experiences while learning a foreign language, the developme...
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Primjena Informacijske I Komunikacijske Tehnologije
by
Ivan Gerlič
2026
Research project "Didactical aspects of appliance of In-formation and Communication Technology (ICT)- learning and training " has covered the following topics: analysis of ICT, design and definition of didactical aspects of ICT...
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Research project "Didactical aspects of appliance of In-formation and Communication Technology (ICT)- learning and training " has covered the following topics: analysis of ICT, design and definition of didactical aspects of ICT in Slo-venian learning system, design and definition of didactical forms, methods, approaches, models of ICT in education and training, their practical value, and compatibility with contemporary educational systems goals. Sažetak: Istraživački projekt Didaktički aspekti primjene informa-cijske i komunikacijske tehnologije (ICT) – učenje i vježbanje pokriva slijedeće teme: analiza ICT-a, kreiranje i određiva-nje didaktičkih aspekata ICT-a u slovenskom obrazovnom sustavu, kreiranje i određivanje didaktičkih formi, metoda, pristupa, modela informacijske i komunikacijske tehnologije u obrazovanju i vježbanju, njihove praktične vrijednosti te kompatibilnost sa suvremenim ciljevima obrazovnih susta-va.
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Primjena informacijske i komunikacijske tehnologije (ICT) u slovenskom obrazovnom sustavu
by
Ivan Gerlič
2026
Research project "Didactical aspects of appliance of Information and Communication Technology (ICT) - learning and training" has covered the following topics: analysis of ICT, design and definition of didactical aspects of ICT...
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Research project "Didactical aspects of appliance of Information and Communication Technology (ICT) - learning and training" has covered the following topics: analysis of ICT, design and definition of didactical aspects of ICT in Slovenian learning system, design and definition of didactical forms, methods, approaches, models of ICT in education and training, their practical value, and compatibility with contemporary educational systems goals.
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Autonomía morfológica en el paradigma verbal español
by
Luis Silva-Villar
2026
Desarrollamos una modificacion del enfoque de stem spaces o “conglomerados de raices compartidas” (Bonami & Boye 2003, Boye & Cabredo Hofherr 2006). Para llevarlo a cabo, diferenciamos los componentes que necesitan especificacion o...
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Desarrollamos una modificacion del enfoque de stem spaces o “conglomerados de raices compartidas” (Bonami & Boye 2003, Boye & Cabredo Hofherr 2006). Para llevarlo a cabo, diferenciamos los componentes que necesitan especificacion o primitivos de los que se aprenden con ayuda de medios funcionales. Se consideran relaciones internas del paradigma a aquellas que permiten reconstruirlo en porciones a partir de segmentos primitivos del propio sistema paradigmatico. Nuestro esfuerzo perfila unidades y procedimientos que explican las relaciones internas mas alla de coincidencias sistematicas. Un ejemplo clarificador: el Modo Subjuntivo es parasito del Indicativo por razones independientes a que tanto Presente como Pasado (Imperfecto) de Subjuntivo carezcan de un espacio comun en sus raices. Otros fenomenos revisados, o anadidos, son los conceptos de “redundancia” o el de “forma defectiva”. Frente al morfoma (Aronoff 1994, Meiden 1992) se postulan los formemas o segmentos morfologicos (radi...
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From Professors to Assessors? Analysis of the Spanish Curriculum Gente and the Impact of Technology
by
Modesto Corderi Novoa (Escola Oficial de Idiomas da Coruña)
2026, Revista Internacional de Investigación e Innovación en Didáctica de las Humanidades y las Ciencias
In recent years, the number of students of Spanish language in the US has grown exponentially. There is a need for high quality Spanish curricula that can create intercultural competent world citizens that are also independent and active...
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In recent years, the number of students of Spanish language in the US has grown exponentially. There is a need for high quality Spanish curricula that can create intercultural competent world citizens that are also independent and active learners. The use of technology in language education has created unlimited new opportunities, but also many challenges. From September to December 2015 the author worked as a part-time adjunct instructor in the Spanish Language Department of Romance, German, and Slavic Languages and Literatures at The George Washington University. In addition, during that period of time the author was also a researcher at the Ed.D. doctoral program in Curriculum and Instruction at the Graduate School of Education & Human Development  at The George Washington University in Washington D.C. This paper analyzes the Spanish curriculum GENTE taught by the author while he was a Spanish language instructor and relates it with the concepts of several Curriculum Theories and...
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Die diversen Kulturtheorien
by
Karen Gloy
2026
Man wird sich schnell und problemlos darauf einigen können, dass Kultur die Gesamtheit materieller und ideeller, physischer und geistiger Schöpfungen des Menschen bedeutet, und zwar nicht so sehr singuläre Handlungen, sondern...
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Man wird sich schnell und problemlos darauf einigen können, dass Kultur die Gesamtheit materieller und ideeller, physischer und geistiger Schöpfungen des Menschen bedeutet, und zwar nicht so sehr singuläre Handlungen, sondern wiederkehrende wie Riten, Sitten und Gebräuche, Kunst, Sprache, Religion, die der Strukturierung von Gesellschaften bzw. Gemeinschaften dienen und das soziale und politische Zusammenleben regeln. Der Begriff Kultur stammt aus dem Lateinischen: cultura und meint Bearbeitung, Pflege durch Menschenhand, was sich auf den Wildwuchs und die Wucherungen der Natur bezieht. Der Begriff wurde verwendet für die Urbarmachung von unbebautem Land, von Wiesen und Wäldern, also zunächst für die Bodenpflege. Das Wort geht auf den indogermanischen Ursprung kuel = ‚drehen', ‚wenden' zurück und meint die Bearbeitung des Ackers durch Drehen der Scholle.
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Accent Valéncia o València 2025 Presentació
by
Abelard Saragossà Alba
2026
Presentació del llibre ¿Valéncia o València, sorprés o sorprès? Accentuació de la lletra e. Creiximents estructurals de la vocal è Autor: Abelard Saragossà Editorial: Institució Alfons el Magnànim. Col·lecció: Biblioteca de Filologia,...
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Presentació del llibre
¿Valéncia o València, sorprés o sorprès? Accentuació de la lletra e. Creiximents estructurals de la vocal è
Autor: Abelard Saragossà
Editorial: Institució Alfons el Magnànim. Col·lecció: Biblioteca de Filologia, 2025
Després de la presentació (p. 1-9), comente tres temes no tractats en l’exposició.
1. L’accent de ValEncia ¿ja està regulat en les «Normes de Castelló»? (p. 10)
2. ¿No tindria sentit canviar València perque seria pràcticament general? (p. 11)
3. Causes de no tractar el llibre de Chulià (En defensa de València, 2025). (p. 12)
4. Full informatiu: reducció de la presentació a 23 idees bàsiques. (p. 14)
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Fundamental and applied linguodidactology // Фундаментална и приложна лингводидактология
by
Dimitar Vesselinov
2026, Chuzhdoezikovo Obuchenie – Foreign Language Teaching - Чуждоезиково обучение
The general theoretical and applied aspects of current language teaching, integrating the research issues of monolingual, bilingual and plurilingual communicative reality, viewed through the prism of the native, official or foreign...
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The general theoretical and applied aspects of current language teaching, integrating the research issues of monolingual, bilingual and plurilingual communicative reality, viewed through the prism of the native, official or foreign language and literature, are in the focus of contemporary fundamental and applied linguodidactology. It encompasses the paradigmatical areas of native and foreign language teaching and the teaching of national and foreign literature.
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Percepções De Uma Professora De Inglês Sobre Sua Sala De Aula: Uma Visão Êmica
by
Andrea Machado de Almeida Mattos
2026
This study investigated a pre-service English teacher and her perceptions about her classroom from her own point of view. The research design was based on theoretical and empirical studies about classroom research and about the FL...
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This study investigated a pre-service English teacher and her perceptions about her classroom from her own point of view. The research design was based on theoretical and empirical studies about classroom research and about the FL teacher, adopting an interpretivist and emic vision. The main objective of the research was to search for a global understanding of how the FL teacher interprets the events present in the classroom. To this end, a case study was conducted, using retrospective interviews as the main data collection instrument. The objective of these interviews was to foster the informant’s critical reflection on her performance inside the classroom to promote her professional development. The content of these interviews was categorized, leading to the expansion of Richards’ (1998) reflective categories. Next, quantitative and qualitative analyses were conducted. The results of the quantitative analysis led to a global view of the informant’s perceptions of her classroom. Th...
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Educating Language Teachers for Social Justice Teaching
by
Andrea Machado de Almeida Mattos
2026
This paper describes an experience of introducing critical literacy in a pre-service English as a Foreign Language (EFL) teacher education course at a large university in Brazil, aimed at students' critical education and their...
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This paper describes an experience of introducing critical literacy in a pre-service English as a Foreign Language (EFL) teacher education course at a large university in Brazil, aimed at students' critical education and their preparation as future critical teachers. The paper tries to show how the concepts of transnational literacies and critical literacy have been used as a standpoint for teacher education and for the development of critical approaches to language teaching. The paper also highlights the importance of including education for citizenship in Brazilian teacher education programs in order to have EFL teachers and student teachers question themselves as globalized and  technologized  (LANKSHEAR; KNOBEL, 2003, p. 155) citizens, as well as to reflect on their roles in fostering responsible social transformation and in the promotion of social justice (HAWKINS, 2011a; ZEICHNER, 2011).
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Meslekte Yeni Olan İlkokul Öğretmenlerinin Sınıfta Düzeni Yeniden Sağlamaya İlişkin Uygulamaları
by
Şeyma Aydın
2026, Mersin Üniversitesi Eğitim Fakültesi Dergisi
Bu araştırmada meslekte yeni olan ilkokul öğretmenlerinin sınıf yönetiminin düzeni yeniden sağlama boyutuna ilişkin deneyimlerini ve uygulamalarını betimlemek amaçlanmıştır. Araştırmada amaçlı örnekleme çerçevesinde ölçüt örneklem türü...
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Bu araştırmada meslekte yeni olan ilkokul öğretmenlerinin sınıf yönetiminin düzeni yeniden sağlama boyutuna ilişkin deneyimlerini ve uygulamalarını betimlemek amaçlanmıştır. Araştırmada amaçlı örnekleme çerçevesinde ölçüt örneklem türü kullanılarak 2016-2017 eğitim öğretim yılında Muş ili merkezinde bir ilkokulda görev yapan üç yıl ya da daha az deneyime sahip dokuz ilkokul öğretmenine ulaşılmıştır. Araştırmada nitel araştırma yaklaşımı kullanılmış ve olgubilim (fenomenoloji) deseninden yararlanılmıştır. Veriler yüz yüze görüşmeler ve gözlemler yoluyla toplanmıştır. Verilerin analizinde içerik analizi kullanılmıştır. Araştırma sonucunda öğretmenlerin düzeni yeniden sağlamaya yönelik en çok “aile ile iletişim kurma” gibi uygulamalarda bulundukları belirlenmiştir. Araştırmada öne çıkan sonuçlardan biri, fiziksel cezaların öğretmenler tarafından kullanılmadığının görülmüş olmasıdır. Sınıf öğretmenlerinin görüşleri doğrultusunda düzeni yeniden sağlamaya yönelik uygulamalarının belirlenm...
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МАКЕДОНСКИОТ ЈАЗИК КАКО СТРАНСКИ – НАСТАВА СО ФИЗИЧКО ПРИСУСТВО НАСПРЕМА НАСТАВА ОД ДАЛЕЧИНА (ИСКУСТВА, ПРЕДИЗВИЦИ И ПЕРСПЕКТИВИ)
by
Borche Arsov
2026, Македонистика 20
Во услови на пандемија, во глобални рамки, наставата од далечина во рекордно време стана единствениот, а воедно и најпрактичниот начин за непречено одржување на наставата на сите нивоа од образованието. Во трудов се претставени...
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Во услови на пандемија, во глобални рамки, наставата од далечина во рекордно време стана единствениот, а воедно и најпрактичниот начин за непречено одржување на наставата на сите нивоа од образованието.
Во трудов се претставени искуствата на авторот, како професор по македонски јазик како странски, и тоа на Летната школа на Меѓународниот семинар за македонски јазик, литература и култура при Универзитетот „Св. Кирил и Методиј“ – Скопје, РС Македонија и на Државниот универзитет во Аризона, САД. Во анализата се вклучени искуствата од ангажманите на авторот во 2020 година, односно од наставата по македонски јазик како странски одржана од далечина (онлајн), во споредба со искуствата од наставата одржана со физичко присуство во 2019 година – во двата случаја се анализира работата во рамките на двете погоре споменати институции. Претставени се не само согледувањата на професорот, предизвиците со кои тој се соочувал и перспективите на предавањето на македонскиот јазик како странски, туку и размислувањата на неговите слушатели, врз основа на однапред спроведена анкета.
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LINGÜÍSTICA APLICADA AL ESPAÑOL
by
Javier Sotelo Canosa
2026, LINGÜÍSTICA APLICADA AL ESPAÑOL
TEMA 1. La lingüística aplicada en el contexto de la lingüística general. TEMA 2. Adquisición, aprendizaje y enseñanza de lenguas. TEMA 3. Política y planificación lingüísticas. TEMA 4. Lingüística clínica. TEMA 5. Lingüística forense....
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TEMA 1. La lingüística aplicada en el contexto de la lingüística general. TEMA 2. Adquisición, aprendizaje y enseñanza de lenguas. TEMA 3. Política y planificación lingüísticas. TEMA 4. Lingüística clínica. TEMA 5. Lingüística forense. TEMA 6. Lingüística aplicada a las Nuevas Tecnologías.
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Hrvatski kao ini jezik u teoriji i praksi
by
Sanda Lucija Udier
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Marica Čilaš Mikulić
2026, Hrvatski kao ini jezik u teoriji i praksi
Hrvatski kao ini jezik (HIJ) u posljednja je tri desetljeća sve češće predmet poučavanja i proučavanja, a poučavanjem i proučavanjem hrvatskoga kao inoga jezika bavi se posebna grana kroatistike – kroatistička glotodidaktika. Terminom...
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Hrvatski kao ini jezik (HIJ) u posljednja je tri desetljeća sve češće predmet poučavanja i proučavanja, a poučavanjem i proučavanjem hrvatskoga kao inoga jezika bavi se posebna grana kroatistike – kroatistička glotodidaktika. Terminom hrvatski kao ini jezik posljednjih desetak godina naziva se jezik koji je različit od čijega prvoga, materinskoga jezika, to jest obuhvaća drugi, strani ili nasljedni jezik. Poučavanje HIJ-a bitno se razlikuje od poučavanja hrvatskoga kao prvoga jezika (dakle onoga za izvorne govornike), a te razlike proizlaze iz činjenice što je namijenjeno različitim učenicima i odvija se u bitno različitim kontekstima. Najveća je razlika u tome što učenici HIJ-a nemaju implicitno znanje o hrvatskome jeziku kao izvorni govornici te zbog toga imaju puno nedoumica i pitanja o onim aspektima hrvatskoga jezika koji su izvornim govornicima sasvim razumljivi i intuitivno jasni. Različitost u poučavanju uvelike se ogleda u izboru nastavnih sadržaja, u pristupu poučavanju te progresiji poučavanja. Poučavanje hrvatskoga jezika za učenike kojima je hrvatski jezik prvi razvijano je godinama za potrebe nastave predmeta Hrvatski jezik u osnovnim i srednjim školama. Poučavanje hrvatskoga kao inoga jezika razvijalo se od 1960-ih, a svoj je procvat doživjelo u posljednjih dvadeset godina, otkako je interes za učenje HIJ-a veći te se organizira sve više tečajeva i sveučilišnih programa. Kako se mijenjaju prilike u hrvatskome društvu i kako Hrvatska postaje sve više useljenička zemlja, potreba za učenjem HIJ-a danas je veća nego ikada u prošlosti te se sve više osoba profesionalno bavi njegovim poučavanjem. Osim osoba koje se profesionalno bave poučavanjem HIJ-a, poznavanje njegove teorije i prakse potrebno je gotovo svakom nastavniku Hrvatskoga jezika u hrvatskim školama jer u njima ima sve više inojezičnih učenika kojima je potrebno pomoći da ovladaju hrvatskim jezikom kako bi se mogli uklopiti u hrvatski obrazovni sustav. Pristupi poučavanju HIJ-u mogu se razlikovati s obzirom na prvi jezik učenika, na dob, lingvističko predznanje i na svrhu učenja.
Tijekom prošlih dvaju desetljeća (od 2006.) nastaje serija udžbenika Razgovarajte s nama za razine A1 do C1, a usporedo s njom razvijao se komunikacijsko-gramatičko-semantički pristup poučavanju HIJ-a – dakle pristup koji u poučavanju podjednako stavlja naglasak i na značenje i na morfologiju te sintaksu, kao i komunikaciju od koje učenje jezika najčešće i polazi. U isto je vrijeme nastajala i ova knjiga – Hrvatski kao ini u teoriji i praksi. U njoj se bavimo gramatičkim temama koje smo smatrale središnjima kada je riječ o HIJ-u. Namijenjena je u prvome redu poučavateljima HIJ-a – lektorima na sveučilištima u Hrvatskoj i u inozemstvu, nastavnicima HIJ-a na tečajevima u školama stranih jezika, učiteljima hrvatskoga jezika u osnovnim i srednjim školama čiji su učenici neizvorni govornici (a čiji je broj iz različitih razloga u stalnome porastu) i drugima koje iz nekoga razloga zanima teorija i(li) praksa poučavanja HIJ-a. Suvremeni pristup nastavi inoga jezika podrazumijeva da je u poučavanju, umjesto na samim jezičnim strukturama, težište na komunikaciji. Takav je pristup primjeren u najvećem broju slučajeva te su nastavne situacije u kojima nije primjeren više iznimka nego pravilo. Međutim komunikacija bez gramatike nemoguća je, pogotovo u jeziku s razvijenom morfologijom kakav je hrvatski. Gramatika služi izražavanju različitih značenja, a učiti gramatiku znači učiti izražavati različita značenja. Komunikacijsko-gramatičko-semantički pristup poučavanju HIJ-a ima sve elemente suvremenoga načina poučavanja inoga jezika. Takav je pristup poučavanju HIJ-a također i gramatički jer je od tradicionalnoga načina poučavanja zadržao pogled na jezik kao strukturiran sustav gramatičkih elemenata, odnosno složenu tvorevinu čiji elementi funkcioniraju prema gramatičkim zakonitostima. Zbog toga se gramatika poučava vrlo podrobno i s uvođenjem metalingvističkih podataka kojima se tumači ne samo praktična nego i teorijska strana funkcioniranja hrvatskoga jezika. Taj se pristup pokazao odgovarajućim i vrlo potrebnim, pogotovo kad je riječ o učenicima HIJ-a čiji je prvi jezik neki od jezika koji su tipološki i strukturno udaljeni od hrvatskoga jezika i posebice u akademskome kontekstu (Croaticum – Centar za hrvatski kao drugi i strani jezik na Filozofskome fakultetu Sveučilišta u Zagrebu i drugi centri za poučavanje HIJ-a, lektorati hrvatskoga jezika na inozemnim sveučilištima i slično). Sve se gramatičke činjenice i elementi ustroja hrvatskoga jezika poučavaju tako da se snažan naglasak stavlja na tumačenje značenja koja se njima izražavaju. Zbog tumačenja i poučavanja značenja koja se izražavaju različitim gramatičkim kategorijama i oblicima pristup poučavanju HIJ-a naziva se i semantičkim. Prema tim trima osnovnim segmentima – komunikacijskom, gramatičkom i značenjskom – dobio je naziv pristup koji opisujemo u ovoj knjizi. Uz komunikacijsku, gramatičku i semantičku sposobnost postoje, dakako, i druge sposobnosti (ortoepska, pragmatička i druge) – nazivom pristupa nije se htjelo istaknuti da su neke jezične sposobnosti važnije od drugih, on je ilustrativan pa kao takav ima i prednosti (naprimjer ekonomičnost i univerzalnost) i nedostatke (naprimjer nepotpunost).
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O ensino de sociologia como prática pedagógica de construção de conhecimento
by
Walter Lucio de Alencar Praxedes
2026, DOAJ (DOAJ: Directory of Open Access Journals)
Neste ensaio apresento uma proposta para os professores de sociologia adotarem o exercício da pesquisa como estratégia pedagógica. A sociologia no ensino médio pode ser tratada pelos professores como uma oportunidade de aprendizagem e...
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Neste ensaio apresento uma proposta para os professores de sociologia adotarem o exercício da pesquisa como estratégia pedagógica. A sociologia no ensino médio pode ser tratada pelos professores como uma oportunidade de aprendizagem e exercício da construção de conhecimentos sobre as relações sociais em conjunto com os estudantes.
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O ensino de sociologia como prática pedagógica de construção de conhecimento
by
walter praxedes
2026, DOAJ (DOAJ: Directory of Open Access Journals)
Neste ensaio apresento uma proposta para os professores de sociologia adotarem o exercício da pesquisa como estratégia pedagógica. A sociologia no ensino médio pode ser tratada pelos professores como uma oportunidade de aprendizagem e...
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Neste ensaio apresento uma proposta para os professores de sociologia adotarem o exercício da pesquisa como estratégia pedagógica. A sociologia no ensino médio pode ser tratada pelos professores como uma oportunidade de aprendizagem e exercício da construção de conhecimentos sobre as relações sociais em conjunto com os estudantes.
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Students' Perspectives on College English in Institutions of Higher Learning in Central China
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Gurnam K A U R Sidhu
2026, Universal Journal of Educational Research
English Language today, has a special position in Chinese education as it is taught as a foreign language at all education levels ranging from primary to postgraduate education. At the university level, College English is a compulsory...
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English Language today, has a special position in Chinese education as it is taught as a foreign language at all education levels ranging from primary to postgraduate education. At the university level, College English is a compulsory course. The teaching and learning of English at the tertiary level witnessed a paradigm shift with the implementation of the 2016 College English Teaching Reform (CETR). This reform saw a move from a traditional teacher-centered approach to a more learner-centered communicative approach. Therefore, this paper presents students' perspectives on College English. The study involved 611 university students from two institutions of higher learning in Central China. Data were collected via a questionnaire and interviews. The quantitative findings revealed that students held moderately positive perceptions of College English in terms of its learning objectives, language skills, teaching methods and teaching resources. Nonetheless, a mixed response was indicated in the qualitative findings as a number of students felt that EFL classrooms continued to be teacher-centered with EFL class enrolments being still large and this inhibited student-teacher interactions. Hence, the three main challenges faced by students were their limited English language proficiency, minimal teacher feedback and a lack of motivation to learn English. All these findings indicated that though the CETR has some positives, it is not without its share of limitations and these shortcomings need to be addressed if the true aspirations of the CETR are to be realized.
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The relationship between teacher education, teacher cognition and classroom practice in language teaching: a case study of MA students beliefs about grammar teaching
by
Simon Phipps
2026
This study examines the development of the grammar teaching beliefs and practices of three practising teachers of English in Turkey taking an MA course. Teachers were interviewed and observed over a 20-month period; the observations shed...
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This study examines the development of the grammar teaching beliefs and practices of three practising teachers of English in Turkey taking an MA course. Teachers were interviewed and observed over a 20-month period; the observations shed light on how they taught grammar, while the interviews explored their beliefs about grammar teaching and provided insight the relationship between their beliefs and practices. Analysis of the findings indicated that teachers taught differently from many of their stated beliefs, either temporarily or consistently, that the reasons for this were complex, and that teachers' reasoning was flexibly adjusted in response to practical classroom circumstances. Drawing on a distinction between core and specific beliefs, the analysis also showed that tensions occurred when teachers' core beliefs about teaching and learning generally were not aligned with specific beliefs about teaching and learning English. Thus at any one time core and specific beliefs competed for influence over teachers' practices mediated by contextual and affective factors. Analysis also indicated that teacher learning is a complex non-linear process made of different stages unique to each teacher. Various factors facilitated this process; teachers' dissatisfaction with aspects of their beliefs and practices; being aware of and questioning their beliefs and practices; exposure to alternative ideas and practices which were perceived to be intelligible, plausible and fruitful; and opportunities to explore their teaching and experiment with alternative practices. It is argued that the development of new teaching routines is a dynamic, cyclical and dialectic process which involves ongoing interaction between affective, cognitive, contextual and experiential factors. Some important implications of the study for language teacher education discussed are that helping teachers raise awareness of tensions, discussing these collaboratively with teacher educators and engaging teachers with data from real classrooms can help teachers develop their classroom practices.
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Cutting Out the Middleman: A Case Study of a Virtual isiZulu-Portuguese Language Exchange
by
Milan Puh
2026, Leitura e Escrita como Travessia
The current study reflects on an isiZulu-Portuguese language exchange that aimed to investigate the possibility of an international language exchange that decentralizes English as a mediator. The Institute de Letters of the Federal...
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The current study reflects on an isiZulu-Portuguese language exchange that aimed to investigate the possibility of an international language exchange that decentralizes English as a mediator. The Institute de Letters of the Federal University of Bahia (UFBA), Brazil, and Quent Corporate Communications, a South African-based language training company, partnered in an IsiZulu-Portuguese language exchange using the two countries’ linguistic, historical, and cultural overlaps as a point of departure. By conducting the language exchange, the collaborators aimed to address the pedagogical gap within this field of study, contribute to the support of plurilingualism over language imperialism within a language exchange program, as well as contribute to data for policy design in regard to multilingual education and regional integration. Considering the above, the authors of this chapter asked themselves: is a successful South-South language exchange without English as a mediator feasible? By asking this question, they opted to minimize the use of English in a South-South online language exchange (Portuguese and Zulu) in a university setting in the second semester of 2024, since the usage of an intermediary language not only serves as an exclusion instrument regarding the populations that do not speak it, as well as causes distortions of meanings and linguistic structures by inserting another (third) language into the teaching-learning process.
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Students’ perceptions and experiences about the combined inductive-deductive approach in intermediate grammar class
by
Yazid Basthomi
2026, International Journal of Education and Learning
This is an open access article under the CC-BY-SA license.
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A Case Study of School-Based Lesson Study at a Japanese Public Elementary School for Foreign Language Activities
by
明子 上原
2026
This paper, based on a case study, documents how Japanese teachers in a public elementary school work collaboratively through lesson study. From this school’s case, three factors stand out as important for a collaborative lesson study....
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This paper, based on a case study, documents how Japanese teachers in a public elementary school work collaboratively through lesson study. From this school’s case, three factors stand out as important for a collaborative lesson study. One is that under the leadership of the chairperson, all teachers had various roles. The second factor is that all teachers give their own research lesson every year. So they can be involved a lot of lesson study. The third factor is that there are many informal voluntary meetings. The last two factors show that lesson study is very much a part of the school’s teacher development culture. The results of the study suggest that school-based lesson study in Japan is highly structured and collaborative.
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Second Foreign Language Learning Difficulties and Curriculum Implications for English-Majoring Master's Students in Vietnam
by
Arab World English Journal (AWEJ)
2026, Arab World English Journal (AWEJ)
, including both first-and second-year cohorts, in learning a second foreign language, and proposes pedagogical strategies to improve their learning outcomes. A mixed-methods approach was employed, combining questionnaires (N = 30) and...
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, including both first-and second-year cohorts, in learning a second foreign language, and proposes pedagogical strategies to improve their learning outcomes. A mixed-methods approach was employed, combining questionnaires (N = 30) and semi-structured interviews to obtain quantitative and qualitative insights. The questionnaire consisted of 44 items in two parts: (1) difficulties and influencing factors, and (2) learning strategies and coping mechanisms. Semi-structured interviews with ten randomly selected students included five open-ended questions focusing on factors affecting second foreign language learning, significant difficulties, learning habits, institutional support, and suggestions for improvement. The findings reveal that students encounter linguistic challenges such as interference from English, complex grammar, and limited exposure, as well as internal barriers including low motivation, test anxiety, and lack of confidence, alongside external constraints such as rigid schedules and limited practice opportunities To address these issues, students recommended self-regulated and collaborative learning, greater use of digital resources, interactive teaching methods, and stronger institutional support through flexible scheduling and curriculum adjustments. Integrating empirical data with theories of multilingualism and motivation, this study provides a comprehensive understanding of second-foreign language learning at Thu Dau Mot University. Students experience grammatical, lexical, and psychological barriers intensified by time pressure and institutional constraints. Collaborative practice, technology use, and real-life communication can help mitigate these challenges. The study concludes that multilingual competence is both cognitive and socially constructed, requiring alignment between learner needs, pedagogy, and Vietnam's multilingual education goals.
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Nuevas tecnologías para el aprendizaje y la formación de una sociedad en red: salvando la tercera brecha digital
by
Montserrat Vargas Vergara
2026
Que la tecnología se ha instalado en nuestras vidas, es algo que todos, de una forma u otra, hemos ido asumiendo, cada uno en función a sus necesidades. Los invitados a este debate son profesionales de distintos ámbitos del conocimiento,...
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Que la tecnología se ha instalado en nuestras vidas, es algo que todos, de una forma u otra, hemos ido asumiendo, cada uno en función a sus necesidades. Los invitados a este debate son profesionales de distintos ámbitos del conocimiento, hombres y mujeres que se preocupan por un correcto uso de las tecnologías, dentro y fuera del sistema de Educación Superior, de edades muy diferentes, desde alumnos recién egresados hasta profesores eméritos universitarios. Independientemente de todas estas variables, las tecnologías forman parte de sus vidas, ya sea para aprender o para enseñar, desde lo presencial o en la distancia. Todos ellos están sensibilizados con la necesidad de reflexionar y repensar el correcto uso de las tecnologías en la ciudadanía y en las instituciones educativas en particular. En este debate se evidencia la preocupación sobre cómo se están utilizando las tecnologías en el desarrollo integral de la persona. Por otra parte, se habla sobre cómo el manejo de los dispositi...
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La didactique des langues dans la formation initiale des enseignant.e.s en Suisse / Fremdsprachendidaktik in der Schweizer Lehrer*innenbildung
by
Martina Zimmermann
2026
Quelles sont les approches scientifiques et méthodologiques sur lesquelles se base la didactique des langues dans un pays comme la Suisse, où chaque canton décide de manière plus ou moins autonome des langues « étrangères » qui y sont...
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Quelles sont les approches scientifiques et méthodologiques sur lesquelles se base la didactique des langues dans un pays comme la Suisse, où chaque canton décide de manière plus ou moins autonome des langues « étrangères » qui y sont enseignées et dans quel ordre ? Quels sont les concepts fondamentaux, les notions et les épistémologies retenus et légitimés par les curricula de formation ? Telles sont les questions qu’aborde l’ouvrage. Welche wissenschaftsmethodischen und inhaltlichen Positionen sind im Bereich Fremdsprachendidaktik in einem Land wie der Schweiz aktuell, wo jeder Kanton mehr oder weniger autonom darüber entscheidet, welche Fremdsprachen in welcher Reihenfolge unterrichtet werden? Welche Epistemologie bzw. welche theoretischen Konzepte und Begriffe finden Eingang in Curricula der Lehrer*innenbildung? Diesen Fragen geht der vorliegende Sammelband nach.
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CULTURAL AWARENESS: A SKILL IN THE LANGUAGE LEARNING CLASSROOM
by
Carlos H Trindade
2026, CULTURAL AWARENESS: A SKILL IN THE LANGUAGE LEARNING CLASSROOM
The influence of culture in language acquisition has been studied for decades. Being language an important part of a culture from a specific social group, a community, a geographic region or a whole country, it is reasonable to argue...
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The influence of culture in language acquisition has been studied for decades. Being
language an important part of a culture from a specific social group, a community, a
geographic region or a whole country, it is reasonable to argue that, in order to
acquire a language, one must also understand and function properly in the culture of
where that language is spoken.
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KAZAKİSTAN'DA ÖĞRETMEN YETİŞTİRME POLİTİKALARI VE YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİ BAĞLAMINDA ÖĞRETİCİ EĞİTİMİ İÇİN ÖNERİLER
by
Eser Kocaman Gürata
2026, Türkbilig
Teacher training is essential for the basic theoretical background of future and current foreign language teachers and for contributing recent information and experience to the field practice. The main factor in the development of these...
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Teacher training is essential for the basic theoretical background of
future and current foreign language teachers and for contributing recent
information and experience to the field practice. The main factor in the
development of these trainings is the teaching standard of the country and the existing challenges confronting the field of foreign language teaching. To investigate these factors valid and reliable studies published in a certain period are needed. In a context such as Kazakhstan, with linguistically and culturally heterogeneous groups of teachers and learners, it is believed that the process of language teaching and the outcomes from this process are reflected as comprehensive and up-to-date information as possible with the data provided by instructors in academic research based on their professional experience. Intending
to study the current teaching standard and changes in the field of multilingual teaching in Kazakhstan, this research is a systematic review of articles published in 2018-2023 on the training of second and foreign language teachers in Kazakhstan. The articles included in the systematic review were analyzed based on several different sub-questions in terms of their purpose, methodology, and findings. The results of the study showed that in terms of teacher training, there is mainly research on English, Russian, and Kazakh language teachers in Kazakhstan. These results were discussed concerning the conditions of teaching Turkish as a foreign language in Kazakhstan, and the standards of foreign/second
language teachers in the world and Kazakhstan. Recommendations were made for the training of teachers of Turkish as a foreign language in the context of Kazakhstan.
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Susilo, A., Yang, P., & Qi, R. (2026). Ongoing development of critical intercultural awareness: A qualitative case study of Indonesian university teachers. Intercultural Education, 1-22. https://doi.org/10.1080/14675986.2026.2639809 (Open access)
by
Ping Yang
2026, Intercultural Education
Critical intercultural awareness (CIA), as a core element of intercultural communication competence (ICC), enables teachers to critically evaluate cultural perspectives, practices, and products, allowing them to communicate effectively...
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Critical intercultural awareness (CIA), as a core element of intercultural communication competence (ICC), enables teachers to critically evaluate cultural perspectives, practices, and products, allowing them to communicate effectively with colleagues and students from diverse linguistic and cultural backgrounds. However, many teachers either overlook the significance of CIA or lack its sufficient development, which hinders the integration of intercultural dimensions into English language teaching. This project investigated the in-progress development of Indonesian university teachers' CIA over a ten-week intercultural teaching programme. It deployed a qualitative case study involving four teachers. They used ten culturally appropriate video clips following four teaching procedures: authentic input, noticing, reflection, and verbal output. Data was collected through interviews, teachers' reflections, and field notes, coded and analysed using NVivo. The findings revealed that intercultural teaching contributed to the ongoing development of teachers' CIA. This subsequently transformed their facilitation skills, created a dynamic and productive in-class learning environment, and better engaged students in understanding the socio-cultural issues embedded in the clips. Pedagogically, the findings suggest that the video clips functioned as culturally laden teaching tools, and the complementary communication-based intercultural learning activities enabled the teachers and students to experience meaningful intercultural communication, primarily via the scaffolded in-class discussions.
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Ο ψηφιακός εκδημοκρατισμός της παραγωγής εκπαιδευτικών podcasts
by
Jim Kravvaris
2026
Η παρούσα εργασία διερευνά τον ριζικό μετασχηματισμό που επιφέρει η Γενετική Τεχνητή Νοημοσύνη στην παραγωγή πολυτροπικού εκπαιδευτικού υλικού. Ενώ η παιδαγωγική αξία των podcasts και της ακουστικής μάθησης είναι αδιαμφισβήτητη για την...
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Η παρούσα εργασία διερευνά τον ριζικό μετασχηματισμό που επιφέρει η Γενετική Τεχνητή Νοημοσύνη στην παραγωγή πολυτροπικού εκπαιδευτικού υλικού. Ενώ η παιδαγωγική αξία των podcasts και της ακουστικής μάθησης είναι αδιαμφισβήτητη για την ενίσχυση της εμπλοκής των μαθητών, η ενσωμάτωσή τους στην τυπική εκπαίδευση προσκρούει διαχρονικά σε συστημικά εμπόδια. Στόχος της μελέτης είναι να καταδείξει πώς εργαλεία όπως το Google NotebookLM εκδημοκρατίζουν αυτή τη διαδικασία, καθιστώντας την προσβάσιμη σε κάθε εκπαιδευτικό, ανεξαρτήτως τεχνικού υποβάθρου. Μέσω μιας εφαρμοσμένης μελέτης περίπτωσης στο μάθημα της Ιστορίας, εξετάζεται η μετάβαση από το κείμενο στον συνθετικό διάλογο. Η μεθοδολογία εστιάζει στην τεχνολογία Παραγωγή Ενισχυμένη με Ανάκτηση, η οποία ελαχιστοποιεί τον κίνδυνο ασάφειας αποτελέσματος. Τα αποτελέσματα καταδεικνύουν δραστική μείωση του χρόνου παραγωγής (άνω του 85%) και υψηλή ποιότητα παραγόμενου υλικού. Ο εκπαιδευτικός εξελίσσεται από «τεχνικός ήχου» σε «ελεγκτή ποιότητας», έχοντας πλέον τη δυνατότητα να δημιουργεί ευέλικτο, συμπεριληπτικό και προσαρμοσμένο υλικό χωρίς την ανάγκη για φυσικό στούντιο.
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Etimologija i istorijsko širenje imenice subota u slovenskim jezicima sa posebnim osvrtom na južnoslovenske jezike
by
Željko Stanojević
2026, Zenodo (CERN Repository)
This paper examines the etymology and historical diffusion of the noun subota ("Saturday") in the Slavic languages, with particular emphasis on the Serbian language. Unlike most Slavic names of the days of the week, which derive from...
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This paper examines the etymology and historical diffusion of the noun subota ("Saturday") in the Slavic languages, with particular emphasis on the Serbian language. Unlike most Slavic names of the days of the week, which derive from Indo-European numerical or astronomical patterns, subota represents a direct lexical borrowing of Semitic origin, ultimately traceable to Biblical Hebrew ‫ת‬ ‫בָּ‬ ‫שַׁ‬ (šabbāt). Using a multidisciplinary approach that combines historical linguistics, comparative philology, Semitics, Slavic studies, theology, and cultural history, the study reconstructs the transmission of the term from Hebrew through Greek (σάββατον), Latin (sabbatum), and Old Church Slavonic (сꙋбота / сѫбота), leading to its full integration into the Serbian lexicon. Special attention is given to phonetic adaptation, morphological stabilization, and semantic continuity across these stages.
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Higher Education without Migration: Studying at Foreign Universities in India
by
Dr G Kamalakar
2026, Research Journal of Humanities and Social Sciences
The recent policy shift enabling foreign universities to establish campuses in India marks a transformative step in the nation's higher education landscape. This development offers Indian students access to globally recognized degrees,...
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The recent policy shift enabling foreign universities to establish campuses in India marks a transformative step in the nation's higher education landscape. This development offers Indian students access to globally recognized degrees, curricula, and pedagogical approaches without the economic, social, and cultural challenges of international migration. Drawing on the provisions of the National Education Policy (NEP) 2020, this study examines the opportunities, challenges, and implications of foreign universities operating within India. It explores potential benefits such as reduced cost of study, localized access to world-class faculty, and enhanced academic diversity, alongside concerns over quality assurance, regulatory oversight, and equitable access. Using a qualitative analysis of policy documents, expert interviews, and case studies of early entrants, the paper evaluates how this model may influence student mobility trends, global competitiveness of Indian graduates, and India's positioning as an international education hub. The findings suggest that, if strategically implemented, foreign university campuses in India can democratize global education, mitigate brain drain, and catalyze academic innovation-while requiring robust policy frameworks to ensure inclusivity and sustainability.
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Foreign Language Teaching and Learning in a Reading Comprehension and Writing Online Module: A Higher Education Analysis
by
Nicole Roberts
2026, International Journal of Educational Excellence
The Spanish section of the Department of Modern Languages and Linguistics at The University of the West Indies at Saint Augustine decided to begin teaching a two hour module of the courses: SPAN 1001 and 1002 to first year students, in...
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The Spanish section of the Department of Modern Languages and Linguistics at The University of the West Indies at Saint Augustine decided to begin teaching a two hour module of the courses: SPAN 1001 and 1002 to first year students, in the online mode in the academic year of 2014-2015. This paper’s principal objective is to reflect upon students’ and teachers’ perspectives on benefits and challenges of the blended learning mode of delivery for Spanish programme. It examines the online reading and writing module to assess student writing interaction as well as to determine best practice in the teaching of these skills in the foreign language at the tertiary level in a twenty-first century Caribbean context. In order to carry out this reflection, action research was used therefore its data collection consisted of observations of the course design before and after the innovation, student surveys and teacher interviews. Among the most relevant findings are: students and teachers prefer ...
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A Escola da Aldeia: imagens jocosas e de caos sobre a instrução de primeiras letras na iconografia europeia protestante dos séculos XVI e XVII
by
Carla Mary S Oliveira
2026, Tempos Históricos
The article discusses the representation of education in the visual arts of the Netherlands and Flanders in the 16th and 17th centuries. It examines how the iconography of this period provides valuable insights into educational practices...
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The article discusses the representation of education in the visual arts of the Netherlands and Flanders in the 16th and 17th centuries. It examines how the iconography of this period provides valuable insights into educational practices and school material culture, particularly in contexts where other historical sources are limited. While some representations show organised and respectful school environments, others illustrate the disorder and inefficiency of village schools, criticising pedagogical methods and the preparation of educators. The importance of considering both the images and the accompanying texts to fully understand the implicit social critique in the works is emphasised. Through iconographic analysis of some images, as well as discussion of the pedagogical conceptions of the period, the article aims to broaden the understanding of the History of Education in early modern Europe, highlighting contemporary perceptions of primary literacy instruction and the social critiques reflected in the art of that context.
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Exploring the Application of Artificial Intelligence in Foreign Language Education within School Settings: Systematic Literature Review
by
Tamar Mikeladze
2026, Journal of Education in Black Sea Region
The systematic literature review explores the use of Artificial Intelligence (AI) tools in foreign language (FL) education within K-12 school settings. It aims to offer a comprehensive understanding of the current state of research,...
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The systematic literature review explores the use of Artificial Intelligence (AI) tools in foreign language (FL) education within K-12 school settings. It aims to offer a comprehensive understanding of the current state of research, identify emerging trends and gaps in the literature, and provide valuable insights for educators and researchers in the field. We analysed 16 empirical studies conducted between 2019 and 2023, focusing on three key areas: the pedagogical integration of AI tools, their impact on language learning outcomes, and future research recommendations. The review provides insights into the pedagogical aspects of AI utilization, the theoretical frameworks of the studies, and the research methods employed. The findings highlight the specifics of using AI tools, their impact on language learning outcomes, and the challenges and potential benefits of implementing AI in K-12 FL education.
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Working with the web as a source for dictionaries of informal vocabulary
by
Håkan Jansson
2026, Proceedings of the 14th EURALEX International Congress
Informal vocabulary, e.g. slang, jargon and other forms of expression that are particular to different types of small or closed groups, is usually suppressed in writing that has passed an editorial process. That is to say with at least...
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Informal vocabulary, e.g. slang, jargon and other forms of expression that are particular to different types of small or closed groups, is usually suppressed in writing that has passed an editorial process. That is to say with at least one important exception: the dialogues in works of fiction. This means that this type of vocabulary is not so readily gathered for the purpose of lexicon-making. Or this has nevertheless been the case up until recent years. But the constant stream of linguistic diversity on the Internet has given us new possibilities to tap into to the flow of colloquial and informal language. The aim of this presentation is foremost to give a brief account of how the Internet could be 'harvested' for the purpose of creating corpora which include substantial amounts of informal language, and secondly, how to use these (in this case Swedish and Icelandic) corpora to gather candidates for headwords with informal markings such as coll., slang, and the like.
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Glottopolitics
by
María Florencia Rizzo
2026, The Encyclopedia of Applied Linguistics. Edited by Carol A. Chapelle
Glottopolitics is a research approach that has grown significantly in recent decades. It addresses The Encyclopedia of Applied Linguistics. Edited by Carol A. Chapelle
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STRATIFICATION OF JAVANESE LANGUAGE IN RURAL AREAS OF EAST JAVA AND ITS IMPLICATIONS FOR JAVANESE LANGUAGE LEARNING
by
Arief Sudrajat
2026, Piwulang: Jurnal Pendidikan Bahasa Jawa
The purpose of this study is to describe the stratification of Javanese language use in rural communities in East Java and analyze its implications for Javanese language learning. This research is motivated by changes in the use of...
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The purpose of this study is to describe the stratification of Javanese language use in rural communities in East Java and analyze its implications for Javanese language learning. This research is motivated by changes in the use of Javanese by the younger generation, which can weaken the value of polite language in social interactions. This study uses a descriptive qualitative approach, and data collection was conducted through interviews and observations. Data were obtained from several sources from several villages in East Java. The Communication Accommodation Theory (Giles) was used to study the patterns of convergence, divergence, and overaccommodation in language use. Data analysis was carried out through presentation, drawing conclusions, and reduction. The results of the study indicate that social status, age, and situational context influence the choice of Javanese language speech level. Divergence appears as an expression of the identity of the modern generation, the process of linguistic convergence shows the efforts of young speakers to adapt to societal standards of politeness. This study found that the use of Javanese is a social mechanism for determining closeness, status, and cultural identity, not just a linguistic system. The results of this study demonstrate the importance of learning polite language based on social context in formal education. By using these findings, teachers can create learning models that emphasize the social function of Javanese so that students understand not only the structure of the language but also the values of politeness and respect contained within it.
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Artículo de investigAción lenguAje, sociedAd y escuelA Enseñanza del inglés basada en el fortalecimiento de identidades del estudiantado English teaching based on enhancing students' identities Ensino de Inglês baseado no fortalecimento das Identidades dos estudantes
by
Hugo Areiza
2026, Enunciación
Resumen Es probable que en algunos contextos de enseñanza de lenguas extranjeras (LE) se preste poca atención a los constructos sociales de inversión, identidad y capital de los aprendices, lo cual limita las oportunidades para favorecer...
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Resumen Es probable que en algunos contextos de enseñanza de lenguas extranjeras (LE) se preste poca atención a los constructos sociales de inversión, identidad y capital de los aprendices, lo cual limita las oportunidades para favorecer la justicia social. Desde un enfoque social crítico, este estudio de caso, de corte descriptivo, analiza el impacto de una propuesta pedagógica basada en el fortalecimiento de las identidades de estudiantes de décimo grado en una institución educativa oficial de Cali (Colombia). Esta iniciativa surge como una alternativa para abordar la problemática de la baja inversión en la lengua meta (LM) en un contexto de desigualdad. La recolección de datos incluyó un diario de observación de clase, las producciones de los participantes en la LM, evaluaciones de su desempeño y dos encuestas anónimas sobre sus percepciones de la propuesta pedagógica. A través de un análisis inductivo clásico, se identificó una alta inversión en la LM, un incremento de su capital social y cultural, el fortalecimiento de sus identidades y una alta aceptación de la propuesta. Estos hallazgos sugieren que una enseñanza basada en el modelo de inversión permite a los estudiantes fortalecer sus identidades y encontrar sentido y significado en sus interacciones; de esta manera se favorece la obtención de capital que pueda contribuir a su bienestar.
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Views of Language Education in Preservice Teachers Reflected in Their Graduation Projects
by
Hugo Areiza
2026, Folios
This paper presents a small-scale piece of educational critical research on the views of language education (le) held by preservice foreign language teachers, as reflected in their graduation projects, which describe their pedagogical...
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This paper presents a small-scale piece of educational critical research on the views of language education (le) held by preservice foreign language teachers, as reflected in their graduation projects, which describe their pedagogical practices. The study aimed to characterize their perspectives on language teaching by analyzing 24 graduation projects (gps) completed between 2018 and 2022 through quantitative content analysis. The results revealed a tendency toward romantic and active learning approaches grounded in cognitive models, a dominant perspective of language as discourse, and practices influenced by globalization. These findings align with the pedagogical framework of the program, which centers on sociocultural and reflective approaches, as well as a sociodiscursive view of the language. The study calls for an evaluation of this framework to strengthen an educational proposal that promotes social justice.
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The Ontological and Functional Foundations of Intercultural Communicative Competence (ICC): A Theoretical Guide
by
Gin March Damas
2026
This document provides a comprehensive theoretical overview of the foundational concepts of Intercultural Communicative Competence (ICC), specifically designed for students in foreign language education. It traces the epistemological...
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This document provides a comprehensive theoretical overview of the foundational concepts of Intercultural Communicative Competence (ICC), specifically designed for students in foreign language education. It traces the epistemological evolution of communication from linear models to the transactional view, drawing on symbolic interactionism and social constructionism. The module defines communication as a symbolic, interpretive, and contextual process and explores culture as the 'software of the mind' through its components: beliefs, values, and norms. Finally, it examines the global imperatives (demographic, technological, economic, and peace-driven) that make ICC essential in the 21st century and discusses the crucial transition from Intercultural Competence (IC) to Intercultural Communicative Competence (ICC) within the framework of applied linguistics.
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Teacher sim, educadora também: educação linguística com crianças em uma releitura das cartas de Paulo Freire
by
Pimenta Cultural
2026, Teacher sim, educadora também: educação linguística com crianças em uma releitura das cartas de Paulo Freire
Em 2023, o livro ‘Professora sim, tia não: cartas a quem ousa ensinar’, de Paulo Freire, completou 30 anos. Ao longo desse tempo, temos sido inspiradas por essa obra a assumirmos um compromisso político com a educação linguística e uma...
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Em 2023, o livro ‘Professora sim, tia não: cartas a quem ousa ensinar’, de Paulo Freire, completou 30 anos. Ao longo desse tempo, temos sido inspiradas por essa obra a assumirmos um compromisso político com a educação linguística e uma atitude ética diante de nossa profissão. Esta releitura homenageia o autor e reúne contribuições de pesquisadoras/es que também têm se inspirado nas palavras de Freire, focalizando seu contexto de atuação na educação linguística com crianças.
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Monikulttuurisen Työn Valmiudet Sosiaalialalla
by
Minttu Räty
2026, tutkielmat.uta.fi
Tutkimuksessa selvitettiin, millaisia monikulttuurisia valmiuksia valmistumisvaiheessa olevilla sosionomiopiskelijoilla on. Työssä tarvittavia valmiuksia tarkasteltiin monikulttuurisen työn ja sosionomin työn ydinosaamisen käsitteiden...
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Tutkimuksessa selvitettiin, millaisia monikulttuurisia valmiuksia valmistumisvaiheessa olevilla sosionomiopiskelijoilla on. Työssä tarvittavia valmiuksia tarkasteltiin monikulttuurisen työn ja sosionomin työn ydinosaamisen käsitteiden avulla. Tutkimuksessa monikulttuurinen sosiaalialan työ -käsite rakentui kulttuurien välisen työn, monikulttuurisen yhteisötyön ja rakenteellisen sosiaalityön kautta. Opiskelijoiden monikulttuurisen työn valmiuksien lisäksi selvitettiin, miten opiskelijat olivat saaneet näitä valmiuksia. Tutkimuksen kohteena olivat sosionomiopiskelijat. Kyselyyn vastasi 165 opintojensa loppuvaiheessa olevaa opiskelijaa. Tutkimus suoritettiin lomakekyselynä, jossa oli sekä monivalinta-että avoimia kysymyksiä. Aineisto hankittiin lähiopetustilanteissa viidessä eri ammattikorkeakoulussa. Tulosten analysoinnissa käytettiin pääasiassa tilastollisia analyysimenetelmiä. Avoimia vastauksia eriteltiin myös laadullisen sisällönanalyysin avulla. Opiskelijoiden monikulttuuristen valmiuksien osa-alueina tarkasteltiin opiskelijoiden asenteita, sosiokulttuurista ja yhteiskunnallisia osaamista sekä tietoa palvelujärjestelmistä Tutkimus osoitti, että opiskelijoiden valmiudet eri osa-alueilla olivat melko heikot. Opiskelijoilla ei myöskään ollut kovin hyviä valmiuksia soveltaa tietoa esimerkkitilanteissa. Kaiken kaikkiaan ammattikorkeakouluopiskelu antoi vaihtelevasti valmiuksia monikulttuuriseen työhön. Vastaajista viidennes ilmoitti, ettei opinnoissa oltu käsitelty lainkaan kulttuurien monimuotoisuutta. Vaikka opiskelijoiden mukaan korkeakouluissa arvostettiin monikulttuurisuutta, tämä ei kuitenkaan näkynyt ammattikorkeakoulujen arjessa. Tietoa monikulttuurisessa yhteisössä toimimisesta opinnot olivat antaneet vain neljäsosalle vastaajista. Suoritettu tutkimus nostaa esiin tarpeen kiinnittää huomiota nykyistä enemmän sosionomikoulutuksenja yleensäkin korkeakoulutuksentarjoamiin monikulttuurisiin opintoihin ja koulutuksen mukanaan tuomiin valmiuksiin. Kansainvälistyminen tuo sosiaalialan työhön uusia haasteita, joihin niin alan työntekijöiden kuin koulutuksenkin tulee nykyistä paremmin vastata. ASIASANAT: Monikulttuurisuus, monikulttuurinen kompetenssi, sosiaalialan työ, sosionomikoulutus, ammattikorkeakoulu, kansainvälisyyskasvatus, monikulttuurisuuskasvatus TAULUKOT TAULUKKO 1Monikulttuurisen sosiaalialan työn valmiudet………………………. TAULUKKO 2 Kansainvälisyyskasvatuksen tavoitteet ja keinot……………..….
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HACIA UNA DIDÁCTICA INTERCULTURAL: LENGUAS, CULTURAS Y ENFOQUES DECOLONIALES EN EL SIGLO XXI
by
JAIRO EDUARDO SOTO MOLINA
2026, TOWARDS AN INTERCULTURAL DIDACTICS: LANGUAGES, CULTURES AND DECOLONIAL APPROACHES IN THE 21ST CENTURY
This article analyzes, from a theoretical-reflective perspective, the intersections between languages, cultures, and decolonial thought as foundations for an intercultural didactics of the 21st century. The...
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This    article    analyzes,    from    a    theoretical-reflective perspective, the intersections between languages,  cultures,  and  decolonial  thought  as  foundations  for  an  intercultural  didactics  of  the  21st century. The study begins by problematizing traditional  language  teaching  models,  which  reproduce        colonial        logics,        hegemonic      epistemologies,    and    pedagogical    practices    centered  on  cultural  homogenization.  The  need  to  move  toward  critical  approaches  based  on  interculturality,        pluriversality,        and        the        recognition  of  culturally  situated  subjects  is  justified.  The  analysis  is  based  on  theoretical  frameworks      from      intercultural      education,      applied    linguistics,    decolonial    studies,    and    sociocritical approaches to language, and is also supported  by  specialized  documents  and  the  authors'  own  works.  National  and  international  precedents    are    reviewed    that    demonstrate    tensions  between  curriculum,  identity,  power, and cultural difference in language teaching. The methodology    consisted    of    a    theoretical-analytical    examination    that    articulated    key    concepts  such  as  culture,  otherness,  discourse,  ideology,  cognition,  and  socialization,  linking  these    concepts    to    decolonial    pedagogical    proposals.  Among  the  main  findings,  it  was  highlighted  that  intercultural  didactics  requires  moving beyond descriptive multiculturalism and advancing  toward  transformative  practices  that  integrate      critical      thinking,      dialogue      of      knowledges, curricular          decolonization,          discourse      analysis,      and      sociolinguistic      awareness.  It  was  concluded  that  21st-century intercultural didactics must be configured as an ethical-political      project      oriented      toward      cognitive  justice,  educational  equity,  mutual  recognition,    and    the    formation    of    citizens    capable  of  interacting  critically  in  pluralistic  societies.
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Mythos, Natur und Kunst bei Friedrich Hölderlin
by
Claus Zittel
2026, Studia Niemcoznawsze
Natur und Kunst oder Saturn und Jupiter. Du waltest hoch am Tag' und es blühet dein Gesez, du hältst die Waage, Saturnus Sohn! Und theilst die Loos' und ruhest froh im Ruhm der unsterblichen Herrscherkünste. Doch in den Abgrund, sagen die...
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Natur und Kunst oder Saturn und Jupiter. Du waltest hoch am Tag' und es blühet dein Gesez, du hältst die Waage, Saturnus Sohn! Und theilst die Loos' und ruhest froh im Ruhm der unsterblichen Herrscherkünste. Doch in den Abgrund, sagen die Sänger sich, Habst du den heil'gen Vater, den eignen, einst Verwiesen und es jammre drunten, Da, wo die Wilden vor dir mit Recht sind, Schuldlos der Gott der goldenen Zeit schon längst: Einst mühelos, und größer, wie du, wenn schon Er kein Gebot aussprach und ihn der Sterblichen keiner mit Namen nannte. Herab denn! oder schäme des Danks dich nicht! Und willst du bleiben, diene dem Aelteren, Und gönn es ihm, daß ihn vor Allen, Göttern und Menschen, der Sänger nenne! Denn, wie aus dem Gewölke dein Bliz, so kommt Von ihm, was dein ist, siehe! so zeugt von ihm, Was du gebeutst, und aus Saturnus Frieden ist jegliche Macht erwachsen. Und hab ich erst am Herzen Lebendiges Gefühlt und dämmert, was du gestaltetest, Und war in ihrer Wiege mir in Wonne die wechselnde Zeit entschlummert: Dann kenn' ich dich, Kronion! dann hör' ich dich, Den weisen Meister, welcher, wie wir, ein Sohn Der Zeit, Geseze gibt, und, was die Heilige Dämmerung birgt, verkündet. 1 ____________________________________________________________________________________________ 1 Abdruck nach: Friedrich Hölderlin: Sämtliche Werke, Frankfurter Ausgabe (FHA), Bd. 5, Oden II. Hrsg. v. D. E. Sattler u. M. Knaup, Frankfurt 1984, S. 793f. Die Reinschrift der Ode ist ohne die 5. Strophe und aus dem "heil'gen Vater" (Z. 6) wird der ‚alte' Vater, vgl. ebd.: S. 794f. Die Vorstufen und Handschriftenfaksimiles dieser Ode aus der FHA sind neben anderen frei zugänglich auch unter:
www.hölderlin.de
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The Future of ELT in the Digital Era: Empowering Teachers and Transforming Learners
by
Scott Sommers
2026, 22nd Annual CamTESOL Conference on English Language Teaching +1
Addressing the theme of "The Future of English Language Teaching in the Digital Era," this collection of research from the 22nd Annual CamTESOL Conference explores the intersection of digital inequality, student psychology, and unified AI...
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Addressing the theme of "The Future of English Language Teaching in the Digital Era," this collection of research from the 22nd Annual CamTESOL Conference explores the intersection of digital inequality, student psychology, and unified AI platforms. By moving beyond the simplistic "chatbot" narrative, the work advocates for a transition from reactive policing to proactive pedagogical empowerment. Through an analysis of PISA 2022 data and student readiness surveys, these presentations highlight how home digital access and metacognitive self-regulation serve as critical predictors of academic success in Asian contexts. Furthermore, the research introduces a process-oriented framework for EFL writing using NotebookLM, demonstrating how teachers can help students reclaim their agency by shifting the focus from mere "creation" to sophisticated "curation". Ultimately, this archive provides a scalable roadmap for redefining the roles of teacher and learner, ensuring that technology serves as an equitable scaffold for every student's potential.
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L'ús d'άν en l'obra de Sòfocles. "Αν com a indicador de potencial de passat/irreal (i III)
by
Jordi Cors Meya
2026, Faventia
The author, in un introductorypart, presents the uses of dv in the complete works of Sophocles (seven tragedies and fragments), including the uses of dvfrom corrections or conjectures. Then, in thefirst part, he deals with the uses of 6 v...
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The author, in un introductorypart, presents the uses of dv in the complete works of Sophocles (seven tragedies and fragments), including the uses of dvfrom corrections or conjectures. Then, in thefirst part, he deals with the uses of 6 v beside the verb in the indicative mode. Finally, in the second part, he analyses, in five separate groups, the cases of past potential. El recurs de l'&v és molt ric en possibilitats expressives i, d'aixb, la utilització que en fa Sbfocles constitueix una clara prova, unida a tantes d'altres, del seu domini dels mecanismes que contribueixen a fer de la llengua una eina precisa al servei d'una producció literiria i poktica de gran qualitat. En les meves sovintejades lectures de Sbfocles, tant les personals com les destinades a la dockncia, aquest era un aspecte de la llengua sofdclia que sempre m'havia admirat. A poc a poc, doncs, i atesa la manca d'estudis específics recents dedicats a un tema que cada vegada em semblava de més interks, gairebé sense adonar-me'n em vaig veure immers en una h p l i a recerca de textos, que aviat vaig decidir que fos el més exhaustiva possible, amb l'objectiu d'abordar una anidisi detinguda de l'ús de la partícula &v en el conjunt de l'obra de Sbfocles. Acabo d'apuntar la mancanqa d'estudis específics relatius a aquesta qüestió concreta, bé que caldria afegir que des d'un punt de vista més genkric trobem, en canvi, una relativa abundhcia de síntesis sobre la partícula &v i la seva sintaxi dins les grans obres de gramitica grega1 i, així 'mateix, Efectivament, el tema ha estat tractat amb amplitud i profunditat en les obres gramaticals més generals: GOODWIN, W. W. G.,
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Стратегии за читање пред, за време и после читањето
by
Marica Tasevska
2026
Живееме во еден современ и информиран свет, свет на постојан напредок и усовршување, па треба да се движиме во согласност со промените. Промените во образовните процеси се одразуваат и на наставата по англиски како странски јазик. Главна...
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Живееме во еден современ и информиран свет, свет на постојан напредок и усовршување, па треба да се движиме во согласност со промените. Промените во образовните процеси се одразуваат и на наставата по англиски како странски јазик. Главна цел на усвојувањето на англискиот јазик денес е развивање на комуникативна компетенција преку преку активирање на четирите јазични вештини, една од кои е читањето. За да бидат успешни, учениците треба да се обучат да бидат самостојни и стратешки читатели, да знаат да ги искористат предностите што може да се добијат со владеењето на вештината читање. Со постојано вклучување на стратегиите за читање на училишниот час по англиски јазик, резултатите ќе бидат долгорочни за самите ученици. Овде ќе ставиме акцент на стратегиите што се применуваат пред, за време и после читање на текстот кои наставниците треба успешно да ги пренесат на учениците. Значи, промените треба да настанат од самите наставници, што на крај ќе резултира во подобри и поуспешни ученици...
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The role of supplemental instruction in improving students’ language competence at the Faculty of Philology
by
Marica Tasevska
2026
The focus of this paper is the project “Supplemental instruction as a tool for improving students’ language competence at the Faculty of Philology”. Students who enroll in the first year of studies at the Faculty of Philology in Stip have...
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The focus of this paper is the project “Supplemental instruction as a tool for improving students’ language competence at the Faculty of Philology”. Students who enroll in the first year of studies at the Faculty of Philology in Stip have different levels of language competence, so that lower proficiency level students face difficulties in achieving the learning objectives of Contemporary Macedonian/English/German courses. Therefore, the aim of this project is to determine the effects of supplemental instruction on improving students’ language competence which would help them attain the learning outcomes of the language courses and would serve as a basis for achieving better results in the course of their studies. Before the beginning of the supplemental instruction, all participants will be tested in order to determine their language competence. Based on the results, the participants in each department will be divided into two groups – A and B. The supplemental instruction will inc...
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ZUM POTENZIAL VON LIEDERN IM FREMDSPRACHENUNTERRICHT: EMPIRISCHE BEFUNDE UND DIDAKTISIERUNGSVORSCHLÄGE MIT DIGITALEN MEDIEN
by
Dimitra Tsokaktsidu
2026, Modern Technologies of Teaching Foreign Languages: Selected papers from the International Theoretical and Practical Conference (Ulyanovsk, January 17–18, 2025) 65-78
Despite the numerous advantages of using songs in foreign language teaching, they often receive insufficient attention in textbooks and classroom practice, particularly when teaching adults. But what are the attitudes and experiences of...
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Despite the numerous advantages of using songs in foreign language teaching, they often receive insufficient attention in textbooks and classroom practice, particularly when teaching adults. But what are the attitudes and experiences of university students of German a Foreign Language regarding the role of songs in language learning? The following article explores these questions through a quantitative study conducted at the Department of German Language and Philology at the Aristotle University. After presenting the empirical findings, a series of proposed activities based on the use of digital media are introduced.
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Yabancılar için Türkçe dilbilgisi: A1-A2 kurallar ve alıştırmalar
by
emine oflaz köleci
2026
Yer belirtmek için "alt, üst, iç, ara" gibi yer yön ifadelerini kullanıyoruz. Bu konumları belirtmek için tamlama yapılarına ihtiyacımız var. Diğer durum eklerini de tamlama yapıları ve yer yön ifadeleri ile kullanmak mümkün. Kedi,...
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Yer belirtmek için "alt, üst, iç, ara" gibi yer yön ifadelerini kullanıyoruz. Bu konumları belirtmek için tamlama yapılarına ihtiyacımız var. Diğer durum eklerini de tamlama yapıları ve yer yön ifadeleri ile kullanmak mümkün. Kedi, kutu-nun arka-sı-na saklandı. Kedi, kutu-nun iç-i-ni çok seviyor. Yönleri belirtmek için de bu tamlama yapısını kullanıyoruz. Örnek: İzmir Türkiye'nin batısında yer alıyor. Türkiye'nin kuzeyinde sık ormanlar var.
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