When we speak about a complex of competences in formation of future foreign language teacher, we can divide all those competences into 2 big groups: objective and common. I think, the first group is the most important for teaching. It contains, first of all, intercultural communicative competence, which is the head of all foreign language education. As you know, the final goal of our foreign language education is formation of subject of intercultural communication. So this competence is the most important for future teacher.
I have learned first-hand of the effect on people’s achievements and behavior from other’s attitudes and expectations. Developing a cultural content rich and diverse curriculum is key in developing student’s abilities to consider alternate perspectives and ways of thinking. Teachers play an extremely important role in a schools multicultural education. To ensure proper preparation for pre service teachers’ effective pre service multicultural education programs should be adopted. Soliciting parental support and involvement is a great way to encourage school and home communication.
Recent theory and practice have included: • The introduction of Discovery activities (where students are asked to “discover” facts about language for themselves rather than have the teacher or the book to tell them) • The Lexical Approach in which it is argued that words and phrases are far better building blocks for language than grammatical structure • Classroom stages being given new names to help us describe teaching and learning in different ways. • And the study of the difference between spoken and written language to
However, those two trends seemed to lose popularity as a new concept started to take shape and which is the recognition of the cultural dimension as a key component in language teaching and learning (Atay et al, 2009). This review is a report on a study that aimed at investigating how 503 EFL English teachers perceive and adhere to the promotion of intercultural competence in their classrooms. The intercultural dimension is of particular importance in the teaching of a foreign language to many teachers and researchers today. This importance does not emanate only from the inherent cultural aspect of language, but also from a modern tendency that sees interculturality as a requirement for the individual’s transition from national to global identity. What can be implied here is that for an individual to be interculturally competent, s/he has to “behave adequately in a flexible manner when confronted with actions, attitudes and expectations of representatives of foreign cultures” (Meyer, 1991,).
What lessons does the pedagogical approach of Paulo Freire have for the development of Citizenship as a national curriculum subject? Abstract This essay critically examines the pedagogical writings of Paulo Freire and considers what lessons it holds for the development of Citizenship teaching in England today. It argues that while the details of Paulo Freire’s educational programme are for another time and place, his approach to education, in teaching about the world through literacy programmes and rejecting the “banking” approach to education holds many lessons for educators today. This essay then relates Freire’s pedagogy to the development of political literacy as a strand of the Citizenship programme of study. It then considers the importance of developing a sense of agency amongst students in developing political literacy as opposed to political knowledge.
The changes made to education policies, institutions and curricula have been influence by the English language in different ways. Things as the development of monastic scholar, the rise of medieval university, and grammar schools have being influenced by the development and growth of English in order to meet the different standards to improve education and standards of life. There are various systems in school that have being developed to encourage students to learn and use English as their primary language, because the believe is, that English is the universal language and speaking English means more probabilities of success. The different academic programs that have being created by the education system have influence the English language in certain ways. Throughout history the English language has faced many changes and challenges as well, English was not always a well known and accepted language, and there is a long history behind it.
He along with Eduard Lindeman (1926) provided an intellectual basis for a comprehensive understanding of education as a continuing aspect of everyday life. In this they touched upon various continental traditions such as the French notion of education permanente and drew upon developments within adult education within Britain and North America. In more recent years we have seen a shift into discussion of lifelong learning and the more problematic notion of informal learning. Here we examine the development of thinking about lifelong education and learning – and highlight some issues with the interest shown by policymakers in the notions. In conclusion As can be seen from the above, ‘lifelong learning’ is a problematic notion.
In view of these viewpoints, the question arises as to which concept of grammar should be considered more appropriate in ELT mainstream. This widespread concern has provoked a manifest interest among practitioners, linguists and researchers worldwide. A comprehensible answer to this question entails detailed examination of the current literature on the teaching of grammar to offer some sensible and practical contribution to the profession. This paper explores the role of grammar in second language learning. Two different ways of approaching the teaching of grammar in the EFL classroom were critically analyzed: traditional grammar practice and consciousness-raising.
Educational Linguist Leo Van Lier claimed: “One of the first task of Language Awareness is to examine the so called ‘normal’ and to see if it really is the way it’s supposed to be and the way we want it to be.” In the process of analysing this thesis we will delve into the works of Dr Jeffery Siegel whose work compliments this statement, identify one ‘normal’ practice in the teaching of Language Arts in Trinidad and Tobago, and discuss how important Educational Linguistics is to teaching Language Arts. Van Lier’s statement causes linguists as well as educators to take a close look at the way language is taught and learned in the classroom. Dr Jeffery Siegel, a prominent socio-linguist who specializes in Creole Languages, critically examines the barring of Creoles and Dialects from the classroom. Dr Siegel looks at the misconceptions about the nature of educational programs using vernaculars. Dr Siegel exposes the feelings some teachers as well as administrators have when it comes to vernacular language.
What should be taught in a TESOL course and why are cultural aspects so important in TESOL? Introduction This project was designed to examine and discuss what should be taught and what would be beneficial to students of other languages throughout the deliverance of the Teaching of English to speakers of other languages, which is universally referred to as a TESOL course. The knowledge and exposure to cultural aspects are highlighted as vital for students to be successful in the learning of English Language and this appears to work extremely well when other important factors are incorporated; such as, classroom factors, age of learners and motivation to learn. This project will analyse recent data findings and identify research in support of these theories. What is TESOL?