Der Anfängerunterricht (A1/A2) an der Universität Stockholm, Schweden, ist auf zwei Semester ausgelegt und ermöglicht den Studierenden den Zugang zum GermanistikStudium. Den Ausgangspunkt für die ...Planung der Lehre und der Lernangebote in den beiden Kursen macht die wöchentliche Kontaktunterrichtszeit von 2 oder 3 x 45 Minuten aus, die durch online zu bearbeitende Aufgaben ergänzt wird. Die Kurse sind also im Blended-Learning-Modus bzw. seit der Pandemie als bichrone Online-Kurse gestaltet. In diesem Beitrag werden die didaktisch-methodischen Entscheidungen, die Zusammenstellung der Lernangebote in den synchronen und asynchronen Phasen und die Möglichkeiten und Grenzen der Gestaltung des Unterrichts im Blended-Learning-Modus praxisnah und unter Berücksichtigung der Rahmenbedingungen aus Lehrendenperspektivediskutiert.
Language centers as a language policy in a federal institute Pereira, Lauro Sérgio Machado; Costa, Simone Maranhão; Silva, Kléber Aparecido da
Linguagem em foco : revista do Programa de Pós-graduação em Linguística Aplicada da UECE,
08/2022, Volume:
14, Issue:
1
Journal Article
Peer reviewed
Open access
This paper analyzes the contexts of influence and design of the reference text for implementing a Language Center as part of the language policy (LP) and internationalization process of a Federal ...Institute of Education (FI) in the Northeastern Region of Brazil. The critical analysis based on Critical Applied Linguistics (CAL) and the Policy Cycle Approach (PCA) made it possible to perceive that the reference text points to a favorable and strongly driving environment for the design of Language Centers in the FI. Thus, the FI can institutionalize the LP actions already carried out unsystematically and individually by teachers of the mother-tongue and additional ones. The document allows the teaching agency to develop and implement projects that meet the local realities of the FI campuses. However, the reference text is involved in a naturalized-top-down internationalization perspective and focuses mainly on the offer of English courses. Moreover, we perceived the lack of investments for the document to be constituted in concrete actions and to assume a transforming role in the educational community.
This study aimed to develop an Arabic teaching module based on the Merdeka curriculum for grade IV of Asasalam Islamic Elementary School Bandar Lampung and to analyze educators’ and students’ ...responses to the teaching module. A teaching module is an important part of learning implementation. Moreover, the implementation of the Merdeka curriculum must also be harmonized with the existence of teaching module. However, Assalam Islamic Elementary School in Bandar Lampung, which has implemented the Merdeka curriculum, does not yet have a teaching module / teaching materials based on the Merdeka curriculum. The type of research employed in this study was Research and Development (R&D) with the ADDIE model. Data collection involved conducting interviews with Arabic language subject teachers at Assalam Islamic Elementary School. The instruments utilized in this development included student questionnaires and product validation instruments. Data analysis techniques encompassed qualitative descriptive and quantitative descriptive methods. Qualitative descriptive analysis was utilized to process data from the review of material experts, media experts, and field practitioners' responses, including teachers and students. Quantitative descriptive analysis was derived from the results of product feasibility, represented in the form of product practicality. The validation results from media experts yielded an average value of 86%, while those from material experts showed an average value of 93%, categorized as very feasible. Furthermore, the average response from educators was 93%, falling into the attractive category. The responses from students in small group trials averaged 91%, whereas in field trials, the average was 83%. Based on the findings of this study, it is evident that the teaching module is highly engaging for use in the learning process. This research contributes to the development of Arabic teaching module based on the Merdeka curriculum.
This study involves the issues of teaching writing in English skills in junior high school in the context of the digital world, highlighting the need to utilize technology-driven tools. Canva, an ...effective design tool, is included in the study as a possible alternative for improving students writing skills. The study aims at looking into the impact of utilizing Canva on students' writing skills and their assessment of the application's contribution to writing creativity. The report examines six connected research that illustrates Canva’s beneficial effects on several aspects of learning and teaching. A mixed-method approach is used in the methodology, employing a randomized pre-test-post-test control group design. Thirty-eight eighth-grade SMP Negeri 2 Sukodono students participated in the study. To examine Canva's effectiveness in developing writing skills, quantitative data obtained through pretest and posttests is analyzed using the Wilcoxon test. Furthermore, data from a questionnaire are used to investigate students’ impressions of Canva’s usefulness, ease of use, and suitability for supporting writing abilities. The results show significant improvements in the experimental group, validating that Canva improves students’ writing skills positively. The results of the questionnaire show that students have a high level of acceptance and good impressions of Canvas's utility, ease of usage, and suitability for improving writing skills. The findings add to the expanding research proving Canva's effectiveness as an English language learning tool. The report encourages additional research to investigate Canva’s long-term impact in various learning contexts and deployment methodologies.
Online education has mainly been at the core of discussions after Latin America’s Covid-19 sanitary crisis started in March 2020. Teachers and institutions have explored different ways to face what ...is now called “the new normal”. This study aims to identify the perspectives of Ecuadorian university students on online English language learning in order to inform the design of strategies that allow improvements in the teaching process. This quantitative study was carried out at a university in Ecuador and encompassed 4.936 participants from different majors. An online questionnaire was administered for data collection and analyzed through the application of neural networks. The results showed that students perceive learning English online positively and that their greatest strengths are in listening and writing, while their difficulties lie in developing their reading and speaking abilities. This suggests that more attention should be given to the development of reading and speaking strategies in an attempt to fill the gap that students indicated while answering the questionnaire. Some directions in that regard are given in the conclusion.
This paper reviews the current research on AI-assisted language education (AILE). AI has greatly influenced education, especially language learning. AILE, an interdisciplinary field combining AI ...technology and language education theory, aims to improve foreign language learners’ experiences through personalized, interactive, and collaborative learning. This review classifies AILE research into four key domains: language-specific applications, comprehensive teaching modes, new educational ecosystems, and identification technology integration. It analyzes the strengths, weaknesses, opportunities, and challenges of AILE. The paper emphasizes the importance of ethical considerations and data quality in AILE endeavors. While acknowledging the achievements and potential of AILE, the review suggests future directions, promotes interdisciplinary collaboration, and highlights the need for empirical studies for an effective and ethical integration of AI in language education.
The concepts of plurilingualism and translanguaging are explained and distinguished, showing how each has contributed to transformations in the study of bilingualism and multilingualism. The terms ...have introduced different epistemologies related to multilingual speakers. The two concepts have different socio-political grounding, a difference that has contributed to carving divergent paths in educational practice. Plurilingualism, whose educational benefits are discussed here, upholds the familiar conception of the dual lexico-grammatical system of bilinguals, a conception challenged by translanguaging. But alongside divergences, we point out the continua of practices enacted by educators informed by plurilingualism and translanguaging, both of whom have engaged with an education that benefits bilingual students.
Language activism has been at the core of language education policy since its emergence as a scholarly field in the 1960s under the leadership of Joshua Fishman. In this article, we seek to build on ...this tradition to envision a new approach to language activism for the twenty-first century. In particular, we advocate a materialist anti-racist approach to language activism that broadens what counts as language education policy to include a focus on the broader racial and economic policies that impact the lives of language-minoritized communities. In order to illustrate the need for a materialist anti-racist framing of language education policy we provide portraits of four schools in the School District of Philadelphia that offer dual language bilingual education programs. We demonstrate the ways that larger societal inequities hinder these programs from serving the socially transformative function that advocates for these programs aspire toward. We end by calling for a new paradigm of language education policy that connects language activism with other movements that seek to address societal inequities caused by a myriad of factors including poverty, racism, and xenophobia.
