Pub Date : 2021-09-01DOI: 10.2478/jolace-2021-0007
István Szőköl, A. Puskás
Abstract Slovak language and Slovak literature is a specific subject in schools with Hungarian as the language of instruction and occupies a leading place in the hierarchy of subjects. Its specific role is determined by the fact that Slovak language has the status of a state language in the Slovak Republic, it is the language of the majority, a means of communication, i.e. a tool for communication for citizens of Hungarian nationality with citizens of other nationalities in the Slovak Republic and at the same time it is a second (specific target) language in schools with Hungarian as the language of instruction. Social requirements are taken into account when planning the curriculum and the educational process. Children and pupils of citizens belonging to national minorities and ethnic groups are guaranteed the right to learn the state language. The educational process in schools with the language of instruction of nationalities is carried out in accordance with the instrument of ratification of the European Charter for Regional or Minority Languages. The importance of being able to speak the majority language by members of minorities is supported by a number of European recommendations. The paper deals with the concept and strategy of teaching Slovak language and Slovak literature as well as its central position: helping the overall personal development of students, acquiring habits of good behaviour, especially in the field of speech, positively influencing the development of language-analogous abilities, the development of feelings connected with the language, creativity and positive attitudes towards Slovak language.
{"title":"Basic pillars of the concept and strategy of teaching Slovak language and Slovak literature in primary schools with Hungarian as the language of instruction","authors":"István Szőköl, A. Puskás","doi":"10.2478/jolace-2021-0007","DOIUrl":"https://doi.org/10.2478/jolace-2021-0007","url":null,"abstract":"Abstract Slovak language and Slovak literature is a specific subject in schools with Hungarian as the language of instruction and occupies a leading place in the hierarchy of subjects. Its specific role is determined by the fact that Slovak language has the status of a state language in the Slovak Republic, it is the language of the majority, a means of communication, i.e. a tool for communication for citizens of Hungarian nationality with citizens of other nationalities in the Slovak Republic and at the same time it is a second (specific target) language in schools with Hungarian as the language of instruction. Social requirements are taken into account when planning the curriculum and the educational process. Children and pupils of citizens belonging to national minorities and ethnic groups are guaranteed the right to learn the state language. The educational process in schools with the language of instruction of nationalities is carried out in accordance with the instrument of ratification of the European Charter for Regional or Minority Languages. The importance of being able to speak the majority language by members of minorities is supported by a number of European recommendations. The paper deals with the concept and strategy of teaching Slovak language and Slovak literature as well as its central position: helping the overall personal development of students, acquiring habits of good behaviour, especially in the field of speech, positively influencing the development of language-analogous abilities, the development of feelings connected with the language, creativity and positive attitudes towards Slovak language.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"1 - 10"},"PeriodicalIF":0.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46342801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.2478/jolace-2021-0008
Xiaotian Zhang, Mingming Zhou
Abstract Chinese students nowadays have more opportunities to engage in interactions with people from different cultures, but meanwhile, their performance in authentic intercultural communications may be impeded by a variety of barriers. In this study, we qualitatively explored and summarized various types of barriers of intercultural communication as perceived by 40 Chinese students, based on Rozkwitalska’s (2010) model. The findings revealed a series of universal barriers that coincided previous studies (e.g., lack of confidence, shyness, feelings of remoteness, nonproficient use of functional language), and enriched Rozkwitalska’s (2010) model with newly identified barriers (e.g., lack of stress tolerance, self-centered communication, protection of face, discrepant performance concerning SES and age). Our study examined intercultural communications in a more comprehensive manner and made an attempt to develop a well-established, coherent frame of theory-building in international education research. Practical implications for educators and schools are discussed.
{"title":"An exploration of Chinese students’ perceived barriers to effective intercultural communication","authors":"Xiaotian Zhang, Mingming Zhou","doi":"10.2478/jolace-2021-0008","DOIUrl":"https://doi.org/10.2478/jolace-2021-0008","url":null,"abstract":"Abstract Chinese students nowadays have more opportunities to engage in interactions with people from different cultures, but meanwhile, their performance in authentic intercultural communications may be impeded by a variety of barriers. In this study, we qualitatively explored and summarized various types of barriers of intercultural communication as perceived by 40 Chinese students, based on Rozkwitalska’s (2010) model. The findings revealed a series of universal barriers that coincided previous studies (e.g., lack of confidence, shyness, feelings of remoteness, nonproficient use of functional language), and enriched Rozkwitalska’s (2010) model with newly identified barriers (e.g., lack of stress tolerance, self-centered communication, protection of face, discrepant performance concerning SES and age). Our study examined intercultural communications in a more comprehensive manner and made an attempt to develop a well-established, coherent frame of theory-building in international education research. Practical implications for educators and schools are discussed.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"11 - 31"},"PeriodicalIF":0.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41850994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.2478/jolace-2021-0010
Jana Ukušová, Andrej Zahorák
Abstract The aim of the paper is to propose a model of subtitling training in the university education of future subtitlers in the study programmes French Language and Culture and German Language and Culture. The authors briefly define the tradition of training in audiovisual translation (AVT) in Slovakia (Perez, 2017; Paulínyová & Perez, 2018) compared to the international development of training in AVT (Díaz-Cintas, 2008), including the presentation of the French and German courses on audiovisual translation currently proposed at the Department of Translation Studies at Constantine the Philosopher University in Nitra, Slovakia. The proposed model is based on the constructivist concept emphasizing the principles of cooperation, interaction, and social learning (Mraček, 2015; Mračková Vavroušová, 2017; Kiraly, 2000), while using simulated translation (subtitling) assignments which seem to be an effective tool in the training of future subtitlers in accordance with the needs and requirements of the real translation market. Authors describe individual phases of teaching subtitling which they applied in the French and German courses on audiovisual translation, and subsequently evaluate the quality of student subtitles by analysing their error rate according to the FAR model (Pedersen, 2017). The presented model can serve as a didactic tool applicable in teaching other types of translation as well (dubbing, literary translation, specialized translation etc).
{"title":"A model of subtitling training in university education","authors":"Jana Ukušová, Andrej Zahorák","doi":"10.2478/jolace-2021-0010","DOIUrl":"https://doi.org/10.2478/jolace-2021-0010","url":null,"abstract":"Abstract The aim of the paper is to propose a model of subtitling training in the university education of future subtitlers in the study programmes French Language and Culture and German Language and Culture. The authors briefly define the tradition of training in audiovisual translation (AVT) in Slovakia (Perez, 2017; Paulínyová & Perez, 2018) compared to the international development of training in AVT (Díaz-Cintas, 2008), including the presentation of the French and German courses on audiovisual translation currently proposed at the Department of Translation Studies at Constantine the Philosopher University in Nitra, Slovakia. The proposed model is based on the constructivist concept emphasizing the principles of cooperation, interaction, and social learning (Mraček, 2015; Mračková Vavroušová, 2017; Kiraly, 2000), while using simulated translation (subtitling) assignments which seem to be an effective tool in the training of future subtitlers in accordance with the needs and requirements of the real translation market. Authors describe individual phases of teaching subtitling which they applied in the French and German courses on audiovisual translation, and subsequently evaluate the quality of student subtitles by analysing their error rate according to the FAR model (Pedersen, 2017). The presented model can serve as a didactic tool applicable in teaching other types of translation as well (dubbing, literary translation, specialized translation etc).","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"44 - 57"},"PeriodicalIF":0.1,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44382423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2478/jolace-2021-0003
Jurgita Mikelionienė, Jurgita Motiejūnienė
Abstract Artificial Intelligence (AI), as a multidisciplinary field, combines computer science, robotics and cognitive science, with increasingly growing applications in many diverse areas, such as engineering, business, medicine, weather forecasting, industry, translation, natural language, linguistics, etc. In Europe, interest in AI has been rising in the last decade. One of the greatest hurdles for researchers in automated processing of technical documentation is large amounts of specific terminology. The aim of this research is to analyse the semi-automatically extracted artificial intelligence-related terminology and the most common phrases related to artificial intelligence in English and Lithuanian in terms of their structure, multidisciplinarity and connotation. For selection and analysis of terms, two programmes were chosen in this study, namely SynchroTerm and SketchEngine. The paper presents the outcomes of an AI terminological project carried out with SynchroTerm and provides an analysis of a special corpus compiled in the field of artificial intelligence using the SketchEngine platform. The analysis of semi-automatic term extraction use and corpus-based techniques for artificial intelligence-related terminology revealed that AI as a specialized domain contains multidisciplinary terminology, and is complex and dynamic. The empiric data shows that the context is essential for the evaluation of the concept under analysis and reveals the different connotation of the term.
{"title":"Corpus-based analysis of semi-automatically extracted artificial intelligence-related terminology","authors":"Jurgita Mikelionienė, Jurgita Motiejūnienė","doi":"10.2478/jolace-2021-0003","DOIUrl":"https://doi.org/10.2478/jolace-2021-0003","url":null,"abstract":"Abstract Artificial Intelligence (AI), as a multidisciplinary field, combines computer science, robotics and cognitive science, with increasingly growing applications in many diverse areas, such as engineering, business, medicine, weather forecasting, industry, translation, natural language, linguistics, etc. In Europe, interest in AI has been rising in the last decade. One of the greatest hurdles for researchers in automated processing of technical documentation is large amounts of specific terminology. The aim of this research is to analyse the semi-automatically extracted artificial intelligence-related terminology and the most common phrases related to artificial intelligence in English and Lithuanian in terms of their structure, multidisciplinarity and connotation. For selection and analysis of terms, two programmes were chosen in this study, namely SynchroTerm and SketchEngine. The paper presents the outcomes of an AI terminological project carried out with SynchroTerm and provides an analysis of a special corpus compiled in the field of artificial intelligence using the SketchEngine platform. The analysis of semi-automatic term extraction use and corpus-based techniques for artificial intelligence-related terminology revealed that AI as a specialized domain contains multidisciplinary terminology, and is complex and dynamic. The empiric data shows that the context is essential for the evaluation of the concept under analysis and reveals the different connotation of the term.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"30 - 38"},"PeriodicalIF":0.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46398058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2478/jolace-2021-0002
Jana Javorcikova, Mária Badinská, L. Ližbetinová, David Brett
Abstract Based on recent research (Alderson, 2005; Khalifa and Weir, 2009), this study focuses on three areas of reading comprehension necessary for a successful academic career: general L2 EFL reading skills, more specific academic reading skills and critical thinking and reading. The study presents an analysis of quantitative research conducted in 2020, based on a sample of Slovak undergraduate students reading an academic text in English as L2 in EFL CLIL-formatted classes in humanities. The respondents’ general reading skills were analysed in the context of their critical reading skills and academic preparedness. When tested for general reading skills, respondents were asked to identify implicit and explicit information and the gist of the text. Academic abilities were tested via the ability to identify the attributes of an academic text, such as the system of references, rational and logical language and causeeffect type of argumentation, which indicated the author and genre of the text. In order to evaluate participants’ critical skills with a focus on the social aspects of the text, respondents were asked to identify the importance of the text for themselves and for their community and life. The participants’ mean scores and differences in their performances on each task type were compared using descriptive statistics, and multiple analysis of variance. The results suggest that the general reading skills of university undergraduates in Slovakia are adequate, however, more difficulty was encountered with implicit, rather than explicit, tasks. Students also need to improve their critical reading skills and reading for academic purposes. The research outcomes highlight the need to hone the education of future linguists to the new needs of a more text-based society.
{"title":"The need for integration of reading, critical thinking and academic reading skills: a quantitative analysis of Slovak undergraduates’ reading performance","authors":"Jana Javorcikova, Mária Badinská, L. Ližbetinová, David Brett","doi":"10.2478/jolace-2021-0002","DOIUrl":"https://doi.org/10.2478/jolace-2021-0002","url":null,"abstract":"Abstract Based on recent research (Alderson, 2005; Khalifa and Weir, 2009), this study focuses on three areas of reading comprehension necessary for a successful academic career: general L2 EFL reading skills, more specific academic reading skills and critical thinking and reading. The study presents an analysis of quantitative research conducted in 2020, based on a sample of Slovak undergraduate students reading an academic text in English as L2 in EFL CLIL-formatted classes in humanities. The respondents’ general reading skills were analysed in the context of their critical reading skills and academic preparedness. When tested for general reading skills, respondents were asked to identify implicit and explicit information and the gist of the text. Academic abilities were tested via the ability to identify the attributes of an academic text, such as the system of references, rational and logical language and causeeffect type of argumentation, which indicated the author and genre of the text. In order to evaluate participants’ critical skills with a focus on the social aspects of the text, respondents were asked to identify the importance of the text for themselves and for their community and life. The participants’ mean scores and differences in their performances on each task type were compared using descriptive statistics, and multiple analysis of variance. The results suggest that the general reading skills of university undergraduates in Slovakia are adequate, however, more difficulty was encountered with implicit, rather than explicit, tasks. Students also need to improve their critical reading skills and reading for academic purposes. The research outcomes highlight the need to hone the education of future linguists to the new needs of a more text-based society.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"12 - 29"},"PeriodicalIF":0.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42654055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2478/jolace-2021-0005
O. Pechinkina, T. Vepreva
Abstract In 2020 the world encountered a new virus. Nobody could predict it but it happened. The boundaries between countries were closed, people were obliged to stay at home, schools and universities were shut and the education was transferred online. We have to admit that not all educational institutions were ready to switch to the online format of teaching in such a short period. However, in conditions when there are no possibilities for face-to-face teaching educators are forced to find the most efficient ways of teaching English. In this paper, the authors aim to investigate online resources able to compensate for the lack of face-to-face communication. While doing research critical analysis of existing literature and generalisation of teaching experience were used. The findings revealed that even in distant learning particular resources can recompense for the absence of offline learning.
{"title":"Distant learning as a way to meet challenges: teaching English for medical students","authors":"O. Pechinkina, T. Vepreva","doi":"10.2478/jolace-2021-0005","DOIUrl":"https://doi.org/10.2478/jolace-2021-0005","url":null,"abstract":"Abstract In 2020 the world encountered a new virus. Nobody could predict it but it happened. The boundaries between countries were closed, people were obliged to stay at home, schools and universities were shut and the education was transferred online. We have to admit that not all educational institutions were ready to switch to the online format of teaching in such a short period. However, in conditions when there are no possibilities for face-to-face teaching educators are forced to find the most efficient ways of teaching English. In this paper, the authors aim to investigate online resources able to compensate for the lack of face-to-face communication. While doing research critical analysis of existing literature and generalisation of teaching experience were used. The findings revealed that even in distant learning particular resources can recompense for the absence of offline learning.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"50 - 59"},"PeriodicalIF":0.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42666593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2478/jolace-2021-0006
A. Wiegerová, H. Lukášová
Abstract The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.
{"title":"Teaching degree students´ experience of teaching practice","authors":"A. Wiegerová, H. Lukášová","doi":"10.2478/jolace-2021-0006","DOIUrl":"https://doi.org/10.2478/jolace-2021-0006","url":null,"abstract":"Abstract The study is focussed on perception of teaching practices by pre-service teachers in preschool and primary education university programmes. Further, the study analysed the reality shock that occurred in these students during teaching practice. The sample consisted of 41 students in preschool education programmes, while 54 students followed the primary-level education programme. The data collection methods were student portfolios and student diaries from teaching practice. In the portfolios it was possible to analyse the activities, opinions, attitudes and products of student practice. Diaries reported students’ feelings and everyday experience in the schools. Qualitative content analysis was used to analyse the data. Two significant findings were obtained, i.e., supervising teachers’ frequent unprofessional behaviour towards student teachers, and the somatic and emotional exhaustion of students.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"60 - 71"},"PeriodicalIF":0.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48552405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2478/jolace-2021-0004
R. Machová, Lilla Fehér, Enikő Korcsmáros, Zsuzsanna Gódány, Silvia Tóbiás Kosár, E. Huszárik
Abstract The research, related to innovation has been in a focus of academics for a long time. In the current study, the authors present the positive benefits of applying an innovative teaching method, based on primary research, applying a questionnaire-based survey. They targeted to examine how a business simulation software modifies the labour market efficiency of university students. The respondents consider themselves to be least competitive in terms of self-confidence and an initiative ability. Both skills can be developed as a result of the application of the business simulation software.
{"title":"The positive benefits of the practical application of the simulation software","authors":"R. Machová, Lilla Fehér, Enikő Korcsmáros, Zsuzsanna Gódány, Silvia Tóbiás Kosár, E. Huszárik","doi":"10.2478/jolace-2021-0004","DOIUrl":"https://doi.org/10.2478/jolace-2021-0004","url":null,"abstract":"Abstract The research, related to innovation has been in a focus of academics for a long time. In the current study, the authors present the positive benefits of applying an innovative teaching method, based on primary research, applying a questionnaire-based survey. They targeted to examine how a business simulation software modifies the labour market efficiency of university students. The respondents consider themselves to be least competitive in terms of self-confidence and an initiative ability. Both skills can be developed as a result of the application of the business simulation software.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"39 - 49"},"PeriodicalIF":0.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45854781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-01DOI: 10.2478/jolace-2021-0001
Giuseppe Formato
Abstract Instructors of Italian are tasked with teaching not only the language, but also the culture. However, critical matters such as sexual identity are frequently not addressed in the Italian-language classroom. Current Italian-language pedagogy solely focuses on language-acquisition proficiency via heteronormative discourses, ignoring the more-diverse reality of Italian culture. This article aims to showcase how using a queer pedagogy based on queer theory can affect learners’ language acquisition and understanding of Italian culture. I used memoing and personal experiences as an Italian instructor to analyse the related literature. I propose that current pedagogy and curricula silence the lesbian-gay-bisexual-transgenderquestioning/queer-intersex-asexual (LGBTQIA+) community, causing exclusion, anxiety and sometimes harassment from others. Open discussion through queer pedagogy would create critical conversations, allowing for the inclusion of all learners and topics. Italian instructors should promote these conversations, question the standard Italian-language pedagogy and use materials that are inclusive of LGBTQIA+ members.
{"title":"The Shift to a Queer Pedagogy in the Italian-Language Classroom","authors":"Giuseppe Formato","doi":"10.2478/jolace-2021-0001","DOIUrl":"https://doi.org/10.2478/jolace-2021-0001","url":null,"abstract":"Abstract Instructors of Italian are tasked with teaching not only the language, but also the culture. However, critical matters such as sexual identity are frequently not addressed in the Italian-language classroom. Current Italian-language pedagogy solely focuses on language-acquisition proficiency via heteronormative discourses, ignoring the more-diverse reality of Italian culture. This article aims to showcase how using a queer pedagogy based on queer theory can affect learners’ language acquisition and understanding of Italian culture. I used memoing and personal experiences as an Italian instructor to analyse the related literature. I propose that current pedagogy and curricula silence the lesbian-gay-bisexual-transgenderquestioning/queer-intersex-asexual (LGBTQIA+) community, causing exclusion, anxiety and sometimes harassment from others. Open discussion through queer pedagogy would create critical conversations, allowing for the inclusion of all learners and topics. Italian instructors should promote these conversations, question the standard Italian-language pedagogy and use materials that are inclusive of LGBTQIA+ members.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"1 - 11"},"PeriodicalIF":0.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41667414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.2478/jolace-2020-0020
Jana Bérešová, Alice Micallef
Abstract The study focuses on a new scale of the framework introduced by the CEFR Companion Volume. Slovak and Maltese teachers were invited to participate in the training sessions in which they were exposed to lists of descriptors related to online interaction. The goal of familiarisation activities related to indicating reference levels was to prepare teachers for constructing tasks designed for practicing online communication in language classes, relevant to the proficiency levels of their students. The data on teachers’ judgements are clearly displayed and analysed in order to find out similarities and differences between teachers’ perceptions of language proficiency in two countries. Workshop sessions stimulated in-depth discussions the conclusions of which are reflected in the recommendations for language educators and teachers.
{"title":"Online interaction descriptors: A tool for the development of tasks for language competences and language use","authors":"Jana Bérešová, Alice Micallef","doi":"10.2478/jolace-2020-0020","DOIUrl":"https://doi.org/10.2478/jolace-2020-0020","url":null,"abstract":"Abstract The study focuses on a new scale of the framework introduced by the CEFR Companion Volume. Slovak and Maltese teachers were invited to participate in the training sessions in which they were exposed to lists of descriptors related to online interaction. The goal of familiarisation activities related to indicating reference levels was to prepare teachers for constructing tasks designed for practicing online communication in language classes, relevant to the proficiency levels of their students. The data on teachers’ judgements are clearly displayed and analysed in order to find out similarities and differences between teachers’ perceptions of language proficiency in two countries. Workshop sessions stimulated in-depth discussions the conclusions of which are reflected in the recommendations for language educators and teachers.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"8 1","pages":"61 - 75"},"PeriodicalIF":0.1,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44443016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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