Pub Date : 2020-09-01DOI: 10.2478/jolace-2020-0002
Ali Alsaawi
Abstract The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.
{"title":"Plurilingualism and monolingualism in foreign language classrooms: The perspective of EFL teachers in Saudi Arabia","authors":"Ali Alsaawi","doi":"10.2478/jolace-2020-0002","DOIUrl":"https://doi.org/10.2478/jolace-2020-0002","url":null,"abstract":"Abstract The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"8 1","pages":"15 - 29"},"PeriodicalIF":0.1,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47732151","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}
Abstract This article focuses on children who cannot speak the language of the majority when they enter the school system. It recommends that the term child speakers of other languages should be adopted in Slovakia. Various approaches and types of support used in other European countries (Germany, Denmark, Czechia) are presented. These could be adopted nationally to integrate these children in school. The legal situation and current situation in preschools and primary school is also explored. The article outlines potential forms of support for preschool children and their families that require little in the way of additional funding and human resources.
{"title":"On a shoestring: child speakers of other languages in Slovak education","authors":"Zuzana Bánovčanová, Zuzana Danišková, Markéta Filagová","doi":"10.2478/jolace-2020-0006","DOIUrl":"https://doi.org/10.2478/jolace-2020-0006","url":null,"abstract":"Abstract This article focuses on children who cannot speak the language of the majority when they enter the school system. It recommends that the term child speakers of other languages should be adopted in Slovakia. Various approaches and types of support used in other European countries (Germany, Denmark, Czechia) are presented. These could be adopted nationally to integrate these children in school. The legal situation and current situation in preschools and primary school is also explored. The article outlines potential forms of support for preschool children and their families that require little in the way of additional funding and human resources.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"8 1","pages":"95 - 116"},"PeriodicalIF":0.1,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48796340","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 : 2020-09-01DOI: 10.2478/jolace-2020-0003
Ivana Cimermanová
Abstract Content and language integrated learning (CLIL) is a major area of interest within the field of formal education. There are numerous studies presenting data and results of CLIL implementation. The positive impacts have been reported in building positive attitudes to language learning, to content subject learning, increasing efficacy of language learning. Questions have been raised about the factors that (may) affect research results and their interpretation. Many small studies bring statistically non-significant data as they use small convenience samples. Meta-analyses enable the researchers to synthesise data from research with the same characteristics. The present article analyses the studies that focus on CLIL implementation at primary and secondary schools with special focus on receptive skills and vocabulary gains. Out of 385 selected studies were 9 included and applying randomised-effect model evaluated. The analysis found no statistically significant differences between the CLIL and EFL groups in listening and reading performance. Concerning vocabulary the statistically significant difference in favour of CLIL (p<0,0001) with overall estimate effect 0,84 and confidence interval ranging from 0,56 to 1,11 was observed.
{"title":"Meta-analysis of studies on the acquisition of receptive skills and vocabulary in CLIL","authors":"Ivana Cimermanová","doi":"10.2478/jolace-2020-0003","DOIUrl":"https://doi.org/10.2478/jolace-2020-0003","url":null,"abstract":"Abstract Content and language integrated learning (CLIL) is a major area of interest within the field of formal education. There are numerous studies presenting data and results of CLIL implementation. The positive impacts have been reported in building positive attitudes to language learning, to content subject learning, increasing efficacy of language learning. Questions have been raised about the factors that (may) affect research results and their interpretation. Many small studies bring statistically non-significant data as they use small convenience samples. Meta-analyses enable the researchers to synthesise data from research with the same characteristics. The present article analyses the studies that focus on CLIL implementation at primary and secondary schools with special focus on receptive skills and vocabulary gains. Out of 385 selected studies were 9 included and applying randomised-effect model evaluated. The analysis found no statistically significant differences between the CLIL and EFL groups in listening and reading performance. Concerning vocabulary the statistically significant difference in favour of CLIL (p<0,0001) with overall estimate effect 0,84 and confidence interval ranging from 0,56 to 1,11 was observed.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"8 1","pages":"30 - 52"},"PeriodicalIF":0.1,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45549063","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 : 2020-09-01DOI: 10.2478/jolace-2020-0008
Eva Eddy
Abstract The paper focuses on one’s perception of factuality in selected online news media. A group of university students of English were approached and presented with ten statements about Sweden and asked to evaluate their truthfulness. Half of the group (informed respondents) were then advised on the ways media use to infer a narrative onto the reader, potentially influencing the way they view events, while the other half (uninformed respondents) were not made aware of this fact. The respondents were then presented with a news report describing a specific event that took place in Sweden; however, half of each group were asked to read its tabloid description while the other halves were shown the event as reported by a broadsheet (both online). They were then asked to reevaluate the statements they were presented with before and decide whether their opinions changed based on the article they had just read. The results suggest that one is inclined to believe what they read, regardless whether the source seems reliable and whether they are aware of the fact media might manipulate their audiences.
{"title":"Perception of factuality in selected online news media","authors":"Eva Eddy","doi":"10.2478/jolace-2020-0008","DOIUrl":"https://doi.org/10.2478/jolace-2020-0008","url":null,"abstract":"Abstract The paper focuses on one’s perception of factuality in selected online news media. A group of university students of English were approached and presented with ten statements about Sweden and asked to evaluate their truthfulness. Half of the group (informed respondents) were then advised on the ways media use to infer a narrative onto the reader, potentially influencing the way they view events, while the other half (uninformed respondents) were not made aware of this fact. The respondents were then presented with a news report describing a specific event that took place in Sweden; however, half of each group were asked to read its tabloid description while the other halves were shown the event as reported by a broadsheet (both online). They were then asked to reevaluate the statements they were presented with before and decide whether their opinions changed based on the article they had just read. The results suggest that one is inclined to believe what they read, regardless whether the source seems reliable and whether they are aware of the fact media might manipulate their audiences.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"8 1","pages":"134 - 148"},"PeriodicalIF":0.1,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43940745","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 : 2020-09-01DOI: 10.2478/jolace-2020-0004
Yasutaka Maruki
Abstract In the U.S. colleges and universities, language courses and cultural studies courses are usually under separate departments and programs. This separation represents the heart of liberal arts education, where students can explore a variety of disciplines. However, a comparative nature of cross-cultural analyses may cause generalized and stereotypical views toward the target country. This present study will introduce the practice of CLIL (Content and Language Integrated Learning) and examine the value of studying the literature in the original language, so that the students will improve linguistic skills, gain knowledge on Japanese literary characteristics, and build on their intercultural competence skills.
在美国的大学里，语言课程和文化研究课程通常分属不同的系和专业。这种分离代表了文科教育的核心，学生可以在这里探索各种学科。然而，跨文化分析的比较性质可能导致对目标国家的普遍化和刻板印象。本研究将介绍内容与语言整合学习(Content and Language Integrated Learning，简称CLIL)的实践，并探讨用原语学习文学作品的价值，以提高学生的语言技能，了解日本文学特色，并建立跨文化交际能力。
{"title":"CLIL and intercultural competence in teaching Japanese language and literature","authors":"Yasutaka Maruki","doi":"10.2478/jolace-2020-0004","DOIUrl":"https://doi.org/10.2478/jolace-2020-0004","url":null,"abstract":"Abstract In the U.S. colleges and universities, language courses and cultural studies courses are usually under separate departments and programs. This separation represents the heart of liberal arts education, where students can explore a variety of disciplines. However, a comparative nature of cross-cultural analyses may cause generalized and stereotypical views toward the target country. This present study will introduce the practice of CLIL (Content and Language Integrated Learning) and examine the value of studying the literature in the original language, so that the students will improve linguistic skills, gain knowledge on Japanese literary characteristics, and build on their intercultural competence skills.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"8 1","pages":"53 - 63"},"PeriodicalIF":0.1,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69223028","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 : 2020-09-01DOI: 10.2478/jolace-2020-0009
D. Tekeliová
Abstract The aim of the paper is to characterize the city of Bratislava after the First World War as a literary space in the short story The Worst Crime in Wilson City (Najhorší zločin vo Wilsonove) and its film adaptation Wilson City (Wilsonov). For millions of Czechs and Slovaks, the US President W. Wilson was a legendary figure. The multi-ethnic city wanted to gratify him and suggested to name itself after him. This short episode of our history was found interesting for a Slovak writer Michal Hvorecký, who set a mysterious (horror) short story in Wilson City (Bratislava). The topos of the city became the basic organizational, or, structural element on which the story is built. In the film adaptation of the Czech director Tomáš Mašín there was a generic shift and the film became a detective comedy, or parody of historical events that happened (or could have happened). The paper focuses on the motif of the city and compares this urban space in the literary and film form. It tries to answer the question whether the city – space is only a backdrop of the story or it becomes its (role)player.
摘要本文的目的是将第一次世界大战后的布拉迪斯拉发市描述为短篇小说《威尔逊城最严重的罪行》（Najhoršízločin vo Wilsonov）及其改编电影《威尔逊城》（Wilson city）中的一个文学空间。对于数百万捷克人和斯洛伐克人来说，美国总统W·威尔逊是一位传奇人物。这座多民族城市希望满足他，并建议以他的名字命名。斯洛伐克作家米哈尔·赫沃雷克（Michal Hvorecký）发现我们历史上的这一小插曲很有趣，他在布拉迪斯拉发的威尔逊城（Wilson City）写了一个神秘（恐怖）的短篇故事。城市的地形成为故事构建的基本组织或结构元素。在改编自捷克导演TomášMašín的电影中，出现了一个普遍的转变，这部电影变成了一部侦探喜剧，或对已经发生（或可能发生）的历史事件的模仿。本文以城市为主题，从文学和电影两个方面对城市空间进行比较，试图回答城市空间是故事的背景，还是成为故事的角色。
{"title":"Historical Bratislava in literary fiction and film adaptation","authors":"D. Tekeliová","doi":"10.2478/jolace-2020-0009","DOIUrl":"https://doi.org/10.2478/jolace-2020-0009","url":null,"abstract":"Abstract The aim of the paper is to characterize the city of Bratislava after the First World War as a literary space in the short story The Worst Crime in Wilson City (Najhorší zločin vo Wilsonove) and its film adaptation Wilson City (Wilsonov). For millions of Czechs and Slovaks, the US President W. Wilson was a legendary figure. The multi-ethnic city wanted to gratify him and suggested to name itself after him. This short episode of our history was found interesting for a Slovak writer Michal Hvorecký, who set a mysterious (horror) short story in Wilson City (Bratislava). The topos of the city became the basic organizational, or, structural element on which the story is built. In the film adaptation of the Czech director Tomáš Mašín there was a generic shift and the film became a detective comedy, or parody of historical events that happened (or could have happened). The paper focuses on the motif of the city and compares this urban space in the literary and film form. It tries to answer the question whether the city – space is only a backdrop of the story or it becomes its (role)player.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"8 1","pages":"149 - 157"},"PeriodicalIF":0.1,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49170367","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 : 2019-12-01DOI: 10.2478/jolace-2019-0019
Jana Javorcikova, A. Zelenkova
Abstract In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a fundamental difference in the role CLIL plays in teaching “realia” (alternatively: cultural studies, country studies and area studies) for philological students and for business students of non-philological faculties. While philological students study realia with primary linguistic and cultural goals (i.e. to learn new words, terminology, context and comparative cultural aspects), non-philological students’ goals are business oriented (i.e. allow a successful graduate to function effectively in a new business environment). That affects the methodology, teaching procedure and assessment of both disciplines in debate.
{"title":"CLIL: Conceptual differences in teaching “realia” to philological and non-philological students","authors":"Jana Javorcikova, A. Zelenkova","doi":"10.2478/jolace-2019-0019","DOIUrl":"https://doi.org/10.2478/jolace-2019-0019","url":null,"abstract":"Abstract In Slovakia, modern Cultural Studies of English-speaking countries have been integrated into university curricula since the 1990s. However, there is a fundamental difference in the role CLIL plays in teaching “realia” (alternatively: cultural studies, country studies and area studies) for philological students and for business students of non-philological faculties. While philological students study realia with primary linguistic and cultural goals (i.e. to learn new words, terminology, context and comparative cultural aspects), non-philological students’ goals are business oriented (i.e. allow a successful graduate to function effectively in a new business environment). That affects the methodology, teaching procedure and assessment of both disciplines in debate.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"18 - 34"},"PeriodicalIF":0.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46405236","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 : 2019-12-01DOI: 10.2478/jolace-2019-0024
Muhammad Ahmad, Aleem Shakir, A. R. Siddique
Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.
{"title":"Teacher-student interaction and management practices in Pakistani English language classrooms","authors":"Muhammad Ahmad, Aleem Shakir, A. R. Siddique","doi":"10.2478/jolace-2019-0024","DOIUrl":"https://doi.org/10.2478/jolace-2019-0024","url":null,"abstract":"Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"115 - 134"},"PeriodicalIF":0.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43834760","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 : 2019-12-01DOI: 10.2478/jolace-2019-0023
P. Šenkár
Abstract An integral part of the Slovak cultural context is also Lowland Slovak literature, which includes certain areas of Hungary, Romania and Serbia. The paper outlines the partial development of Slovak youth literature in these regions. It gradually characterizes the most important aspects of diachrony of this segment of writing (in a certain chronotope that is bound to selected prototexts). Based on objective-subjective interpretations of three emblematic works of this context, it highlights - as a certain typology - not only the general / universal, but also the specific / particular (that is particularly relevant to the context) in intra- and intercultural relations. It accentuates the literary tradition, which is still a useful source of realistic short stories and novels for child percipients in these diasporas. It also traditionally and innovatively points out the typical features of teaching in individual national-minority schools in the mentioned countries. Methodologically (but also practically) it is, of course, based, on thematic, motif related, etc. aspects of the analyzed (selected) works and their possible reflection in school education and learning environment. Finally, the use of language / features / motifs / aspects / procedures is concretized in specific conditions outside the physical boundaries of the homeland as a kind of perspective on the correlation of the difficult process of cultural education itself.
{"title":"Lowland Slovak youth literature and its interpretational and educational aspects (within and outside the school)","authors":"P. Šenkár","doi":"10.2478/jolace-2019-0023","DOIUrl":"https://doi.org/10.2478/jolace-2019-0023","url":null,"abstract":"Abstract An integral part of the Slovak cultural context is also Lowland Slovak literature, which includes certain areas of Hungary, Romania and Serbia. The paper outlines the partial development of Slovak youth literature in these regions. It gradually characterizes the most important aspects of diachrony of this segment of writing (in a certain chronotope that is bound to selected prototexts). Based on objective-subjective interpretations of three emblematic works of this context, it highlights - as a certain typology - not only the general / universal, but also the specific / particular (that is particularly relevant to the context) in intra- and intercultural relations. It accentuates the literary tradition, which is still a useful source of realistic short stories and novels for child percipients in these diasporas. It also traditionally and innovatively points out the typical features of teaching in individual national-minority schools in the mentioned countries. Methodologically (but also practically) it is, of course, based, on thematic, motif related, etc. aspects of the analyzed (selected) works and their possible reflection in school education and learning environment. Finally, the use of language / features / motifs / aspects / procedures is concretized in specific conditions outside the physical boundaries of the homeland as a kind of perspective on the correlation of the difficult process of cultural education itself.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"114 - 97"},"PeriodicalIF":0.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49224809","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 : 2019-12-01DOI: 10.2478/jolace-2019-0021
Xénia Liashuk
Abstract The paper provides an overview of the forms in which translation is used in foreign language education. A tentative classification is suggested which differentiates between facilitative translation as a supporting process that helps to overcome learning constraints, deliberate translation as an independent task with a predetermined objective that targets learners’ foreign language competence and skills, and simulated translation as an activity from which additional pedagogical benefits regarding learners’ foreign language proficiency can be derived. From the side of the learner, facilitative translation constitutes a complex learning strategy that can be applied for a variety of strategic purposes (memory-related, cognitive, compensatory, metacognitive, affective, and social), while from the side of the teacher it represents a scaffolding tool that can be consolidated into a fully-fledged teaching technique. Deliberate translation can further be differentiated according to the specifics of pedagogical focus. Language-focused translation, targeting learners’ grammatical accuracy or vocabulary range and control, and skill-focused translation, targeting one of the four basic communicative language skills, can be used for both instruction-related and diagnostic purposes. The focus on the holistic use of the available linguistic repertoire results in the two complex uses of translation as an incentive for communication and as a communicative activity aimed at developing the skill of cross-language mediation. A particular type of simulated translation which appears to be particularly suited for the purposes of foreign language education is audiovisual translation.
{"title":"Facets of translation in foreign language education: a tentative classification of forms and uses","authors":"Xénia Liashuk","doi":"10.2478/jolace-2019-0021","DOIUrl":"https://doi.org/10.2478/jolace-2019-0021","url":null,"abstract":"Abstract The paper provides an overview of the forms in which translation is used in foreign language education. A tentative classification is suggested which differentiates between facilitative translation as a supporting process that helps to overcome learning constraints, deliberate translation as an independent task with a predetermined objective that targets learners’ foreign language competence and skills, and simulated translation as an activity from which additional pedagogical benefits regarding learners’ foreign language proficiency can be derived. From the side of the learner, facilitative translation constitutes a complex learning strategy that can be applied for a variety of strategic purposes (memory-related, cognitive, compensatory, metacognitive, affective, and social), while from the side of the teacher it represents a scaffolding tool that can be consolidated into a fully-fledged teaching technique. Deliberate translation can further be differentiated according to the specifics of pedagogical focus. Language-focused translation, targeting learners’ grammatical accuracy or vocabulary range and control, and skill-focused translation, targeting one of the four basic communicative language skills, can be used for both instruction-related and diagnostic purposes. The focus on the holistic use of the available linguistic repertoire results in the two complex uses of translation as an incentive for communication and as a communicative activity aimed at developing the skill of cross-language mediation. A particular type of simulated translation which appears to be particularly suited for the purposes of foreign language education is audiovisual translation.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"7 1","pages":"58 - 78"},"PeriodicalIF":0.1,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41442450","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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