Methodology and Didactics of Foreign Language Teaching

L'émergence du français sur objectif spécifique (FOS) dans le champ du français langue étrangère (FLE) implique deux types de situations d'apprentissage. La première est celle qui concerne les systèmes éducatifs où nous verrons que la plupart des élèves de tous pays confondus apprendre une ou plusieurs langues vivantes. Face à cette première situation, il en existe une autre. Celle des gens qui ont besoin d'une compétence en français d'une manière assez urgente et pour une raison très précise. C'est le cas d'adultes qui ont besoin du français pour des raisons professionnelles et c'est cette situation que va traiter ce que l'on appelle le FOS. Défini comme une formation de courte durée qui vise à développer des compétences de communication professionnelle, le FOS se donne pour mission de se centrer sur des contenus a priori non maitrisés par l'enseignant d'où la nécessité d'entrer en contact avec les acteurs professionnels, d'élaborer le matériel et de didactiser des activités pédagogiques. Ainsi, nous aborderonsdans cet article la manière de mettre en place un programme de français sur mesure, dans un délai court et avec un objectif très identifié, à partir des situations de communication qui sont celles dans lesquelles beaucoup de gens concernés (étudiants universitaires) peuvent se trouver. Et cela dans une démarche spécifique. Par ailleurs, la démarche FOS vise la constitution d'un matériel pédagogique permettant d'évaluer une action, une compétence, à partir d'un objectif déterminé et en fonction d'un certain nombre de critères. Une approche censéefinalement répondre aux réels besoins du public en question et vérifier l'acquisition des compétences visées.

This study aims to address the question of how Web 2.0 can be shaped along educational lines. Our analysis specifically focuses on what the educational potential of Web 2.0 can be as far as the improvement of L2 students’ communication skills are concerned, and on how education can be reimagined in the light of the new technologies.
The outcomes of a semester-long telecollaborative partnership between Italian university students studying Hungarian and Hungarian learners of Italian are considered. The operational protocol of the initiative called Danubadria was based on the reciprocal dependence and mutual support and was characterized by a task-based approach and a wiki counseling platform, in which the eTandem partners
and their foreign language teachers collaborated.
Web 2.0 tools appear to strengthen fundamental aspects of L2 acquisition and of intercultural communicative competence that may be difficult to stimulate in students in traditional classroom environments. They may offer scholars a more participatory practice of learning in which individuals have increased opportunities to interact.
While asserting the importance of learner autonomy, a major preoccupation in today’s educational climate, we claim that on-line collaboration allowed by the Internet cannot replace teachers’contribution. The complexity of Web 2.0 brings along significant challenges and teachers should be positioned to play a crucial role in managing this experience.

This chapter discusses critical approaches in the examination of representation in language coursebooks in an effort to debunk two educational myths in relation to language teaching materials: the notions that they are neutral and apolitical. First, a review of the main concerns of critical research on representation in language coursebooks is presented. The chapter then advocates for a turn to political economy in the studies of representation in language materials. Political economy refers to the relationships between social, political and economic factors within a capitalist economy. Later, an example of critical analysis of representations in language coursebooks from a political economy perspective is provided. In particular, the analysis is based on a sample of Catalan language coursebooks and the specific concern will be on the representation of housing, against the backdrop of the recent political and economic transformations in Spain in this area. The chapter concludes with suggestions to researchers, materials developers, publishers, teachers and teacher educators interested in applying critical approaches in language education.

There is an enormous need for education to teach students what are termed 21 st-century skills. One might ask why this sudden shift and attention are given to certain skills. Reality provides an answer. In the job market, for instance, the traditional way of teaching seems to produce more jobless people simply because the requirements of the economy do not match the desired result of 12years, at the minimum, of learning in schools. Why do not we update the methods of teaching? People say, "If it is not broken, do not fix it." Actually, it is broken. Therefore, teachers attempt to focus on the teaching of 21 st-century skills through some strategies and techniques. In this study, the researcher investigates the existence of 21 stcentury skills, mainly the Four Cs; Critical thinking, Creativity, Collaboration, and Communication, and the effectiveness of some strategies used to promote these skills.

O manual escolar continua a desempenhar um papel fundamental no ensino de línguas, devendo refletir os avanços da investigação, tanto da área do desenvolvimento de materiais didáticos como da Aquisição de Língua Segunda (ALS, tradução da sigla SLA, do inglês Second Language Acquisition). É precisamente a fundamentação teórica que presidiu à produção do manual de português para o nível C1 Dar à Língua, da minha autoria e com coordenação científica de Liliana Inverno, que constitui o fulcro deste artigo, ao longo do qual é apresentado o percurso de desenvolvimento do manual, desde a sua origem até à definição dos critérios que serviram de base à sua produção, passando pela descrição do processo de testagem dos materiais, realizada com a ajuda de aprendentes chineses a frequentarem os cursos de Português do IPOR. Serão ainda apresentados exemplos retirados do manual, que ilustram a articulação entre a teoria e a prática.

The textbook still plays a crucial role in teaching languages, reflecting research advancement, not only in materials development, but also in second language acquisition (SLA). The theoretical grounds underneath the production of the textbook of Portuguese for advanced level Dar a Língua, authored by me and with scientific coordination by Liliana Inverno, are the focus of this article. On the course of it, it is introduced the development path of the textbook, since its origin until the definition of the criteria on the basis of its production; it is also described the testing process of the materials, done with the assistance of Chinese learners attending Portuguese courses at IPOR. Examples extracted from the textbook will also be presented to illustrate the liaison between theory and practice.

This contribution outlines the method of " Lernen durch Lehren " (Learning by Teaching) and shows the extent to which this approach meets essential requirements of forein language teaching, requirements which habe been demanded for more than a decade. Central aspects of this approach are the following: the increase of oral participation; the authenticity of communication; the orientation towards language tasks; the learner's autonomy; a holistic model of learning; the orientation towards projects and toward the process of learning; the acquisition of techniques of learning; and meta-cognitive strategies. I will also describe the network of contacts which comprises 500 colleagues from all school types and combinations of subjects and which serves to put the method into practice and to spread it; as far as research methods are concerned, the project of " Lernen durch Lehren " ist indebted to the action-research. 0. Vorbemerkungen Die Methode " Lernen durch Lehren " (LdL) wurde in Fachzeitschriften wiederholt dargestellt 1 , und sie erfreut sich in der Praxis einer hohen Bekanntheit 2. Von der Didaktik als Wissenschaft dagegen wird sie kaum rezipiert 3. Letzteres erstaunt umso mehr, als seit der Geburt dieser Methode in regelmäßigen Abständen " neue " Begriffe in die Diskussion eingebracht werden, die im wesentlichen dasselbe meinen, nämlich die Handlungsorientierung, die seit 1983 in LdL bereits realisiert ist. Es sind u.a. die " Lernerzentrierung " , die " Lernerautonomie " , der " ganzheitliche Unterricht " , der " offene Unterricht " , der " Projektunterricht " und neuerdings die " Prozeßorientierung " (Gienow/Hellwig 1996) und die " konstruktivistische " , oder gar " radikal-konstruktivistische Didaktik " (Wolff 1993; Wendt 1996). In diesem Beitrag soll LdL nicht noch einmal vorgestellt werden, sondern es wird eine Reflexion über die Merkmale geführt, die dessen Erfolg als Methode für den Fremdsprachenunterricht begründen. Es wird auch aufgezeigt, daß es sich bei LdL nicht lediglich um eine Unterrichtstechnik handelt, sondern um ein didaktisches Gesamtkonzept, das einen Beitrag zum Paradigmenwechsel in weiten Bereichen der Praxis liefert. Schließlich werden die Leistungen und die Perspektiven des um LdL entstandenen, seit 1987 bestehenden Kontaktnetzes als Fortbildungs-und Forschungsstruktur beschrieben.

Humour is a powerful sociological tool which is fundamental for thought and culture creation . Although it can develop students' creativeness, help them learn a mass of new vocabulary by means of positive input, encourage the atmosphere of politeness and friendliness, humour is the most often neglected aspect of language.

El artículo aborda consideraciones teóricas y prácticas sobre el aprendizaje de la expresión oral. Los criterios expuestos son efecto de las experiencias investigativas asimiladas por los autores en la ejecución del proyecto institucional o de centro “Centro Consultor para la Estimulación del Talento Verbal en el Contexto Escolar”, el cual en su vínculo con el Departamento de Educación Primaria, el Centro de Estudios en Evaluación de la Calidad de la  Educación y el proyecto asociado al Programa Ramal 10 del MINED “Sistematización de los resultados históricos alcanzados en las asignaturas básicas en los operativos de calidad realizados en la provincia Holguín en la educación primaria”, revelan cómo ocurre la dinámica de intercambio científico entre la escuela y la Universidad Pedagógica “José de la Luz y Caballero” (Holguín, Cuba) en la solución de uno de los problemas educacionales del territorio.

Palabras Claves: aprendizaje, expresión oral, escuela, calidad, investigación, proyecto de centro.

The article approaches theoretical considerations and practices on the learning of the oral expression. The exposed approaches are effect of the investigative experiences assimilated by the authors in the execution of the institutional project or of center "Center Consultant for the Stimulation of the Verbal Talent in the School Context",  the one which in their bond with the Department of Primary Education, the Center of Studies in Evaluation of the  Quality of the Education and the project associate to the Program Brunch 10 of the MINED "Systematizing of the historical results reached in the basic subjects in the operative of quality carried out in the county Holguín in the primary education", they reveal how it happens the dynamics of exchange scientist between the school and the  Pedagogic University "José of the Luz and Gentleman" (Holguín, Cuba) in the solution of one of the educational problems of the territory. 

Key words: learning, oral expression, school, quality, investigation, project of center.

This article explores the role of posture in the language learning process, and concludes that it is sometimes critical for learning success. Principles of learning and moving are outlined. The history of physical movement in study is briefly traced. A Korean case study is presented of “failed” tertiary students who learn to learn on their feet. The paper is a practical guide for teachers who wish to experiment with physical movement and location in their own ESL/EFL classrooms .

In this era of globalization, people cross country boarders for various purposes some for education, business, work, tourism, or for living. In meeting such purposes, people have to use language for communication; this has necessitated different countries to introduce foreign language studies in their education system at various levels. In China, Chinese language is a national language for the People's Republic of China. Currently students from different countries go to china to pursue various studies and they have to learn Chinese. The study examines the factors that affecting willingness to communicate in Chines Language among the International students. The study ought to explore the factors affecting willingness to communicate in Chinese based on gender, program taught, number of courses they have, years living in China, and number of Chinese friends they have. The study used Pearson correlation, Independent T-Test and One way ANOVA, to find out the correlation between these dependent factors and independent factors. Ultimately, the study found a significant relationship between willingness to communicate in Chinese and language programme taught number of Chinese courses, courses learnt, and the time of living in China.

Language learning is one of the key predictors of how well immigrants will integrate into a new society. In many European countries, the resources reserved for language education have proved insufficient as people fleeing the war in Afghanistan, Iraq and Syria have entered Europe. This situation has called for ways of mobilising volunteer workers to help newcomers in a coordinated manner. In Finland, a method called Toisto has been developed to enable volunteers with little or no teaching experience to teach the basics of Finnish to newcomers. From the pedagogical and linguistic point of view, Toisto derives from a usage-based notion of language, according to which the spoken modality in general, and modelling-based instruction in particular, can be used to teach grammar without the explicit formulation or explanation of rules. In addition, Toisto aims to compensate for the written language bias very much present in the L2 context in the Finnish education system. In this paper, we outline the theoretical grounding and basic characteristics of the Toisto method. We map the ways in which a usage-based notion of language motivates a communicative, oral language pedagogy, and provide some initial evidence of the feasibility of the method. Finally, we discuss the implications of the Toisto method for adult language education.

Friederike Tegge; Pop songs in the classroom: time-filler or teaching tool?, ELT Journal, Volume 72, Issue 3, 19 July 2018, Pages 274–284, https://doi.org/10.1093/elt/ccx071

Teachers frequently recommend pop songs on websites and in experience-based articles to foster L2 acquisition. Such a positive stance contrasts with a scarcity of musical activities in published materials for adult learners and the small number of empirical studies investigating the use and usefulness of songs in L2 teaching. Consequently, pedagogical choices and their implementation depend mainly on the course instructor. This article reports on the findings of an international survey exploring teachers' beliefs about and teaching practices involving songs in the classroom. The findings reveal that informants often use songs as part of a purposeful and diverse teaching unit and based on reasoning that frequently reflects findings in cognitive-psychological research. However, song use can be impeded by a lack of official materials and support from other stakeholders.

Il docente di glottodidattica utilizza sempre più in classe il materiale autentico di qualsiasi tipologia, ma in particolar modo il materiale video, soprattutto se collegato al cinema, perché fonte inesauribile di spunti, esempi e modelli di lingua e cultura. Qui di seguito si cercherà, quindi, di definire il concetto di ‘materiale autentico’, si illustreranno la complessità e le problematiche inerenti alla sua didattizzazione e al suo utilizzo nella classe di lingua, nonché si offriranno delle linee-guida per effettuare una didattizzazione di uno spezzone di film.

У статті, присвяченій проблематиці розвитку навчальної автономії на уроках іноземної мови, наведено визначення і загальна характеристика навчальної автономії, проаналізовано передумови ефективності розвитку навчальної автономії старшокласників, розглянуто стратегії та засоби розвитку навчальної автономії у процесі формування англомовної лексичної компетентності учнів старшої школи, запропоновані приклади відповідних вправ.
Ключові слова: навчальна автономія, навчальні стратегії, комунікативні стратегії, засоби розвитку навчальної автономії, прийоми мнемотехніки, пам’ятки, метод проектів, мовний портфель.

This article dwells on the opposing alignments that can be found in the literature on the Linguistic Interdependence (LIH) and Linguistic Threshold (LTH) hypotheses, in the field of second language acquisition and foreign language education. First, the prevailing, orthodox rendition of these two concepts is examined briefly, together with its theoretical and practical consequences. After this, the most distinctive characteristic of Jim Cummins’s alternative framework is described, i.e., its emphasis on the pedagogical dimension and on its impact on cross-language transfer. According to this view, the quality and nature of the exposure to L2 (not time-exposure or student L2 level) would be the most significant factor vis-à-vis the degree of language transfer generated. This pedagogical dimension is explained in terms of three different levels of analysis, and two concrete studies are described, as experimental evidence. In the last section, a Pedagogical Threshold Hypothesis is finally presented as a logical development of the ideas exposed.

PASCH-Schülerinnen und -Schüler aus der ganzen Welt erstellten gemeinsam einen Comic, der den Abenteuerroman „In 80 Tagen um die Welt“ von Jules Verne adaptiert. Dass es sich lohnt, im fremdsprachlichen Deutschunterricht diesen Webcomic durch ein eigenes Kapitel zu erweitern, zeigt der folgende Beitrag.

Tento článek pojednává o systému společného vzdělávání, realizovaného na leicesterské střední škole Babington. Zaměřuje se na jev, který lze označit jako „moment úspěchu romských studentů”. Ti se svými rodiči emigrovali v posledních 10-15 letech do Velké Británie a/nebo se zde již narodili. Daný jev nebyl v akademické literatuře zatím uceleně probádán a popsán; dalo by se tedy říct, že představuje jakousi „mezeru v současných znalostech”. Předkládaný text si tyto ambice rozhodně nečiní už proto, že ačkoli se autorka profesně zabývá sociálními vědami, pedagogika ani speciální pedagogika nejsou jejími obory.

Po uvedení čtenáře do dané problematiky a souvisejícího širšího kontextu se nejprve dozvíme podrobnosti o Babingtonu. Článek se pak dotýká otázek, jako je samotná práce s bilingvními a vícejazyčnými dětmi či dětmi se speciálními vzdělávacími potřebami ve výuce nebo dlouhodobá partnerská práce školy s rodinami a komunitami. Při předkládání těchto argumentů článek vychází z faktu, že uvedené příklady dobré praxe jsou přenositelné do českého, popřípadě slovenského kontextu.

Die Idee, Schüler sich gegenseitig den Stoff vermitteln zu lassen, besteht seitdem es Unterricht gibt. Immer wieder wurde versucht, die Auseinandersetzung der Lerner mit dem Stoff durch die Übertragung von Lehrfunktionen zu intensivieren 2. Erst seit zwanzig Jahren gibt es eine größere Gruppe von Lehrern, die diese Methode systematisch in ihrem Unterricht anwendet, sie theoretisch untermauert, über sie publiziert und versucht, sie zu verbreiten. Angesichts der jüngsten bildungspolitischen Entwicklungen besteht die Chance, dass das Lernen durch Lehren (LdL) als lernintensive Methode stärker in den Mittelpunkt des öffentlichen Interesses rückt 3. Im Folgenden wird aufgezeigt, wie durch LdL die in den jüngeren Lehrplänen festgehaltenen Lernziele in besonderem Maße erreicht werden können. 1. Es scheint, dass an den Schulen nicht optimal gelernt wird Durch die PISA-Studie wurde verdeutlicht, dass in den Schulen der Bundesrepublik nicht effektiv genug gelernt wird. Es wird zu viel Stoff zu oberflächlich bearbeitet, dieser wird nicht genug verinnerlicht, es fehlt an Überblick und an Vernetzung, ja selbst die Lernhaltung der Schüler muss neu durchdacht werden. Die Ausdauer, der Teamgeist, die Bündelung der Energien auf ein Ziel hin müssen gesteigert werden. Es zeigt sich, dass die fachliche und zeitliche Aufsplitterung der Lernaktivitäten nachhaltige Lernprozesse verhindert. Angesichts dieser Situation bemühen sich sowohl Lehrer als auch Verantwortliche im Schulsystem seit längerer Zeit, grundlegende Veränderungen einzuleiten. Dies betrifft die Organisation der Schule, indem mehr Autonomie gewährt wird und Schulleiter durch freiere Gestaltung der Stundenpläne Projektarbeit und fächerübergreifende Aktivitäten ermöglichen. Dies betrifft aber auch den Unterricht selbst. Hier werden die Lehrer ermutigt, neue Unterrichtsformen zu testen, Risiken einzugehen, methodische Experimente durchzuführen, um ihren eigenen Stil zu finden. Die Initiativen aus den Ministerien 1 Es ist eine der vielen Erkenntnisse, die uns die Verbreitung des Internets gebracht hat: nur ein Bruchteil des für die Entwicklung der Menschheit relevanten und in der Gesellschaft vorhandenen Wissens ist zugänglich. Jeder kennt das geflügelte Wort aus dem Hause Siemens: " Wenn Siemens wüsste, was Siemens weiß ". Der Verfasser dieses Aufsatzes ist der Ansicht, dass ein Teil dieses relevanten Wissens geborgen werden kann, wenn man dafür die geeignete Veröffentlichungsplattform schafft und die Wissensträger motiviert, ihr Wissen dort auch preiszugeben. Bezüglich der Methode LdL besteht im Internet eine solche Plattform, erreichbar unter www.zum.de/Foren/ldl. Dort veröffentlichen in bestimmten Abständen sowohl Schüler als auch Lehrer und Verantwortliche auf verschiedenen Ebenen des Schulsystems ihre Erfahrungen-positiver oder negativer Art-mit der Methode LdL. Die Foren werden vom Verfasser moderiert. Dem vorliegenden Aufsatz ist eine lange Diskussion vorangegangen, an der folgende Kollegen beteiligt waren: Christian Becker, Studienrat für Deutsch, Philosophie und Ethik am Martinus-Gymnasium in Linz/Rhein, Tatjana Miriam Hasse, Realschullehrerin und systemische Beraterin, unterrichtet Kunst und Deutsch an einem Privaten Gymnasium in Heidelberg, Herbert Klein, Seminarleiter am Staatlichen Studienseminar für das Lehramt an Grund-und Hauptschulen Trier und Ulrich Munz, Studienrat für Französisch und Deutsch am Gymnasium Mengen (Baden-Württemberg). In den Foren-Diskussionen vertritt Hebert Klein die Ansicht, dass LdL ein interessantes Prinzip sei, dass man es aber nicht einseitig anwenden solle. Er weist auf die Gefahr hin, " dass eine Methode idealisiert und in ihrem Wert maßlos überschätzt wird ". Christian Becker, Tatjana Miriam Hasse und Ulrich Munz sind eher wie der Verfasser der Meinung, dass LdL ein Dachkonzept ist, das man nicht punktuell, sondern durchgängig und konsequent verwenden sollte.

The following essay describes the various steps and results of the re-search that I conducted among the Bangladeshi immigrants living in Rome. The research is aimed at the creation of a wordlist to compile an essential bengali-italian dictionary for the linguistic needs of bengali speakers in Italy. Here I will present the method of lexical selection – suitable for any immigration language - that led to the final wordlist of 3500 words divided into semantic fields. In the second section, the lexical selection made by the Bengali interviewees is interpreted in a sociolinguistic and cultural perspective. The vocabulary that bengali speakers have suggested as more useful for their communication in the country of immigration differs consistently from the one comprehended in the bengali-italian and bengali-english dictionaries written so far. It also reflects some peculiar elements of the cultural and emotional life of the Bangladeshi community in Italy, that will be described in the final section of this work.

IT Nell'articolo che segue svolgiamo un'analisi degli item di una prova di lettura a scelta multipla di livello B1 della certificazione di italiano per stranieri CILS (Centro CILS, 2009), allestita dall'omonimo centro dell'Università per Stranieri di Siena. Operiamo inoltre uno studio della manipolazione del testo autentico avvenuta per mano del certificatore; da tale studio emerge una criticità di rilievo che, a nostro giudizio, pregiudica la coerenza del testo. Nel suo insieme, l'indagine consente al lettore di prendere coscienza delle difficoltà che la progettazione di un'esercitazione ampiamente usata, sia in sede di testing che nella didattica di ogni giorno, qual è il quesito a scelta multipla, comporta. Parole chiave: DIDATTICA DELL'ITALIANO COME LINGUA STRANIERA, VALUTAZIONE DELLA COMPRENSIONE SCRITTA, QUESITO A SCELTA MULTIPLA, ITEM ANALYSIS.

Περίληψη Σημαντική θέση στην καθημερινή επικοινωνία καταλαμβάνει η διαγλωσσική διαμεσολάβηση (cross-language mediation) –μια λειτουργία που απαιτεί την παράλληλη χρήση δύο ή περισσοτέρων γλωσσών, η επιτυχία της οποίας εξασφαλίζει την αποτελεσματική συμμετοχή των ομιλητών στις νέες πολυπολιτισμικές κοινωνίες. Στον χώρο της διδακτικής των ξένων γλωσσών ο όρος διαμεσολάβηση εισήχθη το 2001, όταν το Κοινό Ευρωπαϊκό Πλαίσιο Αναφοράς για τις Γλώσσες (ΚΕΠΑ) (Συμβούλιο Ευρώπης, 2001) την συμπεριέλαβε μεταξύ των τεσσάρων βασικών επικοινωνιακών δραστηριοτήτων για τη διδασκαλία, μάθηση και αξιολόγηση της γλωσσομάθειας (μεταξύ δηλαδή των: κατανόησης, παραγωγής λόγου και διάδρασης). Ο ρόλος του διαμεσολαβητή, όπως εξηγείται στο συγκεκριμένο άρθρο, είναι να μεταφέρει πληροφορίες και μηνύματα από την μια γλώσσα στην άλλη λειτουργώντας ως "ενδιάμεσος" σε μια περίσταση επικοινωνίας, και εξηγώντας μηνύματα που άλλοι συνομιλητές δεν μπορούν να κατανοήσουν γιατί δεν γνωρίζουν τη γλώσσα που χρησιμοποιείται (Stathopoulou, 2015; Dendrinos, 2006). Στρατηγικές τις οποίες θα πρέπει να μπορεί να αξιοποιήσει ο μαθητής της ξένης γλώσσας για να διαμεσολαβήσει (mediation strategies) αποτελούν στόχο του Ενιαίου Προγράμματος Σπουδών για τις Ξένες Γλώσσες (ΕΠΣ-ΞΓ) που, μεταξύ άλλων, επιδιώκει την ανάπτυξη δεξιοτήτων παράλληλης χρήσης της Ελληνικής και της ξένης γλώσσας και αποτελεσματικής λειτουργίας του μαθητή ως διαμεσολαβητή. Το καινοτόμο αυτό πρόγραμμα, που αναπτύχθηκε κατά την περίοδο 2010-2011 και εφαρμόστηκε πιλοτικά σε ορισμένα σχολεία της χώρας, εισάγει για πρώτη φορά στην διδασκαλία ξένων γλωσσών, την έννοια της διαμεσολάβησης, τονίζει την σημασία της και προτείνει δείκτες (περιγραφητές) διαμεσολαβητικής χρήσης της γλώσσας (can-do statements), οι οποίοι αποτελούν «οδηγό» για το είδος των δραστηριοτήτων στις οποίες θα πρέπει να ασκηθεί ο μαθητής κάθε επιπέδου γλωσσομάθειας. Δεδομένης της σημασίας που δίνει το ΕΠΣ-ΞΓ στην ανάπτυξη της ικανότητας των μαθητών να λειτουργούν ως διαμεσολαβητές, το συγκεκριμένο άρθρο ορίζει την έννοια της διαμεσολάβησης μεταξύ γλωσσών, εξηγεί πώς χρησιμοποιείται στο ΕΠΣ-ΞΓ και προτείνει τρόπους αξιοποίησης των νέων περιγραφητών στην ξενόγλωσση τάξη με σκοπό την ενίσχυση της διαγλωσσικής επάρκειας των μαθητών. Λέξεις-κλειδιά: ξενόγλωσση εκπαίδευση, διαγλωσσική διαμεσολάβηση, δείκτες διαμεσολάβησης 1. Εισαγωγή Σε καθημερινές περιστάσεις επικοινωνίας, πολίτες των σύγχρονων πολυγλωσσικών και πολυπολιτισμικών κοινωνιών είναι πολύ πιθανό να κληθούν να επικοινωνήσουν διαγλωσσικά (Stathopoulou, 2016; Dendrinos, 2006; Shohamy, 2006), να λειτουργήσουν δηλαδή αποτελεσματικά σε επικοινωνιακές περιστάσεις που απαιτούν παράλληλη χρήση δύο ή περισσοτέρων γλωσσών. Γίνεται ολοένα και πιο σύνηθες το φαινόμενο ομιλητές μιας γλώσσας να χρησιμοποιήσουν τις γνώσεις που έχουν αποκτήσει και τις επικοινωνιακές δεξιότητες που έχουν αναπτύξει ώστε να λειτουργήσουν «διαμεσολαβητικά», να αναλάβουν δηλαδή, τον ρόλο του διαμεσολαβητή και να χρησιμοποιήσουν ταυτόχρονα περισσότερους από έναν κώδικες επικοινωνίας για συγκεκριμένους κοινωνικούς σκοπούς και ανάγκες. Δεδομένης της σημασίας που δίνει το Ενιαίο Πρόγραμμα Σπουδών για τις Ξένες Γλώσσες (ΕΠΣ-ΞΓ) στην ανάπτυξη της ικανότητας των μαθητών να μεταφέρουν πληροφορίες από τη μια γλώσσα στην άλλη αναλαμβάνοντας έτσι το ρόλο του διαμεσολαβητή, το συγκεκριμένο

This article presents results of a Student Research Activity worked out by the author of the article. It offers a brief overview of a relatively new phenomena known as “intercomprehension” which is a new approach in teaching and learning foreign languages. The beginning of the article provides information on the origin of the term and its evolution up to its present form according to international, as well as Slovak, research conducted in this field over the last twenty years. Furthermore, the article highlights the importance of this new approach in methodologies of foreign languages regarding the laws and ideology of the European Union. In addition, a concise view of different research projects put in language pedagogy practice is included in the article. Finally, the results of a Students Research Activity, which was conducted by the author with help of students from Matej Bel University, on the contribution of “intercomprehension” to learning foreign languages are presented.

This text focuses on a didactic sequence (DS) which was put into practice with 6th grade students from the public school Jaume I “El Conqueridor” of Catarroja (Valencia) in the area of foreign language teaching (English). Our aim is, first, to highlight some of the main features of the DS as a pedagogical tool; secondly, to present the main characteristics a DS should have applied to an expository text; and, finally, to initiate a reflection on different strategies that could be employed to allow students to experiment this practice as a coherent, cohesive process, which has been adapted to their needs.

Graphic Novels nutzen als Hybridmedien die Bild- und Formensprache des Comics sowie Perspektiven und Darstellungskonventionen des Films, um ihre Geschichten in »Romanform« zu erzählen. Ihre unterrichtliche Behandlung schult visual literacy (Bildkompetenz) und trainiert Lesestrategien, die auch für das Erschließen anderer ästhetischer Texte hilfreich sind.

Duff, P. (2014). Communicative language teaching. In M. Celce-Murcia, D. Brinton, & M.A. Snow (Eds.), Teaching English as a second or foreign language (4th ed.) (pp. 15-30). Boston: National Geographic/Heinle Cengage.

*Text on the far right side of some pages is cut off unfortunately; I'll try to fix that when I have a chance.

Junto con este Manual, elaborado pensando en la labor docente, se ha editado uno para sus alumnos, buscando que puedan ser una guía eficiente en el trabajo cotidiano en el aula de cara a la aplicación, el próximo marzo, de la prueba PISA en nuestro país.
Nos hemos propuesto que estos manuales les permitan transmitir a sus alumnos la confianza suficiente para que, si tienen que hacer la prueba PISA, lo hagan con la seguridad de que cuentan con todos los elementos para que su participación refleje con exactitud todo el esfuerzo que han realizado en sus años de escuela, lo que han aprendido y sobre todo, las capacidades que tienen para hacerse cargo de su propia vida y trabajar a favor de su comunidad.
En los manuales se abordan cada una de las tres competencias que evalúa PISA. Lectura, matemáticas y ciencias. Les decimos qué es lo que se evalúa en cada una de ellas, la manera en que se debe responder cada pregunta, ejercicio o reactivo que se presente.
De manera muy didáctica, una vez que les decimos que se evalúa en cada competencia y cómo deben enfrentarse las preguntas, existe una parte del Manual, quizá la más importante, de ejemplos iguales a los que contiene la prueba y de un buen número de ejercicio de cada una de las tres competencias.

This article identifies certain cognitive processes accompanying language acquisition, which can be strategically stimulated by teachers. It includes a number of categories that have "emerged" over the course of the author"s career teaching Italian as a foreign language, which can be integrated into broader reflections developed in applied linguistics from the mid-80s onwards on the concept of noticing. The author summarises the characteristics of input-based noticing (defined as explorative here) and output-based noticing (noticing the gap, Schmidt & Frota 1986, gap noticing;. He illustrates the intimate connection between these two types of noticing and their capacity to occur spontaneously, also existing in a context of informal learning. The article successively distinguishes between open and closed forms of noticing, taking into account the breadth of observation, as well as guided and free forms, with regard to who takes the initiative (teacher or students). Further, in the sphere of gap noticing, the author distinguishes direct gap noticing from indirect gap noticing, with regard to whether the initial text is produced by the student him/herself or others, and relative (or internal) noticing from absolute (or external) gap noticing, with regard to whether the output analysis depends primarily on the monitor, hence on the linguistic knowledge possessed by the student, or refers to an external text produced by a native and used as a model. Lastly, the concept of dynamic noticing is introduced, and the possibility of developing noticing task sequences.

The comprehension approach to foreign language instruction emerged in the 1970s and constituted an alternative to the dominant language-teaching paradigm of that time, which prioritized performance over reception. Based on the assumption that receptive skills, listening comprehension in particular, provided a foundation for the development of productive skills, the approach placed emphasis on intensive exposure to the target language and the resultant understanding, while also advocating that production be delayed until learners would feel ready for it. Thus it would create a nonthreatening setting where learners would not be coerced to speak prematurely and make errors in public but could engage instead in implicit learning, whereby they would discover target language rules on their own. This entry outlines the historical backdrop of the rise of the comprehension approach, provides an outline of its most important tenets, and reviews a number of practical implementations of the approach as well as of the effects observed. Keywords:  approaches and methods in English for speakers of other languages; extensive listening;  intensive listening; language-teaching methods; natural approach; second language acquisition; teaching methods in applied linguistics; total physical response; vocabulary

This paper describes the history and continuing development of Vygotsky-inspired sociocultural theories (SCT) and their application in second and foreign language research. In particular, I emphasize the intellectual traditions out of which SCT emerged and the relation of SCT to other critical scholarship. The discussion includes long standing as well as recent conceptual and methodological innovations in SCT research, the philosophical entailments of SCT in regard to epistemology and ethical issues, and a select review of SCT second language (L2) studies.

This work presents methods, techniques and principles in online English language teaching. In this paper, we present the methods and their use in the context of distance teaching of English language, especially the online form. This paper encompasses previous definitions of distance teaching, its stages of development, as well as explained theories of online and offline education. We endeavor to discuss „traditional“ methods, which can be successfully applied to online English language education, which rapidly grows and keeps up pace with technological developments, and is organized and exists globally through numerous platforms. By presenting these methods of teaching, we will make things easier for future teachers in their choice of the most suitable one. Furhermore, we encompass advantages and limitations of methods in our analysis of online teaching. Practical implications of this work are reflected in the practical application of online teaching, in syllabus and planning of individual teaching units, whether it is a preparatory class, or any other institutional program dedicated to the English language teaching. On the basis of research, we discuss pedagogical aspects of the results in our analysis of online language teaching with reference to possiblities of their potential application on „traditional“ models of teaching.

With the ever-increasing usage of screen time, studies have shown that a delay in child cognitive development is becoming more prominent than ever before (Margalit, 2016). According to Dr. Aric Sigman, fellow of Britain’s Royal Society of Medicine and associate fellow of the British Psychological Society, extended screen time exposure ultimately can lead to the harming of one’s ability to focus, concentrate, develop awareness of other people’s attitudes, holding conversations as well as build and use a large lexicon (Margalit, 2016). For example, Dr. Jim Taylor (2012), professor at the University of San Francisco, states that television has changed a child’s attention span by displaying various fragmented visual stimuli which ultimately fragments their attention and discourages efforts of imagination. The internet is just as bad, if not worse, as it too prevents long periods of attention and concentration as well as inhibits the ability to acquire the skill of memorization. Just like the process of forming habits, the mind, too, in this case is being trained to be at constant fragmentation. As a result, children cannot stay focused in classrooms for a long period of time as their brain has been trained to be distracted every so often by various stimuli. This poses a problem for teachers who, like me, teach block sessions (sessions that run for 84 minutes). With every few minutes passing, students are squirrelling in their seats, resting their heads on their desks, fidgeting with their pencils, and longing for a break. Therefore, if children are struggling to meet the expectations of the traditional educational teaching pedagogy and setting, educators must adapt to meet each individual’s zone of proximal development (ZPD), a Vygotskian concept regarding the developmental phases a child undergoes through guidance in learning by a skilled adult.

Imagine walking into the game of Super Mario- walls covered in scenes from the video game, 3D coins and a mystery box hanging from the ceiling, a race track running through the center of the classroom, and the tune of Super Mario playing through your ears. Level after level you are trying to win the game and collect as many stars as possible. With the intensity of the music, the action between levels, and the chance to collaborate with a friend, what more can a student ask to enjoy learning? If student minds need to be stimulated and awakened periodically throughout the class period, then a room transformation can be one of the ways to complete the task. Hope and Wade King (2018), two highly acclaimed educators who have coined the slogan “set the stage to engage”, define room transformations as a change in the classroom environment that enables and activates students’ awareness to new stimuli that promote various skills of learning. In this paper I will discuss the connection between the cognitive development of children influenced by sociocultural environments to the student engagement theory developed by Russian psychologist, Lev Vygotsky. Additionally, this paper will examine the role of emotion that interconnects with the way in which children are involved in particular situations and how it affects their ability to learn, the effectiveness of this innovative teaching pedagogy, as well as its application into the modern-day classroom.