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Exploring the impact of the European Language Portfolio, ELP (2001) in the Flemish Brussels contextMeyer Estrada, Fiona January 2010 (has links)
The aim of this study originated with my role as a teacher wanting to research the impact of the European Language Portfolio, ELP, (2001) on a small group of minority language students, in Brussels’ Flemish region. In this exploratory case study, the European Language Portfolio (Spanish model) was administered to a small group of forty-five primary school students from the Bicultural Foyer Project in Brussels. In spite of the students’ positive attitudes towards this portfolio, the results suggest that the ELP has no validity for them because the Brussels’ Flemish educational community does not offer the appropriate conditions for a possible broader use of this portfolio. Belgium’s language policy environment, including its language policies, is the fundamental reason for the non-implementation of the European Language Portfolio.
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Zwillingsformeln im Deutschen, Tschechischen und Englischen / Binomials in German, Czech and EnglishKALOVÁ, Michaela January 2018 (has links)
This diploma thesis deals with the topic Binomials in German, Czech and English. The theoretical part defines the basic terminology related to phraseology and phraseologisms. Furthermore, the theoretical part describes the definition and classification of binomials. The first part contains the gathered German binomials which are compared with their Czech and English equivalents using methods of contrastive phraseology which is described in the theoretical part. The expressions are compared on the basis of the classification of types of equivalence according to Helgunde Henschel (1993). In the second part are introduced results of analysis of textbooks and workbooks that correspond to reference levels A1 B1 according to the Common European Framework of Reference for Languages (CEFR). The aim of this part is to gather binomials and further analyse them. The third part focuses on presentation of preparation of one teaching lesson that includes binomials.
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Rozbor témat v učebnicích němčiny z hlediska jejich komunikativní použitelnosti. / Topic analysis of textbooks of German with a view to communication applicabilityGALATÍKOVÁ, Zuzana January 2007 (has links)
It is my wish, within the scope of this thesis, to assist teachers at secondary schools who are making a decision about the right choice of books for their stu-dents. It involves an analysis of available German textbooks for beginners, with regards to the choice of topics. In connection with my thesis I also prepared a questionnaire which was distributed among 50 students of secondary schools with the aim to elicit the point of view of the target group. The aim of this thesis is to assess the samples of German textbooks in the Czech market so that they correspond to the criteria of the Common European Framework of Reference for Languages. For the analysis there has been chosen the sample of textbooks which appear commonly at Czech secondary schools. These include textbooks published by both Czech and German publishing houses, to be specific Německy s úsměvem nově, studio d A1, Sprechen Sie Deutsch? 1. and Themen aktuell 1. Originally I intented to analyse Tangram aktuell 1 instead of Themen aktuell 1 by the the same publisher, but since the first mentioned one is usually used for teaching, I decided for Themen aktuell 1. I have come to the conclusion that it is not possible to create an ideal textbook of either German or any other foreign language, because every student considers a different topic to be important, they have different values and motivation which drives them to learn a foreign language. That is also an implication resulting from the questionnaire in which students evaluated the importance of topics according to their own judgement and preferences.
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Perspectives of Ontario School Board Administrators on Fostering Plurilingualism in Secondary Level International Languages ClassroomsGranger, Lesya Alexandra 07 January 2021 (has links)
Abstract
This study examines Continuing Education (ContEd) administrators’ understanding of the notion of plurilingualism (PL) and its application in the context of Grade 9 to 12 International Languages (IL) classrooms in Ontario. Through cross-case analysis and a phenomenological lens, the perspectives of 17 administrators from across Ontario were analyzed in reference to PL as it is elaborated in the CEFR and the 2016 IL curriculum. Participants expressed a need for administrators to learn about PL-inspired classroom practices in order to guide and train IL teachers, to foster innovation in the immersion context of IL classrooms, and to advocate for IL and PL in the broader school system. The implications are far-reaching and touch on professional development for IL administrators and teachers, student motivation, and discursive practices in IL and the broader school system. The study contributes to theory on PL, SLE research about PL in the IL context, and administrators in the ContEd context.
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Communicative Language Teaching at two schools in Sweden and FranceAndersson, Jenny, Batak, Cimen January 2010 (has links)
The following dissertation aims to scrutinize amongst other things, some English teachers’ beliefs and thoughts concerning communicative language teaching at two schools in Sweden and France. Since the steering documents of both countries clearly promote a communicative approach to language teaching, we wanted to see how it could be applied in these two different contexts as well as how it was interpreted by some teachers. With the information obtained from qualitative interviews and classroom observations, we juxtapose what the teachers have said with the steering documents for both countries, their implementations of CLT and the teaching methods adopted in general. In order to do this, an analysis and comparison of the two syllabuses for English was necessary and we also needed to set a foundation by discussing the theories and possible complexities of CLT and teacher beliefs. This discussion could not be valid without also taking into account the status and influences of the English language in Sweden and France.The analysis of the two steering documents showed similar ideas about language teaching. However, Sweden has a separate syllabus for English, whilst France has a joint one for foreign languages. Furthermore, from our interviews and classroom observations we found that all teachers taught grammar in their native language. We also found the French school to be more traditional in that the lessons were often teacher-centered and that the teachers did not allow for any errors in the spoken language. The difference in discipline between the schools was another finding which we found surprising. Finally, our results also indicate occasional discordance between the teachers’ thoughts and ideals and their actions in the classroom.
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¡Yo solamente quiero saber hablar español! : Las opiniones de los alumnos en la secundaria acerca de cómo aprenden a hablar españolKallin, Marianne January 2016 (has links)
The purpose of this paper is to investigate what pupils who study Spanish as a foreignlanguage in the senior level of the nine year compulsory school, think about how theylearn to talk Spanish. What is their opinion about what it takes to be able to speak andcommunicate in Spanish? And what type of exercises do they prefer? This paper alsoaims at investigating if the pupils understand the importance of reading, writing andlistening to as much Spanish as possible if they want to be good at talking Spanish. Inour investigation are we using the Common European Framework of Reference forlanguages: Learning, Teaching, Assessment (CEFR) and other theories that supporttheir conclusions. A quantitative method is applied, a questionnaire is given to 108students in the seventh, eighth and ninth grade in a school in the southern part ofSweden.The results of the questionnaire have shown that when it comes to learn to talkSpanish the pupils believe most in practicing talking in Spanish. 72% of the pupils haveanswered that they agree completely with this assertion. They also understand theimportance of the teacher speaking Spanish during class, 58% completely agree that thisis important. Talking Spanish is classed as output, and listening to the teacher talkingSpanish goes under the term input. The type of activity that they prefer when they talkSpanish is to talk in small groups with friends/classmates, 38% of the pupils think thatthis is the best method. The activity that they prefer the least is to make presentations infront of the class (11%). We have also calculated by using Fisher´s exact test if there isa connection between how they have answered the questions and their age and gender.In only one case was there a connection with statistical certainty. The test showed thatwhen it comes to speaking when everyone is listening, the girls are those whoexperience it hardest to do.
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Subjektivní hodnocení úrovně anglického jazyka u vysokoškolských studentů pedagogických a ekonomických oborů: využití metody ukotvujících vinět / Subjective assessment of English language level of university students from education and economic programmes: the use of anchoring vignette methodHourová, Kateřina January 2015 (has links)
This study looks at the application of the anchoring vignettes method in evaluating university students' level of English language. The theoretical part of the study describes the possibilities of language level measurement, Common European Framework of Reference for Languages and outlines the anchoring vignette method. Works of other authors using this method in different fields (including pedagogy) are also mentioned. One chapter is dedicated to self- assessment and its synonyms - how they are used in practice and research. The practical part presents the results of the author's original survey. Questionnaires were administered on pedagogical and business students in the comparison of self-assessment and objective knowledge survey. This work has illustrated the diversity of usage of the self-assessment scales, undervaluation of the students and the difference between the self-evaluation before and after the correction by the anchoring vignettes. In addition, the findings of this study show that the order of the self-assessment scale and the anchoring vignettes in the questionnaire matters and that placing the vignettes after the self-assessment is preferable.
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Learning by Communicating: Handlungsorientierung im Chinesischunterricht - eine Schülerperspektive / Learning by Communicating: The Action-Oriented Approach in Chinese Language LearningLappen, Andrea 05 April 2018 (has links)
No description available.
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Enriching French foreign language learning with African francophone music and creative expressionRust, Willemien R. January 2015 (has links)
The geographical locations of foreign language French learners are as diverse as their needs. Consequently, teaching material in any French foreign language classroom should be revised on a regular basis. In 2012, a newly developed Creative Expression programme, which consists of a combination of African francophone music and creative writing activities, was presented to the second-year students at the French Department of the University of Pretoria, South Africa. The objective was to explore the potential of combining the use of music and creative writing in the hope that the new programme would enrich the current second-year course.
Factors that contributed to the development and organisation of the programme included: the progression in the international context with regard to the French language, accentuating the importance of francophone Africa with regard to the expansion and preservation of French; the widely recognised teaching approach in foreign language French teaching (FLE), being the Approche actionnelle; reevaluating the use of song and creative writing activities in the FLE classroom and lastly, the departmental needs at the University of Pretoria.
In this study, the researcher explains in detail how the Creative Expression programme was designed and also how a group of research participants experienced the classes. The following data sources and artefacts were collected: student interviews, journals and creative pieces of writing, the lecturer’s teaching diary and the teaching material of the programme. Qualitative methodologies were followed to analyse the artefacts and uncover themes that represent students’ experience of the programme. Student suggestions with regard to the programme were also incorporated in the analysis.
The findings of this study demonstrate that students experienced the Creative Expression programme as contributing to the following: social interaction; the imaginative use of the French language; the development of four principal language skills (speaking, reading, listening, writing); a heightened francophone cultural awareness and a better understanding of the content of their Grammar and Cultural Texts classes. The music also lowered the students’ anxiety levels, which made them more receptive to engage in the creative writing activities. This, in turn, developed their creative expressive capacities. It is concluded that it is in fact the combination of music and creative writing in FLE that brings forth and bridges the following two notions: “Creating a non-threatening environment” and “Learning to express affect”, which are two very topical areas in FLE pedagogy. / Dissertation (MA)--University of Pretoria, 2015. / tm2015 / Modern European Languages / MA / Unrestricted
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L’enseignement des langues vivantes à l’école primaire en Angleterre et en France de 1960 à 2010. Entre traditions nationales et harmonisation européenne / Teaching foreign languages in primary schools in England and in France between 1960 and 2010 : caught between national traditions and European harmonisationNicolon-Monjo, Patricia 04 December 2010 (has links)
Ce travail a pour objet, dans un premier temps, de mettre en relation l’évolution de l’enseignement-apprentissage des langues à un jeune âge en Angleterre et en France depuis les années soixante jusqu’à aujourd’hui. Cette mise en relation s’inscrit elle-même dans la perspective ouverte par les travaux des instances européennes (en particulier le Conseil de l’Europe) dans le domaine des langues sur la même période. L’impact de la publication du Cadre Européen Commun de Référence pour les Langues sur les systèmes nationaux de part et d’autre de la Manche est ensuite examiné et situé sur les plans politique, idéologique et didactique, nous permettant de dégager un certain nombre de décalages dans les modes d’appropriation des recommandations européennes d’une part, et, d’autre part, dans la conception des ressources pédagogiques, notamment en ce qui concerne l’évaluation. Dans un troisième temps, une étude empirique conduite à l’aide d’entretiens et de questionnaires auprès des acteurs de terrain (étudiants, enseignants débutants, enseignants confirmés) nous permet de proposer des pistes d’interprétation sur le sens à donner aux orientations nationales anglaise et française dans le cadre d’une didactique du plurilinguisme. / This research aims to draw a link between the evolution of early language teaching and learning in England and in France from the sixties up to the present time. This evolution is examined in the light of the work done by European organisations (the Council of Europe in particular) in the field of languages. The Common European Framework of Reference for Languages is scrutinised with regard to its impact on both the English and French systems of Education, allowing us to identify a few differences in the way the two countries interpret European recommendations and incorporate them into classroom resources, especially concerning assessment and self-assessment. In the third part, an empirical study based on interviews and questionnaires and conducted with student teachers and teacher trainers allows us to suggest a few keys to understanding the meaning of national orientations both in England and in France in the wider perspective of a didactics of plurilingualism.
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