Results for 'Language Education'

971 found
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  1.  29
    Foreign Language Education in Eastern Europe in the Historical and Postmodern Discourse.Iryna Onishchuk, Natalya Bidyuk, Tetiana Doroshenko, Olha Zastelo, Elena Kokhanovska, Svitlana Yatsiv & Nataliia Ishchuk - 2021 - Postmodern Openings 12 (3):107-120.
    It is foreign languages that allow one to carry out one’s professional duties at the international level, in particular in the academic field. Besides, they are recognized as a key to the development of human culture, which opens new opportunities for international integration and deepens cultural, intellectual and communicative functions of languages. Considering its historical post-totalitarian specifics and social roles, the development of foreign language education in higher education institutions in Eastern Europe, in particular Ukraine, includes materialist (...)
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  2. Language education within and after the post-method era.Vildan İnci Kavak - 2022 - In Zekiye Antakyalıoğlu, Post-theories in literary and cultural studies. Lanham: Lexington Books.
     
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  3. Language education within and after the post-method era.Vildan İnci Kavak - 2022 - In Zekiye Antakyalıoğlu, Post-theories in literary and cultural studies. Lanham: Lexington Books.
     
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  4.  26
    Imperial Language Educators in these Times: Transnational Voices from Mexico on Nationalisms and Returnee Transnationals.Hilda Hidalgo Aviles & G. Sue Kasun - 2019 - Educational Studies 55 (3):262-270.
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  5. Language education policies in Africa.K. Heugh - 2005 - In Keith Brown, Encyclopedia of Language and Linguistics. Elsevier. pp. 414--422.
     
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  6. Minority Language Education.Ofelia García - 2005 - In Keith Brown, Encyclopedia of Language and Linguistics. Elsevier. pp. 159--163.
     
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  7.  32
    Utopianism, transindividuation, and foreign language education in the Japanese university.David Kennedy - 2018 - Educational Philosophy and Theory 51 (3):275-285.
    This article examines the current state of foreign language education in Japanese universities as illustrative of the troubling conditions facing the liberal arts in a globalized neoliberal milieu. The utopian ideal in education has always insinuated, at the least, a pedagogy that inspires personal agency, creative investment, challenge to power and social change. This imagining of incalculable futures, however, has been undermined by the seemingly inevitable and confluent forces of a networked world, represented most forcefully by the (...)
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  8. Language Education: Grammar.Richard Hudson - 2005 - In Keith Brown, Encyclopedia of Language and Linguistics. Elsevier. pp. 477--480.
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  9.  25
    Foreign Language Education in the Ottoman Empire.Selim Hilmi Özkan - 2010 - Journal of Turkish Studies 5:1783-1800.
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  10.  28
    Critical pedagogy and foreign language education.Kevin Williams - 2004 - Journal of Philosophy of Education 38 (1):143–148.
    Critical Citizens for an Intercultural World: Foreign language education as cultural politics Manuela Guilherme, 2002, Clevedon, Multilingual Matters. Pp. 296.
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  11.  13
    Language, Education, and Development: Urban and Rural Tok Pisin in Papua New Guinea.Suzanne Romaine - 1992 - Oxford University Press UK.
    This book examines some of the changes that are taking place in Tok Pisin, an English-based pidgin, as it becomes the native language of the younger generation of rural and urban speakers.
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  12. Emancipatory and Critical Language Education: A Plea for Translingual Possible Selves and Worlds.Maria Formosinho, Carlos Reis & Paulo Jesus - 2019 - Critical Studies in Education 60 (2):168-186.
    Language is the main resource for meaningful action, including the very formation of selves and psychosocial identities, shaped by practical norms, beliefs, and values. Thus, language education constitutes one of the most powerful means for both social reproduction and social production and ideological maintenance and utopian innovation. In this paper, we attempt to emphasise the invaluable psychosocial, political, economic, and cultural function of language education in order to propose a critical view of the current transition (...)
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  13.  26
    Language, Education and Discourse: Functional Approaches ‐ by Joseph A. Foley.Kanavillil Rajagopalan - 2008 - British Journal of Educational Studies 56 (1):108-110.
  14.  34
    The moral case for sign language education.Julian Savulescu, Angela Morgan, Christopher Gyngell & Hilary Bowman-Smart - 2019 - Monash Bioethics Review 37 (3-4):94-110.
    Here, a moral case is presented as to why sign languages such as Auslan should be made compulsory in general school curricula. Firstly, there are significant benefits that accrue to individuals from learning sign language. Secondly, sign language education is a matter of justice; the normalisation of sign language education and use would particularly benefit marginalised groups, such as those living with a communication disability. Finally, the integration of sign languages into the curricula would enable (...)
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  15.  18
    On semiotics in language education.Prisca Augustyn - 2012 - Semiotica 2012 (192):523-533.
    This paper examines the progenitors of the semiotic concepts in current Second Language Acquisition (SLA) theory as well as some concepts that could further inform recent trends in SLA theory and practice. Through the connections between recent ecology models of language learning (e.g., Kramsch 2002, 2006, 2010) or an “ecological-semiotic perspective” (e.g., van Lier 2002, 2004) and fundamental concepts in semiotic theory such as the signifying order (Danesi), multimodality, (Kress), modeling systems theory (Sebeok), and Umwelt theory (von Uexküll), (...)
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  16.  11
    Understanding, Investigating, and promoting deep learning in language education: A survey on chinese college students' deep learning in the online EFL teaching context.Ruihong Jiang - 2022 - Frontiers in Psychology 13.
    This study aims to develop and validate the four-dimension model hypothesis of deep learning to better understand deep learning in language education; investigate and promote deep learning by conducting a survey involving 533 college students in the online learning English as a foreign language teaching context in China. Concretely, this study initially synthesized theoretical insights from deep learning in the education domain and related theories in the second language acquisition and thus proposed the four-dimension model (...)
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  17.  4
    Using Google Sites to Improve Students' Learning Outcomes in Writing Ability: A Case on Teaching Language Education.Andoyo Sastromiharjo, Ratna Rintaningrum, Herman Herman, St Mislikhah, Everhard Markiano Solissa, Indri Lastriyani, Nanda Saputra & Ridwin Purba - forthcoming - Evolutionary Studies in Imaginative Culture:728-736.
    The ultimate purpose of this research is to investigate how far Google Sites can develop students' learning outcomes in writing ability. The need for English becomes one of the reasons why the requirement of universities in public consisting of speaking English. This research was conducted as a case study, with the objective of investigating the integration of Google Sites into language teaching strategies, specifically the design and execution of creating web-based instructional resources in Google Sites, and the benefits it (...)
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  18.  33
    Formative assessment in English language education in.Pik-yee Lo & 盧碧儀 - 1993 - Complexity 35 (2.3):3-4.
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  19.  22
    From play to self-cultivation: Contesting the opposition between Bildung and Ausbildung in language education.Manuel Clemens & Ashok Collins - 2022 - Educational Philosophy and Theory 54 (11):1910-1921.
    The opposition between learning as a process of self-cultivation and learning as a form of vocational training for the workplace is becoming ever more deeply entrenched in the twenty-first-century university. In language education in particular, the distinction between these two competing aims influences the way in which educators approach curriculum design and inevitably shapes the attitudes learners bring to the classroom. In this article, we contest what we see as the overly simplistic opposition between Bildung and Ausbildung by (...)
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  20.  16
    The Role of Digital Technologies to Promote Collaborative Creativity in Language Education.Moisés Selfa-Sastre, Manoli Pifarré, Andreea Cujba, Laia Cutillas & Enric Falguera - 2022 - Frontiers in Psychology 13.
    The importance of cultivating creativity in language education has been widely acknowledged in the academic literature. In this respect, digital technologies can play a key role in achieving this endeavour. The socio-cultural conceptualization of creativity stresses the role of communication, collaboration and dialogical interaction of creative expression in language education. The objective of this paper is to study the literature focusing on cases of collaborative creativity and technology embedded in language education. To this end, (...)
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  21.  6
    Zhongguo Wai Yu Jiao Yu: Li Jie Yu Dui Hua: Sheng Tai Zhe Xue Shi Yu = China's Foreign Language Education:Understanding and Dialogue: From the Perspective of Ecological Philosophy.Yuanzhen Huang - 2010 - Fujian Jiao Yu Chu Ban She. Edited by Weizhen Chen.
    本书依据生态学原理,生态哲学价值观,世界观和方法论以及教育生态学等理论,试图探索中国外语教育生态发展的途径与方法.所谓生态,是指生物在一定的自然环境条件下生存和发展的状态.
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  22. Discourse in English Language Education.[author unknown] - 2013
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  23.  22
    The Aesthetic as Intrinsic Motivation: The Heart of Drama for Language Education.Matthew DeCoursey - 2016 - Journal of Aesthetic Education 50 (3):13-26.
    Writings on drama education are strewn with assertions that the aesthetic must be central to drama education, even where drama is used as a means of teaching nonaesthetic material.1 Indeed, it is impossible to understand what drama is without one definition or another of the aesthetic. If students read dialogues out loud without concern for expression or for the literary qualities of the dialogue, then they are not doing drama. If students are obliged to invent sentences but with (...)
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  24.  15
    Book Review: Language Education in Digital Spaces: Perspectives on Autonomy and Interaction. [REVIEW]Kiyana Zhaleh - 2021 - Frontiers in Psychology 12.
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  25.  14
    Teachers’ language use in United Kingdom Chinese community schools: Implications for heritage-language education.Androula Yiakoumetti - 2022 - Frontiers in Psychology 13.
    This study deals with teachers’ language use as it is manifested in community-based heritage-language classes. Specifically, it focuses on the functions of students’ dominant variety when harnessed by teachers for the purposes of teaching their ethnic language. Empirical investigation was conducted at two Chinese community schools in the United Kingdom and data demonstrate that students’ L1 was utilised naturally and systematically by teachers to facilitate students’ L2 learning. Various L1 facilitative functions were identified and these generally accord (...)
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  26.  22
    (1 other version)Re-calling the Humanities: Language, Education and Humans Being.Georgina Stewart - 2014 - Educational Philosophy and Theory:1-3.
  27.  13
    Science, Mathematics, and Spanish Language Education for 5th-9th Grade Inservize Teachers in Bilingual Inner City Schools, Temple Univer sity, Philadelphia, Pennsylvania. [REVIEW]Frank X. Sutman - 1981 - Science, Technology and Human Values 6 (4):33-33.
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  28.  49
    Practical Critical Realism for Liberal Arts in Language Education.Joseph Poulshock - 2011 - Journal of Critical Realism 10 (4):465-484.
    Critical realism is the middle road between the extreme versions of constructivism and objectivism. It is applied here to liberal arts education in general, and specifically to liberal arts education for learners of English. Critical realism can help promote greater coherence in liberal education, and educators can apply critical realism as they develop a unified and purposeful curriculum of liberal arts content for learners of English. Critical realism also influences how teachers perceive the learning environment, and it (...)
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  29.  10
    Language and Value Orientations in Higher Education.Chijioke F. Nwosu - 2023 - Journal of Ethics in Higher Education 2:1-27.
    Language plays a central role in the life and activities of our world. This article is a theoretical analysis of the dynamic powers of language in driving possible value-based orientations in higher education. The multilingual nature of the continent of Africa and its bilateral lingual experiences during the colonial eras should be considered as both factual and impacting factors in evaluating language dynamics within value orientations and learning in the African case study. To this end, the (...)
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  30.  33
    “Das bin ich...”: Corporeality and early German language education in kindergarten.Ondrej Kaščák, Branislav Pupala & Iveta Kovalčíková - 2012 - Human Affairs 22 (1):56-68.
    This paper, based on ethnographically obtained data, discusses German language acquisition at an early age: the discovery of the interconnection between language and corporeality is the key component of the analysis based on videostudies. The body—conceived as an intermediary and content element of education, becomes an essential base for foreign language acquisition. This will be documented by tangible data and subsequent theoretical analysis with respect to relevant terminology of cultural anthropology (Körper and Leib). The principle of (...)
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  31. A Book Review on Rethinking language education and linguistic diversity in schools: Thematic report from a programme of expert workshops and peer learning activities (2016-17). [REVIEW]Thobias Sarbunan - 2022 - Humanites Common.
    A Book Review on Rethinking language education and linguistic diversity in schools: Thematic report from a programme of expert workshops and peer learning activities (2016-17) European Commission, Directorate-General for Education, Youth, Sport and Culture, Day, L., Meierkord, A., (Publications Office), 2018, 14 pages, ISBN 978-92-79- 79241-0. Review by Thobias Sarbunan.
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  32.  9
    Value Transferring Through Verbal Cultural Productions in Context of Language Education at Divanu Lugati’t-Turk.Zekerya Batur - 2012 - Journal of Turkish Studies 7:309-324.
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  33. The Discursive Construction of the Scots Language: Education, Politics and Everyday Life.[author unknown] - 2013
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  34.  15
    An Assessment of Effectiveness of Writing Learning Domain in Elementary School Turkish Language Education Curruculum.Mehmet Nuri Gömleksi̇z - 2010 - Journal of Turkish Studies 5:1135-1173.
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  35.  15
    A Suggestion to use Case Based Learning Method in Turkish Language Education.Erhan Durukan - 2012 - Journal of Turkish Studies 7:401-410.
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  36.  13
    Indigenous Language, Technology-Education and Human Spiritual Potentialities.Anthony Chidozie Dimkpa & Innocent Chukwudi Eze - 2023 - Open Journal of Philosophy 13 (4):796-810.
    Language and technology are both culture-bound. While technology arises from the needs of a particular culture, language helps in the storage, preservation, and transmission of both the culture and the technology from one generation to another. Language is one of man’s most powerful developmental tools. Language determines to a large extent how one’s thought processes and brain functionality are wired. It determines how one perceives, interprets, reconstructs, and transforms their immediate environment into a more conducive habitat. (...)
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  37.  49
    Fictitious Language Games, Otherness, and Philosophy of Education: A View on the Later Wittgenstein.Tomasz Zarębski - 2023 - Studies in Philosophy and Education 42 (3):323-336.
    The article combines later Wittgenstein’s fictitious language games, along with the forms of life associated with them, with the concept of otherness and places them both within the philosophy of education. The account of otherness overlaps with the view of fictional language games in that the latter deviates from our ordinary, extant uses of language and our Lebensform, and thus can be perceived as extraordinary, unusual, strange, and sometimes nonsensical. The advantages of dealing with such construed (...)
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  38.  15
    Book Review: East Asian Perspectives on Silence in English Language Education[REVIEW]Ping Wang & Honggang Liu - 2021 - Frontiers in Psychology 11.
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  39.  27
    Educating Eve: The 'language Instinct' Debate.Geoffrey Sampson - 1997 - Weidenfeld & Nicolson.
    A different picture of learning is suggested by Karl Popper's account of knowledge growing through 'conjectures and refutations'. The facts of human language are best explained by taking language acquisition to be a case of Popperian learning.
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  40.  7
    The Language Gap and God: Religious Language and Christian Education.Randolph Crump Miller - 1970
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  41.  19
    Book Review: Directed Motivational Currents and Language Education: Exploring Implications for Pedagogy. [REVIEW]Lixiang Gao, Xu Yang & Honggang Liu - 2020 - Frontiers in Psychology 11.
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  42. Language and education: A critical approach to Gandhi and Wittgenstein.Mudasir A. Tantray & Tariq Rafeeq Khan - 2019 - Lokayata: Journal of Positive Philosophy 10 (2):68-73.
    This paper examines the function of language in the domain of education and it‘s vice versa. As we are aware of the fact that language and education are endemic elements of human development and evolution. According to Gandhi, education is the recognition of mind-body, soul and spirit. It is the attainment of the values through morality and ethics. Gandhi accepts communicative aspect of language where as Wittgenstein accepts analytical and conceptual aspect of language. (...)
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  43.  43
    Language, Music, and Revitalizing Indigeneity: Effecting Cultural Restoration and Ecological Balance via Music Education.Anita Prest & J. Scott Goble - 2021 - Philosophy of Music Education Review 29 (1):24.
    In this paper, we explore challenges in conveying the culturally constructed meanings of local Indigenous musics and the worldviews they manifest to students in K-12 school music classes, when foundational aspects of the English language, historical and current discourse, and English language habits function to thwart the transmission of those meanings. We recount how, in settler colonial societies in North America, speakers of the dominant English language have historically misrepresented, discredited, and obscured cultural meanings that inhere in (...)
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  44.  9
    English Language Teaching and Teacher Education in East Asia: Global Challenges and Local Responses.Amy Bik May Tsui (ed.) - 2020 - Cambridge University Press.
    The spread of English is so much an integral part of globalization that it has become an essential global literacy skill. In Asia, this poses immense challenges to governments and English language teaching and teacher education professions as they attempt to meet this demand from students for a high level of English proficiency. This volume examines English language education policies across ten Asian jurisdictions, the corresponding teacher education policies, and how these policies affect teachers and (...)
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  45.  16
    Book review: John Flowerdew, Discourse in English Language Education[REVIEW]Sima Khezrlou & Karim Sadeghi - 2015 - Discourse and Communication 9 (1):128-131.
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  46.  13
    Envisioning the Role of Educators’ Technological Pedagogical and Content Knowledge and Self-Regulated Learning in an English as a Foreign Language Context.Wenjie Li - 2022 - Frontiers in Psychology 13.
    In recent decades, more and more research has been conducted on the competencies of educators in improving the role of technology in academic activities. These competencies are based on a clear platform of technological knowledge, together with the recognized aspects of vast pedagogical knowledge and rich content knowledge. In such a modern era, the knowledge of technology, pedagogy, and content knowledge is quite vital in getting the educators ready to turn into qualified educators to cope with the difficulties of the (...)
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  47.  18
    Book review: John Flowerdew, Discourse in English Language Education[REVIEW]Yiqiong Zhang - 2014 - Discourse Studies 16 (6):856-858.
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  48.  13
    Language Subjects: Placing Derrida’s Monolingualism in Global Education.Emma Williams - 2021 - Studies in Philosophy and Education 40 (2):135-148.
    Derrida’s autobiographical and philosophical text Monolingualism of the Other; or, the Prosthesis of Origin is a partial recounting of his own childhood and upbringing in Algeria at a time when it was a colony of France. It is on one level a reflection on matters related to colonialism, and especially on the effects of the imposition of colonial language upon schooling and wider practices of education and coming into the world. Yet Derrida’s text also opens onto structural questions (...)
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  49.  18
    Derrida on Language and Philosophical Education.Samir Haddad - 2020 - Studies in Philosophy and Education 40 (2):149-163.
    The relationship between national languages and schooling is a recurring theme in Derrida’s writings on education, playing an important role in the challenge he mounts to traditional understandings of the French State’s involvement in the teaching of philosophy. In this essay, I follow this thread of thinking across several of Derrida’s texts, paying specific attention to his diagnoses of positions arguing for a universal philosophical language on the one hand, and those elevating French as the proper language (...)
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  50.  48
    Wittgenstein, Language, and Education for Creativity.Glen Martin - 1996 - Teaching Philosophy 19 (1):31-46.
    Taking up Wittgenstein’s critique of the modern worldview, the author gives an account of the assumptions behind it and of its presence in educational institutions. This worldview is easily perpetuated and instilled in new generations through the influence of unconscious assumptions held by educators and institutions. The author argues that in order to halt its perpetuation, educators can use the classroom to change the way students think, specifically by transforming the use of language in the classroom. This paper outlines (...)
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