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Abstract The purpose of this text is to describe and problematize possible didactic consequences for the communicative aspects of foreign language teaching and learning that the contemporary discussion at both national and transnational levels about "knowledge" and "accountability" in education may lead to. This discussion concerns, among other issues, various standardized measurements of pupils achievements and increasing demands on schools and teachers to deliver measurable and comparable results. What, then, counts as "knowledge" in foreign language teaching and learning practices today? By undertaking a critical discourse analysis (Fairclough 1989) of the maybe most important transnational steering instrument for language teaching and learning practices in contemporary Europe, i.e.,The Common European Framework of Reference for Languages: Teaching,Learning and Assessment (CEFR) (2001) at least some answers to this questions may be clarified: The discourse of "knowledge" in foreign language teaching and learning as expressed in CEFR is described by means of a typology of decontextualized "competences" and "skills", cathegorized in specific domains and reference levels. One of the consequences for the communicative aspects of foreign language teaching and learning practices may be that a former democracy-oriented discussion about the aims and meaning of language communication in an increasingly heterogeneous and plurilingual world is lost. Key words: Communicative aspects of foreign language teaching and learning practices, "Knowledge", "Accountability", "Competences and Skills", CEFR, critical discourse analysis.

This volume centres around concepts of personal and cultural authenticity as they play out in various contexts of foreign language teaching and learning worldwide. The chapters cover a wide range of contexts and disciplines, including both theoretical and empirical work; together they comprise both a rigorous analysis of authenticity in language teaching and a step away from notions of native-speakerism and cultural essentialism with which it is often associated. Written by a group of scholars working across several continents, the chapters offer diverse perspectives regarding the role language plays in processes of personal growth, learning, development, self-actualisation and power dynamics. The book addresses the theoretical and philosophical nature of authenticity while remaining grounded in the teaching and learning of languages, with authenticity viewed as a practical concern that guides our actions and beliefs. The book will be of interest to scholars, researchers and students of authenticity as well as foreign language teachers interested in the theoretical underpinnings of their practice

The purpose of this paper is to bring about the role a contrastive approach called Cross-Cultural Discourse Analysis can play in the design and the implementation of intercultural education activities in the language classroom. The author briefly describes the methodology of Cross-Cultural Discourse Analysis in research and connects this methodology with intercultural education. She further explains how to proceed in a language and intercultural education classroom, step by step, using concrete examples. A final discussion concerns the controversial goal of investigating cultures on the level of ethno-linguistic communities by means of comparison in intercultural research and education.

This dissertation reviewed the history of foreign language education in the United States relating it to political and economic world events. A quantitative study and a hypothesis generating case study revealed the motivation of learners of Portuguese as a foreign language. Portuguese teachers in higher education in the United States were surveyed and three recently published Portuguese textbooks were analyzed. The results showed that the main reasons that motivate students to learn Portuguese as a foreign language are interest in Brazilian culture, plans to travel in a Portuguese-speaking country, familiarity with Spanish language, skills needed to reach professional goals and being part of a Portuguese-speaking community. Faculty currently teaching Portuguese as a foreign language are mostly women with Ph.D. degrees who have experience and training in the field. The analysis of the three Portuguese textbooks looked at their cultural content and showed that there are particular cases where the interpretation of cultural content goes beyond the factual aspect of the situation.

This study aimed to explore the perspectives of EFL instructors working in a variety of universities in the UAE on the effectiveness of AI applications in the EFL classroom. EFL teachers need to use AI applications in ways that are aligned with instructional goals and support student learning. A quantitative approach was used, and data was gathered from a survey of 46 EFL instructors. The results showed that the instructors strongly relied on AI applications to facilitate tasks, offer data-driven insights to improve instructional strategies and customize the learning process for each student. They also positively valued the benefits that AI applications bring to their classrooms for improving the teaching process. Notably, the results showed that the years of teaching experience had a statistically significant impact on the means of EFL instructors' perspectives regarding the benefits of adopting AI apps in EFL classrooms. The results also showed that, despite teaching experience, there were no significant differences in perceptions regarding the challenges of utilizing AI apps. This is probably because EFL students are accustomed to using technology in their lectures. Due to their benefits in English language instruction, the study suggests incorporating AI applications into the EFL teaching process. Doi: 10.28991/ESJ-2024-SIED1-05 Full Text: PDF

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International audience ; Since 2001, the Common European Framework of Reference for Languages (CEFR) has been the main reference for teachers of foreign languages in Europe. However, difficulties in applying the CEFR and attaining the expected learning outcomes in foreign language (FL) have been expressed by teachers, especially with regards to young learners. This paper examines the assumptions underpinning the policy of foreign languages for young learners in the European Union (EU). The focus will be on primary schools, starting ages and instruction time. An illustration of the somewhat "unrealistic" expectations of learning outcomes in the CEFR will be given, with consideration of empirical research evidence on learning a FL in preschool and primary schools. Some possible pedagogical solutions will also be suggested. ; Desde el 2001, el marco común europeo para las lenguas se ha convertido en un referente importante para los profesores de lenguas extranjeras en Europa. Sin embargo, comúnmente, los docentes enfrentan desafíos para su implementación y el alcance de los niveles lingüísticos establecidos en él, principalmente con los estudiantes que inician el aprendizaje de lenguas a una edad muy temprana. Este escrito discute algunos principios del marco común y su aplicabilidad para la enseñanza de lenguas a niños. En la discusión, se critican estos aspectos con base en los resultados de investigaciones realizadas con niños en educación preescolar y primaria. Para subsanar las debilidades de estos principios, se plantean sugerencias pedagógicas.

International audience ; Since 2001, the Common European Framework of Reference for Languages (CEFR) has been the main reference for teachers of foreign languages in Europe. However, difficulties in applying the CEFR and attaining the expected learning outcomes in foreign language (FL) have been expressed by teachers, especially with regards to young learners. This paper examines the assumptions underpinning the policy of foreign languages for young learners in the European Union (EU). The focus will be on primary schools, starting ages and instruction time. An illustration of the somewhat "unrealistic" expectations of learning outcomes in the CEFR will be given, with consideration of empirical research evidence on learning a FL in preschool and primary schools. Some possible pedagogical solutions will also be suggested. ; Desde el 2001, el marco común europeo para las lenguas se ha convertido en un referente importante para los profesores de lenguas extranjeras en Europa. Sin embargo, comúnmente, los docentes enfrentan desafíos para su implementación y el alcance de los niveles lingüísticos establecidos en él, principalmente con los estudiantes que inician el aprendizaje de lenguas a una edad muy temprana. Este escrito discute algunos principios del marco común y su aplicabilidad para la enseñanza de lenguas a niños. En la discusión, se critican estos aspectos con base en los resultados de investigaciones realizadas con niños en educación preescolar y primaria. Para subsanar las debilidades de estos principios, se plantean sugerencias pedagógicas.

International audience ; Since 2001, the Common European Framework of Reference for Languages (CEFR) has been the main reference for teachers of foreign languages in Europe. However, difficulties in applying the CEFR and attaining the expected learning outcomes in foreign language (FL) have been expressed by teachers, especially with regards to young learners. This paper examines the assumptions underpinning the policy of foreign languages for young learners in the European Union (EU). The focus will be on primary schools, starting ages and instruction time. An illustration of the somewhat "unrealistic" expectations of learning outcomes in the CEFR will be given, with consideration of empirical research evidence on learning a FL in preschool and primary schools. Some possible pedagogical solutions will also be suggested. ; Desde el 2001, el marco común europeo para las lenguas se ha convertido en un referente importante para los profesores de lenguas extranjeras en Europa. Sin embargo, comúnmente, los docentes enfrentan desafíos para su implementación y el alcance de los niveles lingüísticos establecidos en él, principalmente con los estudiantes que inician el aprendizaje de lenguas a una edad muy temprana. Este escrito discute algunos principios del marco común y su aplicabilidad para la enseñanza de lenguas a niños. En la discusión, se critican estos aspectos con base en los resultados de investigaciones realizadas con niños en educación preescolar y primaria. Para subsanar las debilidades de estos principios, se plantean sugerencias pedagógicas.

ABSTRACT Globalization has been an irreversible trend in the world economic and social advances. China, as an indispensable developing power, is playing a significant role on the world stage. Language, as a cultural element, is also affecting the process of China's globalization. This paper aims to study the relationship between globalization and the cultural development of foreign language teaching and learning in China. It analyzes the reasons for the boost of foreign language teaching and learning in the age of knowledge economy. Language, conveying ideological, political and cultural connotations, carries more significance beyond its linguistic importance. In the context of globalization, therefore, language teaching and learning is a more complicated issue than a pure culture indicator. KEYWORDS Globalization, the Age of Knowledge Economy, Language Teaching and Learning, Linguistic Capital Original Source URL : http://airccse.org/journal/ijite/papers/2413ijite04.pdf For more details : http://airccse.org/journal/ijite/vol2.html

This paper focuses on the grand challenges which are difficult but solvable facing the teaching and learning of French as a foreign language in Ghana. The paper attempts to identify define the big challenges and propose suggestions that can provide new opportunities for professionals of every human endeavour spur new directions and innovation in order to change the Ghanaian public opinion about the role and importance of foreign language teaching and learning. Bilingualism or Multilingualism knowing more than one language is no longer a choice or an option but a must for businesses communication offers employment opportunities and promotes global economic growth. Empirical evidence and research findings confirm and add to our understanding that French is among the principal languages of diplomacy and of important international organizations a language of instruction language of government and lingua franca of business. However there are grand challenges facing the teaching and learning of French in Ghana. The researcher therefore attempts to address these challenges focusing on priority areas in foreign language education policy formulation and implementation monitoring and suggesting the way forward

The subject curricula of higher educational institution are correlated with the National Educational Standards and depend on the main strategy of educational development in European Union (EU). Different ways of assessment and evaluation can make effect on the ways and tools of teaching and determine the diversity of learning approaches. We consider that the students' self-assessment of the skills and competencies developed can also help an instructor to specify the particular tasks and assignments that will improve the students' abilities, skills and competencies. Self-assessment of foreign languages skills and communicative competencies' is an important factor of the students' self motivation. The experiments held proved that self-assessment findings can result in the diversification of the content components and consequently in the integration of different learning strategies into the teaching practice in the frames of the same student group. The paper concentrates on the experience of foreign language teaching of the students specified in law.