Adoption of Team Coaching Competencies for Innovative Translation and Foreign Language Instruction: Polylingual and Polycultural Dimensions in Higher Education

Abstract

The contemporary world is subject to waves of highly rated turbulences and demand volatility in the market of educational services. In the recent decades, Ukraine as a developing state has witnessed varied response from educators, students, observers, bloggers as to the content and quality of education. The paper aims to elaborate the surface scratching recommendations for the development of an educational policy, which may be eligible for adoption at universities, endorsing modernisation of content and structure of higher education inside and outside Ukraine by means of developing, growing and applying coaching mind-set for teaching and learning processes. First, this refers to growing efficiency in communication models by foreign language (FL) teachers (irrespective of the field) and foreign language instructors (teaching foreign languages, languages for specific purposes in foreign languages, and translation) in giving lectures and moderating polycultural and polylingual classes. Second, it links to fostering culturological, axiological, intercommunicative values for polycultural communication in various languages, if applicable, between the teacher and the student and vice versa, the teacher and the teacher, the student and the student, etc. Team coaching may be treated one of the fastest growing disciplines in the coaching profession; and for the higher education, it is becoming increasingly important Team coaching competencies as hard skill of a modern FL / LSP teacher may enable a U-turn in the educational market as viewed in the light of demotivated students, losing interest in an academic degree, or gaining qualifications within the university walls. Team coaching defined as partnering in a co-creative and reflective process with a team (class) on its dynamics and relationships in a way that inspires them to maximize their abilities and potential in order to reach their common purpose and shared goals, may well fit into class instruction of the modern era.

Psycholinguistic Factors in Second Language Acquisition: Foreign Language Teaching via Coaching

“…Coaching as facilitation makes an integral part of SLA and FLT given that contemporary language teaching embraces coaching methodologies that shift from traditional instruction to facilitation. Educators no longer opt to perform the teaching roles, on the contrary, they guide learners to discover and apply language skills through interactive and learner-centered approaches [10,36].…”

“…Learner empowerment arises as one of the coaching methodologies that strives to empower language learners to take ownership of their language learning journey. It means that it is learners, not their teachers and language instructors, who will actively set goals, reflect on progress, and make informed choices [10,47].…”

“…Shifting more from linguistic to psychological footages and moving closer to entwine psychology, social culture and modern coaching technologies [10], of utter value is Dweck's work on growth mindset, especially in terms of language teaching, by promoting the idea that learners' beliefs about their abilities can impact language learning outcomes [33], and from a didactic perspective, DeKeyser's research on skill acquisition and explicit instruction provides insights into the role of explicit instruction in language learning, impacting instructional approaches in FLT and SLA [34,35]. With the above in mind, it is sound to comment that understanding the phenomenal impact of psycholinguistic factors on learning outcome when supported via coaching methodology may help spotlight the benefits in FLT and increase the levels of SLA dynamics.…”

“…Further, such psycholinguistic factors as language aptitude and motivation, selfefficacy and memory strategies, learning styles and metacognition among the others are increasingly recognized as paramount in shaping language learning trajectories; they help find resonance in a range of recent empirical studies, thus lending credence to their significance in effective FLT [2,3,5,6,18]. To strengthen the role of and understanding the interplay between psychological and linguistic variables for effective language teaching, it is the coaching skills set that will enable both language instructors and learners to move the needle and reach the desired goals [7][8][9][10]34]. At large and in detail, psycholinguistic factors play a crucial role in both FLT and SLA as they encompass various cognitive, psychological, and linguistic elements that influence how individuals learn and use a new language, i.e., their learning strategies, which can be brought to attention and lit up in a coaching conversation with language learners and result in increased awareness and in future self-awareness with how to maintain and grow the capacity and desired skills.…”

“…Moreover, these do not merely cover advanced communications technologies and the learners' flare for growing digital skills [7]; they are more and more in search of emotional rather than cognitive satisfaction [8,9]; hence, coaching Psycholinguistics -New Advances and Real-World Applications arises here at the right place and at the right time. To this part, the present book chapter embarks on a journey through this dynamic terrain, delving into the realm of psycholinguistic factors in second language (L2) acquisition, on the one hand, and specifically sharpening the focus on the need in applying coaching tools to meet the learning/teaching goals successfully [10], on the other.…”