Developing L2 prosodic competence online: Implications of the emergency remote teaching

Polushkina, Tatiana; Tareva, Elena G.

doi:10.18355/xl.2021.14.01.03

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Comparative language pedagogy is much concerned with the problem of expanding the subject field due to the studies related to promoting and popularizing national languages and culture abroad. It should be noted that cross-cultural communication is commonly seen as an element of "soft power", and dominating languages -as a leverage used by the governments where the languages are national ones on the policy and economy of other countries, where these languages are widely used [41]. Researchers emphasise that the language became a means and a weapon in political battles, an instrument of cultural diplomacy [51].…”

Section: Resultsmentioning

confidence: 99%

Comparative pedagogy: changing research perspective

Orekhova

2024

P Sci Edu

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Introduction. Given dramatic changes in social, cultural priorities and values taking place across the globe today, with all around changing strategic partners, it becomes apparent that comparative pedagogy desperately needs its methods to be updated. Post modern research paradigm resources are running out. We need new data, approaches, and methods to enhance the comparative analysis. The paper aims to propose rationale for new comparative pedagogy avenues via expanding its subject fields. Methodology. The methods employed show the author’s stand on updating scholarly knowledge in comparative pedagogy. Within the frame of conventional historical approach this research relies on the diachronic and synchronic analysis method, coupled with axiological and cultural approaches and complemented with the contextualization method. The anthropological approach is based on the biographical method. The discursive approach was used as a narrative in the form of commentary of authentic texts – their interpretation, the main source of knowledge in comparative pedagogy. Findings. Modern discourse of comparative research in education contains certain inconsistences which might be put down to an inadequate analysis of upsides and downsides of foreign education system, which eventually restricts our opportunities to rely on overseas experience. It is also true as concerns correlating values demonstrated by foreign practices with national mentality and traditions, use of appropriate conceptual semantics and comparisons. Some questions also arise about the limits of the author’s interpretation. The ways of handling these issues were sought during the review of modern works devoted to the problems of education in different social and cultural contexts. Most problems stem from the language, communication, cultural codes, symbolic forms conveying identity, knowledge and values in Latin America, Middle East, South-East Asia, Africa and some European countries. Conclusion. Comparative pedagogy equipped with updated methods is presented in the paper as one of the up-todate research avenues in interdisciplinary humanities. It helps integrate national education systems allowing for their ethnically and culturally specific differences. A comparative perspective enabled to look into foreign pedagogical experience as another worldview based on historic, cultural, spiritual potential of these countries and their significance. Comparative analysis opened door to a scholarly dialogue in the educational space to promote better understanding and international cooperation.

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Section: Resultsmentioning

confidence: 99%

Comparative pedagogy: changing research perspective

Orekhova

2024

P Sci Edu

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“…Although the actual topics of many scientific publications are an analysis of the quality of higher education (Strijbos et al 2015, Strielkovski et al 2018, Ramsden 1991, Fensham and Cumming 2013, Aitenova et al 2020, Aleynikova 2021, Niyazova et al 2018, Atabekova et al 2018, Chigasheva et al 2021, various approaches to competence-based vocational education (Kuijpers and Meijers 2012, Goźdź-Roszkowski 2016, Miloradova and Ishkov 2018, Krylov et al 2021, Bylieva and Moccozet 2021, Chirkova et al 2021, Schlabach and Hufeisen 2021, Arkhipova et al 2017, Kalugina 2016, Polushkina and Tareva 2021, standardization of language education (Jerabkova 2021), or improving the quality of undergraduate education (Chocholouskova et al 2018, Germuskova 2018), they do not address the problems associated with the quality of teaching a foreign language in a specialty, which are directly related to the competencies acquired and their relevance to the students' future professional activities. Meyer (2017) analyses the experience of teaching a foreign language at the Faculty of Law of the University of Turku (Finland), and notes that the formulation of the goals of teaching a foreign language in a specialty, which are quite general, lead to their independent development by teachers, who also choose the methods for achieving them (Meyer 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Meeting International Law Students’ Demands for Their Professional Foreign Language Learning

Samorodova

Bakaeva

2022

vestnik

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Introduction. In today’s world, the profession of international lawyer has acquired a new status. This fact inspired the authors of the article to think about the need to analyse the foreign language competencies which international law students should obtain. Aim. The objective of this article is to identify the best time to start the legal foreign language course at international law faculties; the competencies which law students acquire and want to acquire; and an assessment of the significance of the competencies acquired in the course of the legal foreign language training of law students. Materials and methods. This article is a study based on an analysis of Russian and foreign scientists’ related works, and the results obtained during the surveys of 3rd- and 4th-year international law students at MGIMO studying a language. Both comparative and system analysis methods were used. Results. This research reveals the students’ views on the best time to start learning the foreign language, the foreign language competencies acquired and wanted by the students, and their significance for their future careers. Scientific novelty. Identification and analysis of the language competencies necessary for international lawyers’ professional activities, with aim of improving foreign language studies in this context, with the results for the first time based on students’ opinions. Practical significance. The results of the present study can serve as a basis to develop new approaches and methods to improve the training of international law students and to create specialty foreign language training programs for non-linguistic students.

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“…Tecnologías del Aprendizaje y el Conocimiento (TAC) no solamente han permitido el acceso a la información en un mundo globalizado desde los territorios rurales sino que han posibilitado la reinvención de las prácticas educativas para minimizar las pérdidas en los aprendizajes (Polushkina & Tareva, 2021) rompiendo en la medida de lo posible el aislamiento de alumnos y maestros, sobre todo a través del uso de recursos en línea y el aprendizaje combinado. Es necesario ir hacia la transformación digital y una educación 4.0 en el marco de las nuevas recomendaciones de la UNESCO para la educación abierta, permitiendo la no discriminación de la infancia por ámbito de residencia y una educación más sostenible en términos de equidad (UNESCO, 2019).…”

Section: Rbecunclassified

Los recursos tecnológicos en las aulas multigrado de la escuela rural: Una revisión sistemática

Carrete-Marín

Peñafiel

2021

Rev. Bras. Educ. Camp.

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Este artículo tiene como objetivo exponer el estado del arte de los recursos digitales y tecnológicos utilizados en los procesos de enseñanza y aprendizaje en las escuelas rurales. Estos han de promover la transformación digital y un modelo educativo inclusivo, flexible, que permita la cooperación y una educación abierta. Su uso ha de contribuir a la mejora de la didáctica multigrado y a reducir la brecha digital. Se realiza una revisión sistemática a nivel internacional de los artículos publicados en los últimos diez años en revistas indexadas en las bases de datos Scopus y Web of Science. De un total de 671 trabajos identificados en el campo de la educación rural, se analizaron los referentes a los recursos digitales en base a unos criterios de selección (N=18). Los primeros resultados muestran la necesidad de crear recursos que permitan el trabajo multigrado y en línea, desarrollando la competencia digital de los alumnos, teniendo en cuenta la idiosincrasia de las escuelas rurales. También el establecimiento de redes de apoyo al profesorado, compartiendo recursos y mejorando la formación permanente en tecnologías emergentes para la innovación educativa. Las conclusiones refieren a oportunidades relativas al uso de recursos educativos abiertos y plataformas de crowdsourcing.

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Developing L2 prosodic competence online: Implications of the emergency remote teaching

Cited by 4 publications

References 15 publications

Comparative pedagogy: changing research perspective

Comparative pedagogy: changing research perspective

Meeting International Law Students’ Demands for Their Professional Foreign Language Learning

Los recursos tecnológicos en las aulas multigrado de la escuela rural: Una revisión sistemática

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