Learning a Language and Studying Content in an Additional Language: Student Opinions

Ger, Ugur; Bahar, Mustafa

doi:10.12973/ijem.4.1.29

Cited by 4 publications

(3 citation statements)

References 6 publications

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“…Teachers' motivations are in the strengthening English language teaching through the role-playing (Castro & Villafuerte, 2019). Political, social, economic and cultural factors are the other reasons for creating and developing various kinds of bilingual education programs with different aims (Ger & Bahar 2018). Analyzing the researches we will offer interactive cognitive functions strategies for the formation of a multilingual personality of a future teacher are developed in learning autonomy and learning strategies (Bimmel & Rampillien, 2000).…”

Section: Methodsmentioning

confidence: 99%

The Multilingual Personality Formation of a Future Teacher through the Interactive Cognitive Strategies

Babushkina¹,

Bagramova²,

Shukshina³

2020

INT J EDUC METHODOL

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The article provides an analysis of the literature on interactive cognitive strategies. The aim of the study is to examine the pedagogical potential of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher. The research used theoretical and empirical methods: analysis of theoretical sources, analysis and generalization of the experience of scientific and methodological developments, training of students of a pedagogical institution. The problem of developing scientific and methodological support for the use of interactive cognitive strategies for the effective formation of a multilingual personality of a future teacher is being updated. A generalization of the obtained results indicates that the use of interactive cognitive strategies positively affects the formation of the multilingual personality of the future teacher. The research was supported by within the framework of the project on research on priority directions of scientific activity of the universitiespartners in networking (South Ural State Humanitarian Pedagogical University and Mordovian State Pedagogical Institute) on the topic of "Linguodidactic foundations of the intercultural communicative competence formation of a future teacher".

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Section: Methodsmentioning

confidence: 99%

The Multilingual Personality Formation of a Future Teacher through the Interactive Cognitive Strategies

Babushkina¹,

Bagramova²,

Shukshina³

2020

INT J EDUC METHODOL

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“…The future of education in Ukraine must strongly emphasize equity and inclusion. As people's requirements for language learning have grown due to globalization, language learning and instruction have assumed critical significance (Ger & Bahar, 2018). In order to successfully educate students in a varied educational environment and promote their development of the necessary communication skills, future teachers must acquire English language proficiency at an appropriate level for engagement in contemporary worldwide society.…”

Section: Introductionmentioning

confidence: 99%

English Language Curicculum for Student Teachers Training to Perform in Cultirally Diversified Settings

Avsheniuk¹,

СЕМІНІХІНА²,

Lutsenko³

2023

To Be or Not to Be a Great Educator

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As Ukraine continues to move toward Europe and the rest of the world, it is crucial that teachers improve their English language competence. Teachers’ language proficiency corresponds with their capacity to provide effective quality education for diverse classrooms to reach global competence. Cultural diversity in the school population is becoming the norm rather than the exception in Ukraine. The recent rise in immigration is accountable for the rapid and significant demographic changes in Ukraine’s school-aged population. The study’s primary objective is to assess student teachers’ perspectives on the objective, content, teaching and learning process, and assessment and evaluation elements of the importance and sufficiency of the English proficiency curriculum implemented at Ukraine’s faculty of education to meet the needs of the culturally diverse school population. The case study design was used as one of the research methods. The study’s participants were 14 student teachers from four different faculties of education at Ukrainian universities. Participants were chosen using a criterion sampling model. The data was collected using an open-ended question form designed by the authors during the spring semester of the 2020–2021 academic year. The data collected was analysed using content analysis. The findings revealed that participants’ attitudes about the objective aspect of the student teachers’ English language curriculum were generally good. On the other side, it was determined that the curriculum was insufficiently tailored to students’ needs, interests, and degrees of English language competence. Furthermore, participants identified insufficient time for activities, a limited selection of classroom activities (case study, collaborative work, discussion), and short course hours as unfavourable features. The implications of the results might help improve the English proficiency curriculum and equip student teachers to work successfully with school children who have a diversity of language and learning difficulties.

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“…Until the nineteenth century as a method of language teaching, learning of translation and grammar rules and structures, as well as memorization of words are based on textbooks (Richards & Rodgers, 1999). The language learning and teaching has become very important since globalization increased people's language learning demands (Ger & Bahar, 2018).…”

Section: Introductionmentioning

confidence: 99%

Opinions of the Students from Foreign Language Teaching Departments about their Undergraduate Programs

Bilasa¹

2020

INT J EDUC METHODOL

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<p style="text-align: justify;">The purpose of the current study is to evaluate the undergraduate programs implemented in different Foreign Language Departments on the basis of the pre-service teachers’ opinions by using the “Context-Input-Process-Product (CIPP)” model. The current research was conducted on 40 pre-service teachers from the German, Arabic, French, and English Language Teaching Departments of the Gazi Education Faculty of Gazi University in the city of Ankara in Turkey in 2017-2018 academic year. The study was designed according to the qualitative research model. In this regard, the study employed the phenomenological method. As the data collection tool, a semi-structured interview form developed by the researchers was used. In the analysis of the collected data, the descriptive analysis method was used. In the study, the context, input, process and product dimensions of foreign language teacher training programs were evaluated on the basis of student opinions. According to the results, the participants found the program sufficient in terms of reading, writing and listening skills but inadequate in terms of speaking skill. It seems that the participating students think that the foreign language teaching programs generally meet their needs but do not adequately meet their need for developing their speaking skill. It can be suggested that the class hours devoted to the development of the speaking skill should be increased. Arrangements such as using computer-based programs and increasing speaking lessons can be made for students to improve their speaking skill.</p>

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Learning a Language and Studying Content in an Additional Language: Student Opinions

Cited by 4 publications

References 6 publications

The Multilingual Personality Formation of a Future Teacher through the Interactive Cognitive Strategies

The Multilingual Personality Formation of a Future Teacher through the Interactive Cognitive Strategies

English Language Curicculum for Student Teachers Training to Perform in Cultirally Diversified Settings

Opinions of the Students from Foreign Language Teaching Departments about their Undergraduate Programs

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