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Bouhadiba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Based on Fishman’s Theoretical Paradigm (1991), we shall first discuss his three value positions for the case of the so called minority native languages in Algeria and how they may be included into a global language teaching program in Algeria. We shall then move on to his scale on language loss, language maintenance and language renewal with illustrating examples taken from the Algerian context. The second part of our talk relates to pedagogical issues on how to proceed for a smooth transition from mother tongue to school tongue, what methods or approaches suit best the teaching of mother tongue and school tongue (Immersion Programs, The Natural Approach, Applied Literacy Programs, The Berlitz Method, etc.). We shall end up our talk on how one may reshuffle the current issues on the “Arabic-only” movement and the abrupt transition from mother tongue to school tongue in use today by opting for teaching programs that involve pre-school language acquisition and in-school language acquisition grammars, and thus pave the way to effective language teaching programs and living curricula and pedagogies such as language nests, intergenerational continuity, communication and identity teaching programs, which result in better language teaching models that make language policies become a reality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=native%20languages" title="native languages">native languages</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20maintenance" title=" language maintenance"> language maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20tongue" title=" school tongue"> school tongue</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=Algeria" title=" Algeria"> Algeria</a> </p> <a href="https://publications.waset.org/abstracts/189378/the-mother-tongue-and-related-issues-in-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189378.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9505</span> Translation Skills and Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Frieda%20Amitai">Frieda Amitai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The field of Translation Studies includes both descriptive and applied aspects, one of which is developing curricula. Within this topic there are theories dealing with curricula aimed at translator training, and theories meant to explore teaching translation as means through which awareness to language is developed in order to enhance language knowledge. An example of the latter is a unique study program in Israeli high schools – Teaching Translation Skills Program (TTSP). This study program has been taught in Israel for more than two decades and is aimed at raising students' meta-linguistic awareness as well as their language proficiency in both source language and target language in order to enable them become better language learners. The objective of the current research was to examine whether the goals of this program are achieved – increase in students' metalinguistic awareness and language proficiency. A follow-up case study was aimed at examining the level of proficiency which would develop most by this way of teaching English. The study was conducted in two stages – before and after participating in the program. 400 subjects took part in the first stage, and 100 took part in the second. In both parts of the study, participants were given the same five tasks in both Hebrew and English in addition to a questionnaire, in which they were asked about their own knowledge of Hebrew and in comparison to that of their peers. Their teachers were asked about the success of the program and about the methodology they use in class. Findings show significant change in the level of meta-linguistic awareness of the students as well as their language proficiency. A comparison between their answers before and after the program shows that their meta-linguistic awareness increased, as did their ability to recognize linguistic mistakes. These findings serve as strong evidence for the positive effect such study program has on the development of meta-linguistic awareness and linguistic knowledge. The follow-up case study tests the change among weaker language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comparison" title="comparison">comparison</a>, <a href="https://publications.waset.org/abstracts/search?q=metalinguistic%20awareness" title=" metalinguistic awareness"> metalinguistic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20skills" title=" translation skills"> translation skills</a> </p> <a href="https://publications.waset.org/abstracts/51750/translation-skills-and-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51750.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9504</span> Teaching English as a Second/Foreign Language Under Humanistic and Sociocultural Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahrukh%20Baig">Mahrukh Baig</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper, sets out to draw some traditional english language teaching practices and to suggest ways for their improvement under the light of humanistic and socio-cultural psychology. This is going to aid language teachers by applying principled psychological methods on the field of education in order to introduce a reciprocal mode of teaching where teacher and learner begin with a mutual effort. However the teacher, after initiating most of the work, gradually passes on more and more responsibility to the learners resulting in their independent endeavors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Teaching%20%28ELT%29" title="English Language Teaching (ELT)">English Language Teaching (ELT)</a>, <a href="https://publications.waset.org/abstracts/search?q=Second%20Language%20Acquisition%20%28SLA%29" title=" Second Language Acquisition (SLA)"> Second Language Acquisition (SLA)</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20english%20as%20second%2Fforeign%20language" title=" teaching english as second/foreign language"> teaching english as second/foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=humanistic%20psychology" title=" humanistic psychology"> humanistic psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-cultural%20psychology" title=" socio-cultural psychology"> socio-cultural psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=application%20of%20psychology%20to%20language%20teaching" title=" application of psychology to language teaching"> application of psychology to language teaching</a> </p> <a href="https://publications.waset.org/abstracts/30329/teaching-english-as-a-secondforeign-language-under-humanistic-and-sociocultural-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">616</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9503</span> Sustainable Lessons learnt from the attitudes of Language Instructors towards Computer Assisted Language Teaching (CALT)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Theophilus%20Adedokun">Theophilus Adedokun</a>, <a href="https://publications.waset.org/abstracts/search?q=Sylvia%20Zulu"> Sylvia Zulu</a>, <a href="https://publications.waset.org/abstracts/search?q=Felix%20Awung"> Felix Awung</a>, <a href="https://publications.waset.org/abstracts/search?q=Sam%20Usadolo"> Sam Usadolo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The proliferation of technology into teaching process has brought about transformation into the field of education. Language teaching is not left behind from this tremendous transformation which has drastically altered the teaching of language. It is, however, appalling that some language instructors seem to possess negative attitudes toward the use of technology in language teaching, which in this study is referred to as Computer Assisted Language Teaching (CALT). The purpose of this study, therefore, is to explore sustainable lesson that can be learnt from the attitudes of language instructors towards language teaching in some public universities. The knowledge gained from this study could inform and advance the use of Computer Assisted Language Teaching. This study considers the historical progression of CALT and recommends that a fundamental approach is required for institutions to develop and advance the use of CALT for teaching. A review of sustainable lessons learnt from the attitudes of language instructors towards CALT are provided, and the CALT experience of 3 institutions are described. Drawing from this succinct description, this study makes recommendations on how operative CALT could be executed on a personal and institutional basis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20instructors" title=" language instructors"> language instructors</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20lessons" title=" sustainable lessons"> sustainable lessons</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20assisted%20language%20teaching" title=" computer assisted language teaching"> computer assisted language teaching</a> </p> <a href="https://publications.waset.org/abstracts/164422/sustainable-lessons-learnt-from-the-attitudes-of-language-instructors-towards-computer-assisted-language-teaching-calt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164422.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9502</span> Efficacy of Task Based Language Teaching in a Second Language Classroom Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wajiha%20Fatima">Wajiha Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various approaches and methods for second language classroom teaching have been proposed since the nineteenth century. Task Based Language Teaching has been prevailing approach in a second language classroom context. It is an approach which immerses students in a naturalistic setting. Tasks are the core unit of planning and instruction. This paper aims at expounding the concept of Task Based Language Teaching and how it has been evolved. In this study, researcher will highlight the usefulness of TBLT and the role it played as a powerful tool for learning and teaching in a second language setting. The article will reflect the implementation of various tasks based activities as well as the roles played by learners and teachers and the problems faced by them. In the end, researcher will discuss how TBLT can be implemented in second language classroom pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=implementation" title="implementation">implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20classroom" title=" second language classroom"> second language classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=tasks" title=" tasks"> tasks</a>, <a href="https://publications.waset.org/abstracts/search?q=task%20based%20language%20teaching" title=" task based language teaching"> task based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/75867/efficacy-of-task-based-language-teaching-in-a-second-language-classroom-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75867.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9501</span> Foreign Language Reading Comprehenmsion and the Linguistic Intervention Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Silvia%20Hvozd%C3%ADkov%C3%A1">Silvia Hvozdíková</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20Stranovsk%C3%A1"> Eva Stranovská</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the article is to discuss the results of the research conducted during the period of two semesters paying attention to selected factors of foreign language reading comprehension through the means of Linguistic Intervention Program. The Linguistic Intervention Program was designed for the purpose of the current research. It refers to such method of foreign language teaching which emphasized active social learning, creative drama strategies, self-directed learning. The research sample consisted of 360 respondents, foreign language learners ranging from 13 – 17 years of age. Specifically designed questionnaire and a standardized foreign language reading comprehension tests were applied to serve the purpose. The outcomes of the research recorded significant results towards significant relationship between selected elements of the Linguistic Intervention Program and the academic achievements in the factors of reading comprehension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title="foreign language learning">foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20intervention%20program" title=" linguistic intervention program"> linguistic intervention program</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20learning" title=" social learning"> social learning</a> </p> <a href="https://publications.waset.org/abstracts/122732/foreign-language-reading-comprehenmsion-and-the-linguistic-intervention-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122732.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9500</span> Teaching in One’s Second Language in a Bilingual University: Comparing the Perceptions of Francophone and Anglophone Instructors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H%C3%A9l%C3%A8ne%20Knoerr">Hélène Knoerr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the impact of teaching in one’s second language on a faculty's sense of self-efficacy. With the increasing internationalization of universities, teaching in a foreign language, mainly in English, has been extensively studied. However, only a few studies have focused on teaching in one’s second language. In Canada, international faculty members have reported adverse effects on their academic careers due to unrealistic linguistic expectations. The aim of our study was to investigate the perceived impacts of teaching in one’s second language on professors in a bilingual university in Canada. It seeks to explore how faculty perceive their ability to teach effectively in their L2 and what personal and professional impacts they feel as a result of teaching in their second language. The study found that teaching in one's second language has a significant impact on faculty's sense of self-efficacy, including anxiety, frustration, and a sense of inadequacy. However, it was also noted that some instructors felt that teaching in their second language had a positive impact on their teaching practices and personal growth. This study highlights the importance of understanding the impact of teaching in one's second language on faculty's sense of self-efficacy in a bilingual university context. It also indicates the need to provide support programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20sense%20of%20efficacy" title="teacher sense of efficacy">teacher sense of efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20in%20one%E2%80%99s%20L2" title=" teaching in one’s L2"> teaching in one’s L2</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20inquiry" title=" narrative inquiry"> narrative inquiry</a> </p> <a href="https://publications.waset.org/abstracts/167923/teaching-in-ones-second-language-in-a-bilingual-university-comparing-the-perceptions-of-francophone-and-anglophone-instructors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">95</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9499</span> Making Use of Content and Language Integrated Learning for Teaching Entrepreneurship and Neuromarketing to Master Students: Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svetlana%20Polskaya">Svetlana Polskaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study deals with the issue of using the Content and Language Integrated Learning (CLIL) concept when teaching Master Program students majoring in neuromarketing and entrepreneurship. Present-day employers expect young graduates to conduct professional communication with their English-speaking peers and demonstrate proper knowledge of the industry’s terminology and jargon. The idea of applying CLIL was the result of the above-mentioned students possessing high proficiency in English, thus, not requiring any further knowledge of the English language in terms of traditional grammar or lexis. Due to this situation, a CLIL-type program was devised, allowing learners to acquire new knowledge of entrepreneurship and neuromarketing spheres combined with simultaneous honing their English language practical usage. The case study analyzes CLIL application within this particular program as well as the experience accumulated in the process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CLIL" title="CLIL">CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=neuromarketing" title=" neuromarketing"> neuromarketing</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20acquisition" title=" foreign language acquisition"> foreign language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20level" title=" proficiency level"> proficiency level</a> </p> <a href="https://publications.waset.org/abstracts/155032/making-use-of-content-and-language-integrated-learning-for-teaching-entrepreneurship-and-neuromarketing-to-master-students-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9498</span> Implementation Principles and Strategies of Bilingual Teaching in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinfen%20Chen">Chinfen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to focus on the challenges and doubts encountered in the implementation of ‘bilingual teaching in some fields of courses’, and propose implementation principles and strategies from the four areas of curriculum design, teaching strategies, teaching language application, and bilingual teaching implementation and operation, as a school The administrative team considers when planning bilingual teaching and also clarifies teachers' doubts about the implementation of bilingual teaching to enhance their willingness and confidence to participate in bilingual teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education%20policy" title="bilingual education policy">bilingual education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion" title=" language immersion"> language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20bilingual%20education" title=" partial bilingual education"> partial bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20knowledge%20and%20target%20language%20acquisition" title=" content knowledge and target language acquisition"> content knowledge and target language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry-based%20teaching." title=" inquiry-based teaching."> inquiry-based teaching.</a> </p> <a href="https://publications.waset.org/abstracts/186675/implementation-principles-and-strategies-of-bilingual-teaching-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">64</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9497</span> Chinese Language Teaching as a Second Language: Immersion Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lee%20Bih%20Ni">Lee Bih Ni</a>, <a href="https://publications.waset.org/abstracts/search?q=Kiu%20Su%20Na"> Kiu Su Na</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the Chinese Language Teaching as a Second Language by focusing on Immersion Teaching. Researchers used narrative literature review to describe the current states of both art and science in focused areas of inquiry. Immersion teaching comes with a standard that teachers must reliably meet. Chinese language-immersion instruction consists of language and content lessons, including functional usage of the language, academic language, authentic language, and correct Chinese sociocultural language. Researchers used narrative literature reviews to build a scientific knowledge base. Researchers collected all the important points of discussion, and put them here with reference to the specific field where this paper is originally based on. The findings show that Chinese Language in immersion teaching is not like standard foreign language classroom; immersion setting provides more opportunities to teach students colloquial language than academic. Immersion techniques also introduce a language’s cultural and social contexts in a meaningful and memorable way. It is particularly important that immersion teachers connect classwork with real-life experiences. Immersion also includes more elements of discovery and inquiry based learning than do other kinds of instructional practices. Students are always and consistently interpreted the conclusions and context clues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20second%20language" title="a second language">a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20language%20teaching" title=" Chinese language teaching"> Chinese language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=immersion%20teaching" title=" immersion teaching"> immersion teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategies" title=" instructional strategies"> instructional strategies</a> </p> <a href="https://publications.waset.org/abstracts/38026/chinese-language-teaching-as-a-second-language-immersion-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38026.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">455</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9496</span> Methodological Issues of Teaching Vocabulary in a Technical University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elza%20Salakhova">Elza Salakhova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this article is to consider some common difficulties encountered in teaching vocabulary in technical higher educational institutions. It deals with the problem of teaching special vocabulary in the process of teaching a foreign language. There have been analyzed some problems in teaching a foreign language to learners of a technical higher establishment. There are some recommendations for teachers to motivate their students to learn and master a foreign language through learning terminology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professionally-oriented%20study" title="professionally-oriented study">professionally-oriented study</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=technical%20university" title=" technical university"> technical university</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a> </p> <a href="https://publications.waset.org/abstracts/148709/methodological-issues-of-teaching-vocabulary-in-a-technical-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9495</span> Dual Language Immersion Models in Theory and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Gordon">S. Gordon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual language immersion is growing fast in language teaching today. This study provides an overview and evaluation of the different models of Dual language immersion programs in US K-12 schools. First, the paper provides a brief current literature review on the theory of Dual Language Immersion (DLI) in Second Language Acquisition (SLA) studies. Second, examples of several types of DLI language teaching models in US K-12 public schools are presented (including 50/50 models, 90/10 models, etc.). Third, we focus on the unique example of DLI education in the state of Utah, a successful, growing program in K-12 schools that includes: French, Chinese, Spanish, and Portuguese. The project investigates the theory and practice particularly of the case of public elementary and secondary school children that study half their school day in the L1 and the other half in the chosen L2, from kindergarten (age 5-6) through high school (age 17-18). Finally, the project takes the observations of Utah French DLI elementary through secondary programs as a case study. To conclude, we look at the principal challenges, pedagogical objectives and outcomes, and important implications for other US states and other countries (such as France currently) that are in the process of developing similar language learning programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20immersion" title="dual language immersion">dual language immersion</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=French" title=" French"> French</a> </p> <a href="https://publications.waset.org/abstracts/103249/dual-language-immersion-models-in-theory-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9494</span> Expectations and Perceptions of Students of English Department at the University of Halabja as Future Teachers regarding Viewing and Practicing Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Barzan%20Hadi%20Hama%20Karim">Barzan Hadi Hama Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, an increasing number of faculties and colleges of basic education are established by the universities and ministry of Higher Education and Scientific Research of Iraqi Kurdistan to graduate English teachers to teach in the basic and high schools. One central consideration of this study is to what extent graduate teachers receive adequate preparation from these faculties and college of basic education. An important program which is offered in the department of English language in these colleges and faculties is Viewing and Practicing. The purpose of this research is to explore how students of basic education colleges and faculties are using the program of Viewing and Practicing to support the educational process. This study provides a general framework about educational uses of the program as a pedagogical tool to teach English Language in the basic schools and describes the different perceptions of the students at the final stage of their education. A survey is used to collect responses from a group of students to determine their expectations and perceptions about the program. The results display that the program has several aspects of strengths, such as improving English teaching and speaking proficiency, cultivating subject knowledge related to applied linguistics and promoting research engagement. The findings of the study address the following questions: Is Viewing and Practicing Program beneficial for students to experience English language for future career at schools? To what extent do the students prefer teaching English Language in the schools? <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20experience" title="teaching experience">teaching experience</a>, <a href="https://publications.waset.org/abstracts/search?q=viewing%20and%20practicing" title=" viewing and practicing"> viewing and practicing</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation" title=" expectation"> expectation</a> </p> <a href="https://publications.waset.org/abstracts/38520/expectations-and-perceptions-of-students-of-english-department-at-the-university-of-halabja-as-future-teachers-regarding-viewing-and-practicing-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">309</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9493</span> Prospective English Language Teachers’ Views on Translation Use in Foreign Language Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozlem%20Bozok">Ozlem Bozok</a>, <a href="https://publications.waset.org/abstracts/search?q=Yusuf%20Bozok"> Yusuf Bozok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of using mother tongue and translation in foreign language classrooms cannot be ignored and translation can be utilized as a method in English Language Teaching courses. There exist researches advocating or objecting to the use of translation in foreign language learning but they all have a point in common: Translation should be used as an aid to teaching, not an end in itself. In this research, prospective English language teachers’ opinions about translation use and use of mother tongue in foreign language teaching are investigated and according to the findings, some explanations and recommendations are made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exposure%20to%20foreign%20language%20translation" title="exposure to foreign language translation">exposure to foreign language translation</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=prospective%20teachers%E2%80%99%20opinions" title=" prospective teachers’ opinions"> prospective teachers’ opinions</a>, <a href="https://publications.waset.org/abstracts/search?q=use%20of%20L1" title=" use of L1"> use of L1</a> </p> <a href="https://publications.waset.org/abstracts/17268/prospective-english-language-teachers-views-on-translation-use-in-foreign-language-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17268.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">538</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9492</span> The Content-Based Classroom: Perspectives on Integrating Language and Content</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mourad%20Ben%20Bennani">Mourad Ben Bennani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Views of language and language learning have undergone a tremendous change over the last decades. Language is no longer seen as a set of structured rules. It is rather viewed as a tool of interaction and communication. This shift in views has resulted in change in viewing language learning, which gave birth to various approaches and methodologies of language teaching. Two of these approaches are content-based instruction and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. This presentation deals with sociocultural view of CBI and CLIL. It also defines language and content as vital components of CBI and CLIL. Next it reviews the origins of CBI and the continuum perspectives and CLIL definitions and models featured in the literature. Finally it summarizes current aspects around research in program evaluation with a focus on the benefits and challenges of these innovative approaches for second language teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CBI" title="CBI">CBI</a>, <a href="https://publications.waset.org/abstracts/search?q=CLIL" title=" CLIL"> CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=CBI%20continuum" title=" CBI continuum"> CBI continuum</a>, <a href="https://publications.waset.org/abstracts/search?q=CLIL%20models" title=" CLIL models"> CLIL models</a> </p> <a href="https://publications.waset.org/abstracts/40898/the-content-based-classroom-perspectives-on-integrating-language-and-content" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40898.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">448</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9491</span> L2 Learning and Teaching through Digital Tools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B%C3%A2lc%20Denisa-Maria">Bâlc Denisa-Maria</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to present some ways of preserving a language heritage in the global era. Teaching a second language to foreign students does not imply only teaching the grammar and the vocabulary in order to reach the 4 skills, but it means constant work on developing strategies to make the students aware of the heritage that the language they learn has. Teachers and professors need to be aware of the fact that language is in constant change, they need to adjust their techniques to the digital era, but they also have to be aware of the changes, the good and the bad parts of globalizations. How is it possible to preserve the patrimony of a certain language in a globalized era? What transformations does a language face in time? What does it mean to preserve the heritage of a language through L2 teaching? What makes a language special? What impact does it have on the foreign students? How can we, as teachers, preserve the heritage of our language? Would it be everything about books, films, music, cultural events or what else? How is it possible to include digital programs in your teaching and preserving the patrimony of a language at the same time? How does computational linguistics help us in teaching a certain language? All these questions will be tackled during the essay, with special accent on the definition of a language heritage, the new perspectives for teachers/ professors, everything in a multimodal and complex way of presenting the context. The objectives of this research are: - to present some ways of preserving the heritage of a certain language against globalization - to illustrate what preservation means for L2 teaching - to encourage teachers to be aware of their language patrimony The main contributions of my research are on moving the discussion of preserving a certain language patrimony in the context of L2 teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preservation" title="preservation">preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20heritage" title=" language heritage"> language heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20teaching" title=" L2 teaching"> L2 teaching</a> </p> <a href="https://publications.waset.org/abstracts/171414/l2-learning-and-teaching-through-digital-tools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171414.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9490</span> Play-Based Intervention Training Program for Daycare Workers Attending to Children with Autism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raymond%20E.%20Raguindin">Raymond E. Raguindin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: This research studied the teaching improvement of daycare workers in imitation, joint attention, and language activities using the play-based early intervention training program in Cabanatuan City, Nueva Ecija. Methods: Focus group discussions were developed to explore the attitude, beliefs, and practices of daycare workers. Results: Findings of the study revealed that daycare workers have existing knowledge and experience in teaching children with autism. Their workshops on managing inappropriate behaviors of children with autism resulting in a general positive perception of accepting and teaching children with autism in daycare centers. Play based activities were modelled and participated in by daycare workers. These include demonstration, modelling, prompting and providing social reinforcers as reward. Five lectures and five training days were done to implement the training program. Daycare workers’ levels of skill in teaching imitation, joint attention and language were gathered before and after the participation in the training program. Findings suggest significant differences between pre-test and post test scores. They have shown significant improvement in facilitating imitation, joint attention, and language children with autism after the play-based early intervention training. They were able to initiate and sustain imitation, joint attention, and language activities with adequate knowledge and confidence. Conclusions: 1. Existing attitudes and beliefs greatly influenced the positive delivery mode of instruction. 2. Teacher-directed approach to improve attention, imitation, joint attention, and language of children with autism can be acquired by daycare workers. 3. Teaching skills and experience can be used as reference and basis for identifying future training needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20intervention" title="early intervention">early intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=imitation" title=" imitation"> imitation</a>, <a href="https://publications.waset.org/abstracts/search?q=joint%20attention" title=" joint attention"> joint attention</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a> </p> <a href="https://publications.waset.org/abstracts/123274/play-based-intervention-training-program-for-daycare-workers-attending-to-children-with-autism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123274.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9489</span> A Program Evaluation of TALMA Full-Year Fellowship Teacher Preparation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emilee%20M.%20Cruz">Emilee M. Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers take part in short-term teaching fellowships abroad, and their preparation before, during, and after the experience is critical to affecting teachers’ feelings of success in the international classroom. A program evaluation of the teacher preparation within TALMA: The Israel Program for Excellence in English (TALMA) full-year teaching fellowship was conducted. A questionnaire was developed that examined professional development, deliberate reflection, and cultural and language immersion offered before, during, and after the short-term experience. The evaluation also surveyed teachers’ feelings of preparedness for the Israeli classroom and any recommendations they had for future teacher preparation within the fellowship program. The review suggests the TALMA program includes integrated professional learning communities between fellows and Israeli co-teachers, more opportunities for immersive Hebrew language learning, a broader professional network with Israelis, and opportunities for guided discussion with the TALMA community continued participation in TALMA events and learning following the full-year fellowship. Similar short-term international programs should consider the findings in the design of their participation preparation programs. The review also offers direction for future program evaluation of short-term participant preparation, including the need for frequent response item updates to match current offerings and evaluation of participant feelings of preparedness before, during, and after the full-year fellowship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20program%20evaluation" title="educational program evaluation">educational program evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20teaching" title=" international teaching"> international teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=short-term%20teaching" title=" short-term teaching"> short-term teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20beliefs" title=" teacher beliefs"> teacher beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20fellowship" title=" teaching fellowship"> teaching fellowship</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a> </p> <a href="https://publications.waset.org/abstracts/137636/a-program-evaluation-of-talma-full-year-fellowship-teacher-preparation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9488</span> Enhancing English Language Learning through Learners Cultural Background</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Attahiru">A. Attahiru</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabi%20Abdullahi%20Danjuma"> Rabi Abdullahi Danjuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Bint"> Fatima Bint</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language and culture are two concepts which are closely related that one affects the other. This paper attempts to examine the definition of language and culture by discussing the relationship between them. The paper further presents some instructional strategies for the teaching of language and culture as well as the influence of culture on language. It also looks at its implication to language education and finally some recommendation and conclusion were drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship" title=" relationship"> relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/22922/enhancing-english-language-learning-through-learners-cultural-background" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9487</span> Investigating English Dominance in a Chinese-English Dual Language Program: Teachers' Language Use and Investment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peizhu%20Liu">Peizhu Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual language education, also known as immersion education, differs from traditional language programs that teach a second or foreign language as a subject. Instead, dual language programs adopt a content-based approach, using both a majority language (e.g., English, in the case of the United States) and a minority language (e.g., Spanish or Chinese) as a medium of instruction to teach math, science, and social studies. By granting each language of instruction equal status, dual language education seeks to educate not only meaningfully but equitably and to foster tolerance and appreciation of diversity, making it essential for immigrants, refugees, indigenous peoples, and other marginalized students. Despite the cognitive and academic benefits of dual language education, recent literature has revealed that English is disproportionately privileged across dual language programs. Scholars have expressed concerns about the unbalanced status of majority and minority languages in dual language education, as favoring English in this context may inadvertently reaffirm its dominance and moreover fail to serve the needs of children whose primary language is not English. Through a year-long study of a Chinese-English dual language program, the extensively disproportionate use of English has also been observed by the researcher. However, despite the fact that Chinese-English dual language programs are the second-most popular program type after Spanish in the United States, this issue remains underexplored in the existing literature on Chinese-English dual language education. In fact, the number of Chinese-English dual language programs being offered in the U.S. has grown rapidly, from 8 in 1988 to 331 as of 2023. Using Norton and Darvin's investment model theory, the current study investigates teachers' language use and investment in teaching Chinese and English in a Chinese-English dual language program at an urban public school in New York City. The program caters to a significant number of minority children from working-class families. Adopting an ethnographic and discourse analytic approach, this study seeks to understand language use dynamics in the program and how micro- and macro-factors, such as students' identity construction, parents' and teachers' language ideologies, and the capital associated with each language, influence teachers' investment in teaching Chinese and English. The research will help educators and policymakers understand the obstacles that stand in the way of the goal of dual language education—that is, the creation of a more inclusive classroom, which is achieved by regarding both languages of instruction as equally valuable resources. The implications for how to balance the use of the majority and minority languages will also be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20education" title="dual language education">dual language education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion%20education" title=" language immersion education"> language immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=content-based%20language%20teaching" title=" content-based language teaching"> content-based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/165181/investigating-english-dominance-in-a-chinese-english-dual-language-program-teachers-language-use-and-investment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9486</span> French Language Teaching in Nigeria and Future with Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chidiebere%20Samuel%20Ijeoma">Chidiebere Samuel Ijeoma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The impact and importance of technology in all domains of existence cannot be overemphasized. It is like a double-edged sword which can be both constructive and destructive. The paper, therefore, tends to evaluate the impact of technology so far in the teaching and learning of French language in Nigeria. According to the study, the traditional methods of teaching French as a Foreign Language and recognized as our cultural methods of knowledge transfer are being fast replaced by digitalization in teaching. This, the research tends to portray and suggest the best way forward. In the Nigerian Primary Education System, the use of some local and cultural Instructional materials (teaching aids) is now almost history which the paper frowns at. Consequently, the study has these questions to ask?; Where are the chalks and blackboards? Where are the ‘Handworks’ (local brooms) submitted by school children as part of their Continuous Assessment? Finally, the research is in no way against the application of technology in the Nigerian French Language Teaching System but tries to draw a curtain between Technological methods of teaching French as a Foreign Language and the Original Nigerian System of teaching the language before the arrival of technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=French%20language%20teaching" title="French language teaching">French language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=future" title=" future"> future</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=importance%20of%20technology" title=" importance of technology"> importance of technology</a> </p> <a href="https://publications.waset.org/abstracts/43365/french-language-teaching-in-nigeria-and-future-with-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43365.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">362</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9485</span> Critical Comparison of Two Teaching Methods: The Grammar Translation Method and the Communicative Teaching Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aicha%20Zohbie">Aicha Zohbie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to critically compare two teaching methods: the communicative method and the grammar-translation method. The paper presents the importance of language awareness as an approach to teaching and learning language and some challenges that language teachers face. In addition, the paper strives to determine whether the adoption of communicative teaching methods or the grammar teaching method would be more effective to teach a language. A variety of features are considered for comparing the two methods: the purpose of each method, techniques used, teachers’ and students’ roles, the use of L1, the skills that are emphasized, the correction of students’ errors, and the students’ assessments. Finally, the paper includes suggestions and recommendations for implementing an approach that best meets the students’ needs in a classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20methods" title="language teaching methods">language teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20awareness" title=" language awareness"> language awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20method%20grammar%20translation%20method" title=" communicative method grammar translation method"> communicative method grammar translation method</a>, <a href="https://publications.waset.org/abstracts/search?q=advantages%20and%20disadvantages" title=" advantages and disadvantages"> advantages and disadvantages</a> </p> <a href="https://publications.waset.org/abstracts/150192/critical-comparison-of-two-teaching-methods-the-grammar-translation-method-and-the-communicative-teaching-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9484</span> The Challenge of Teaching French as a Foreign Language in a Multilingual Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carol%20C.%20Opara">Carol C. Opara</a>, <a href="https://publications.waset.org/abstracts/search?q=Olukemi%20E.%20Adetuyi-Olu-Francis"> Olukemi E. Adetuyi-Olu-Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The teaching of French language, like every other language, has its numerous challenges. A multilingual community, however, is a linguistic environment housing diverse languages, each with its peculiarity, both pros, and cones. A foreign language will have to strive hard for survival in an environment where various indigenous languages, as well as an established official language, exist. This study examined the challenges and prospects of the teaching of French as a foreign language in a multilingual community. A 22-item questionnaire was used to elicit information from 40 Nigerian Secondary school teachers of French. One of the findings of this study showed that the teachers of the French language are not motivated. Also, the linguistic environment is not favourable for the teaching and learning of French language in Nigeria. One of the recommendations was that training and re-training of teachers of French should be of utmost importance to the Nigerian Federal Ministry of Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=french%20as%20foreign%20language" title=" french as foreign language"> french as foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20community" title=" multilingual community"> multilingual community</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/113035/the-challenge-of-teaching-french-as-a-foreign-language-in-a-multilingual-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113035.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9483</span> The Application of Computer and Technology in Language Teaching and Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pouya%20Vakili">Pouya Vakili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since computers were first introduced into educational facilities, foreign language educators have been faced with the problem of integrating high-tech multimedia techniques into a traditional text-based curriculum. As studies of language teaching have pointed out, ‘Language teaching tends in practice to be eclectic…. There are not only exceptionally many paths and educational means for arriving at a given educational goal, but there are also many types of educational materials which can be used to achieve that goal’. For language educators who are trying to incorporate technology into their curricula, the choices seem endless. Yet the quantity, as well as the limitations, of available computer programs does not guarantee that these programs can be successfully integrated into a curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology "> technology </a> </p> <a href="https://publications.waset.org/abstracts/27092/the-application-of-computer-and-technology-in-language-teaching-and-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">587</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9482</span> Implementation of Computer-Based Technologies into Foreign Language Teaching Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Golovchun%20Aleftina">Golovchun Aleftina</a>, <a href="https://publications.waset.org/abstracts/search?q=Dabyltayeva%20Raikhan"> Dabyltayeva Raikhan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, in the world of widely developing cross-cultural interactions and rapidly changing demands of the global labor market, foreign language teaching and learning has taken a special role not only in school education but also in everyday life. Cognitive Lingua-Cultural Methodology of Foreign Language Teaching originated in Kazakhstan brings a communicative approach to the forefront in foreign language teaching that gives raise a variety of techniques to make the language learning a real communication. One of these techniques is Computer Assisted Language Learning. In our article, we aim to: demonstrate what learning benefits students are likely to get by teachers having implemented computer-based technologies into foreign language teaching process; prove that technology-based classroom serves as the best tool for interactive and efficient language learning; give examples of classroom sufficient organization with computer-based activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20assisted%20language%20learning" title="computer assisted language learning">computer assisted language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20benefits" title=" learning benefits"> learning benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching%20process" title=" foreign language teaching process"> foreign language teaching process</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach"> communicative approach</a> </p> <a href="https://publications.waset.org/abstracts/6819/implementation-of-computer-based-technologies-into-foreign-language-teaching-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6819.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">478</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9481</span> Arabic as a Foreign Language in the Curriculum of Higher Education in Nigeria: Problems, Solutions, and Prospects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazeem%20Oluwatoyin%20Ajape">Kazeem Oluwatoyin Ajape</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is concerned with the problem of how to improve the teaching of Arabic as a foreign language in Nigerian Higher Education System. The paper traces the historical background of Arabic education in Nigeria and also outlines the problems facing the language in Nigerian Institutions. It lays down some of the essential foundation work necessary for bringing about systematic and constructive improvements in the Teaching of Arabic as a Foreign Language (TAFL) by giving answers to the following research questions: what is the appropriate medium of instruction in teaching a foreign or second language? What is the position of English language in the teaching and learning of Arabic/Islamic education? What is the relevance of the present curriculum of Arabic /Islamic education in Nigerian institutions to the contemporary society? A survey of the literature indicates that a revolution is currently taking place in FL teaching and that a new approach known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adapted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language and also makes recommendations towards the development of the language in Nigerian Institutions of Higher Learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20Language" title="Arabic Language">Arabic Language</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20institutions" title=" Nigerian institutions"> Nigerian institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach "> communicative approach </a> </p> <a href="https://publications.waset.org/abstracts/21395/arabic-as-a-foreign-language-in-the-curriculum-of-higher-education-in-nigeria-problems-solutions-and-prospects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">616</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9480</span> The Constructivist Approach to Teaching Second Language Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreea%20Cervatiuc">Andreea Cervatiuc</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focuses on teaching second language writing through a constructivist approach. Unlike traditional approaches to teaching second language writing, which were product-oriented and emphasized surface features of writing, such as spelling and grammar, the constructivist approach to teaching second language writing is process-oriented and fosters discovery of meaning, creativity, collaboration, and writing for an audience. Educators who take a constructivist approach to teaching second language writing create communities of writers in their classrooms, emphasize that the goal of writing is to share ideas with others, and engage their students in collaborative, creative, and authentic writing activities, such as writing conferences, group story writing, finish the story, and chain writing. The constructivist approach to teaching second language writing combines a focus on genres, scaffolding, and treating writing as a process. Through constructivist writing, students co-create knowledge and engage in meaningful dialogue with various texts and their peers. The findings of this study can have implications for applied linguists, teachers, and language learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructivist%20second%20language" title="constructivist second language">constructivist second language</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20genres" title=" writing genres"> writing genres</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20writing" title=" process writing"> process writing</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/194112/the-constructivist-approach-to-teaching-second-language-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194112.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">29</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9479</span> Opinions of Pre-Service Teachers on Online Language Teaching: COVID-19 Pandemic Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neha%20J.%20Nandaniya">Neha J. Nandaniya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present research paper researcher put focuses on the opinions of pre-service teachers have been taken regarding online language teaching, which was held during the COVID-19 pandemic and is still going on. The researcher developed a three-point rating scale in Google Forms to find out the views of trainees on online language learning, in which 167 B. Ed. trainees having language content and method gave their responses. After scoring the responses obtained by the investigator, the chi-square value was calculated, and the findings were concluded. The major finding of the study is language learning is not as effective as offline teaching mode. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20language%20teaching" title="online language teaching">online language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20competency" title=" ICT competency"> ICT competency</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20Ed.%20trainees" title=" B. Ed. trainees"> B. Ed. trainees</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a> </p> <a href="https://publications.waset.org/abstracts/161105/opinions-of-pre-service-teachers-on-online-language-teaching-covid-19-pandemic-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161105.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9478</span> Sociocultural and Critical Approach for Summer Study Abroad Program in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Magda%20Silva">Magda Silva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the empirical and the theoretical principles associated with the Duke in Brazil Summer Program. Using a sociocultural model and critical theory, this study abroad maximizes students’ ability to enrich language competence, intercultural skills, and critical thinking. The fourteen-year implementation of this project demonstrates the global importance of foreign language teaching as the program unfolds into real life scenarios within the cultures of distinct regions of Brazil; Cosmopolitan Rio, in the southeast, and rural Belém, northern Amazon region. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=study%20abroad" title="study abroad">study abroad</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=empirical" title=" empirical"> empirical</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical" title=" theoretical"> theoretical</a> </p> <a href="https://publications.waset.org/abstracts/64962/sociocultural-and-critical-approach-for-summer-study-abroad-program-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9477</span> Curriculum System Optimization under Outstanding Engineers Training Mode of Mechanical and Electronic Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=El%20Miloudi%20Djelloul">El Miloudi Djelloul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching program of `A plan for educating and training outstanding engineers' is divided into intramural teaching program and enterprise practice teaching program. Based on analyzing the basic principles of teaching plans which teaching plan follows for undergraduate mechanical and electrical engineering, major contents of specialty teaching project are studied amply. The study contents include the system optimization and reform of common curriculum, specialty curriculum and practice curriculum. The practice indicated that under outstanding engineers training mode, the optimized curriculum system have practicability, and achieve the training objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum%20system" title="curriculum system">curriculum system</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20and%20electronic%20engineering" title=" mechanical and electronic engineering"> mechanical and electronic engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=outstanding%20engineers" title=" outstanding engineers"> outstanding engineers</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20program" title=" teaching program "> teaching program </a> </p> <a href="https://publications.waset.org/abstracts/20476/curriculum-system-optimization-under-outstanding-engineers-training-mode-of-mechanical-and-electronic-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">534</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20teaching%20program&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20teaching%20program&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=language%20teaching%20program&page=4">4</a></li> <li class="page-item"><a class="page-link" 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