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Foreign Language Education in Portuguese Higher Education Institutions: The State of Play 葡萄牙高等教育机构的外语教育:现状
e-TEALS Pub Date : 2018-11-19 DOI: 10.2478/eteals-2018-0002
Carlos Ceia, N. Hurst
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引用次数: 0
English Medium-Instruction as a Way to Internationalization of Higher Education in Kazakhstan: An Opinion Survey in the Innovative University of Eurasia 英语媒介教学:哈萨克斯坦高等教育国际化之路——对欧亚创新大学的一项民意调查
e-TEALS Pub Date : 2018-11-08 DOI: 10.2478/eteals-2018-0006
Tatyana Zenkova, G. Khamitova
{"title":"English Medium-Instruction as a Way to Internationalization of Higher Education in Kazakhstan: An Opinion Survey in the Innovative University of Eurasia","authors":"Tatyana Zenkova, G. Khamitova","doi":"10.2478/eteals-2018-0006","DOIUrl":"https://doi.org/10.2478/eteals-2018-0006","url":null,"abstract":"Abstract This article presents the results of a survey conducted in the Innovative University of Eurasia (InEU) about the necessity of implementing English as a medium of instruction (EMI) at the baccalaureate and master’s degree levels. It describes the findings obtained through semi open-ended questionnaires and interviews with two focus groups: InEU administration members and faculty representatives. The data collected suggest a rather positive general attitude of the respondents of both groups to English-medium instruction at the university, a special emphasis being made on the global status of English and internationalization of education. However, the majority of respondents raised concern about the impact of English-medium teaching on the quality of subject learning since it depends on an English proficiency level of both students and teachers and their motivation to study/teach in English. The survey data also indicate other important issues connected with teaching-in-English implementation at the university, such as finance, the pace of implementation, preparedness of students and teachers, support structures and incentives.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130349075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
New Technologies, Multiple Literacies and Teaching English as a Foreign Language 新技术、多元素养与外语英语教学
e-TEALS Pub Date : 2018-11-08 DOI: 10.2478/eteals-2018-0001
Silene Cardoso
{"title":"New Technologies, Multiple Literacies and Teaching English as a Foreign Language","authors":"Silene Cardoso","doi":"10.2478/eteals-2018-0001","DOIUrl":"https://doi.org/10.2478/eteals-2018-0001","url":null,"abstract":"Abstract This article presents and briefly discusses the results from a survey conducted with English teachers of the third cycle and secondary education in Portugal as part of a study on multiple literacies and Web 2.0 in English as a foreign language (EFL) classroom (Cardoso). Based on the answers provided, it can be assumed that among this group of teachers, new technologies tend to be part of their professional practice. However, it is unclear if digital tools have been used to actually promote more innovative ways of teaching or just as a different way to approach more traditional methods. Moreover, it seems that suitable guidance, training and further development of appropriate materials are required to facilitate and better integrate new technologies in the EFL classroom.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133369545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Assessing Speaking Proficiency: A Challenge for the Portuguese EFL Teacher 评估口语能力:对葡萄牙语英语教师的挑战
e-TEALS Pub Date : 2016-12-01 DOI: 10.1515/eteals-2016-0009
Rubens Correia
{"title":"Assessing Speaking Proficiency: A Challenge for the Portuguese EFL Teacher","authors":"Rubens Correia","doi":"10.1515/eteals-2016-0009","DOIUrl":"https://doi.org/10.1515/eteals-2016-0009","url":null,"abstract":"Abstract Speaking has been increasingly promoted in curricula, both nationally and internationally, as one of the major aims of foreign language teaching. However, the unique features of this skill make it the most challenging one to assess. Portuguese EFL teachers seem to be at odds with suitable assessment procedures designed to monitor students’ progress. This paper examines the rationale underlying some of the core concepts on educational classroom-based assessment, including their definitions and key characteristics, as well as briefly outlining the theoretical premises of the communicative competence model designed by Canale and Swain to suggest what may be assessed. It also focuses on a new approach to language assessment – learning-oriented assessment, by highlighting its twofold potential to be the link between instruction and what is learned and to promote effective student learning. The paper concludes with two different practical examples of how to assess speaking in the classroom with a learning-oriented perspective in mind.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127734879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Early Bilingual Education and Content and Language Integrated Learning Assessment in Primary Education: Assessment Beliefs, Knowledge and Practice in Portuguese State and Private Schools 早期双语教育和小学教育中的内容和语言综合学习评估:葡萄牙公立和私立学校的评估信念、知识和实践
e-TEALS Pub Date : 2016-12-01 DOI: 10.1515/eteals-2016-0006
Ana Xavier
{"title":"Early Bilingual Education and Content and Language Integrated Learning Assessment in Primary Education: Assessment Beliefs, Knowledge and Practice in Portuguese State and Private Schools","authors":"Ana Xavier","doi":"10.1515/eteals-2016-0006","DOIUrl":"https://doi.org/10.1515/eteals-2016-0006","url":null,"abstract":"Abstract Educational provisions, such as Early Bilingual Education (EBE) and Content and Language Integrated Learning (CLIL), where curriculum content is learnt, taught and assessed through the means of an additional language, are not yet widespread in general primary and secondary education in Portugal. Knowing how to assess in such provisions, which have a dual focus on the mastering of language proficiency and content knowledge and skills, can be intricate. The first step towards building a rationale for soundly assessing language and content at early primary level in Portuguese schools needs to first understand how teachers working in EBE and CLIL education settings view assessment and what they do with it in the classroom. This article analyses the research findings of a small scale national research study conducted in Portugal in 2013/2014 on EBE and CLIL assessment beliefs, knowledge and practice on the part of teachers working in a national pilot on early bilingual education – the Bilingual Schools Project teachers (BSPT) and teachers working in similar provisions in private schools – the Non-Bilingual Schools Project teachers (NBSPT).","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115009253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Foreign Language Education in the 21st European Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology 21世纪欧洲语境下的外语教育:利用Anzaldúa的边界认识论探索跨文化和多语方法的新方向
e-TEALS Pub Date : 2016-12-01 DOI: 10.1515/eteals-2016-0008
Patricia A. Lobo
{"title":"Foreign Language Education in the 21st European Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology","authors":"Patricia A. Lobo","doi":"10.1515/eteals-2016-0008","DOIUrl":"https://doi.org/10.1515/eteals-2016-0008","url":null,"abstract":"Abstract This article considers the reformulation of foreign language classes as spaces of cultural politics, dynamic social activism and holistic education, in order to enable schools, teachers and students to set the foundation for a more inclusive society. It starts by recognizing some of the challenges of the 21st century European context, addressing the need to explore new directions in the intercultural and plurilingual approaches in Foreign Language Education. Using Cultural Studies as a starting point, it will be argued that Gloria Anzaldúa's cultural, feminist, queer and linguistic concepts, with a focus on the crossing of different borders, the forging of relational strategies between groups, and a holistic view of the world, can contribute to current debates on interculturalism and plurilingualism, providing an alternative framework for educational practices that empower students from diverse backgrounds with self-knowledge and tolerance towards alterity.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125875795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Task-Based Learning (TBL) and Cognition 任务型学习与认知
e-TEALS Pub Date : 2016-12-01 DOI: 10.1515/eteals-2016-0010
Andreia Costa
{"title":"Task-Based Learning (TBL) and Cognition","authors":"Andreia Costa","doi":"10.1515/eteals-2016-0010","DOIUrl":"https://doi.org/10.1515/eteals-2016-0010","url":null,"abstract":"Abstract Teaching in the 21st century is a huge challenge and every school has to cope with all the changes that occur within society and be, at the same time, an enjoyable place for the students to develop their skills to live and function in the 21st century society. This paper shows how Task-Based Learning (TBL) can be a valuable option in the foreign language classroom nowadays enabling the students to be active, interact with each other, learn by doing and develop their language knowledge through communicative tasks, replacing the traditional, teacher-centred lessons. At the same time, this article aims to show how doing tasks has advantages in terms of the cognitive development while learning a foreign language, how these tasks also affect the human brain as well as discuss the importance of bringing neuroscience and scientific evidence into the classroom context.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121066647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Promoting a Teacher Education Research-Oriented Curriculum for Initial Teacher Training in English as a Foreign Language 推进教师教育研究型课程，促进对外英语教师初级培训
e-TEALS Pub Date : 2016-12-01 DOI: 10.1515/eteals-2016-0005
Carlos Ceia
{"title":"Promoting a Teacher Education Research-Oriented Curriculum for Initial Teacher Training in English as a Foreign Language","authors":"Carlos Ceia","doi":"10.1515/eteals-2016-0005","DOIUrl":"https://doi.org/10.1515/eteals-2016-0005","url":null,"abstract":"Abstract Research-oriented programs related to pre-service teacher education are practically non-existent in many countries. Since in Portugal we now have a stable legal system for initial teacher training, how can we help these countries to respond to their teacher training needs and accomplish these same standards? How can we create an international program at MA level that could serve such an objective? What are the research priorities for teachers in primary and secondary education? I will claim for a new general research policy using small-scale research projects in foreign language teaching (FLT), which illustrated a turning point in advanced research in foreign languages teacher training. Presently, researchers no longer narrow their inquiries into linguistic questions or school and student-centered actions. Instead, they focus on a range of issues such as teacher-centered actions, beliefs and policies, and aspects of FLT such as literacy education, special educational needs or methods for teaching gifted students. Despite a lack of funding at all levels, many research projects in teacher education have been undertaken, and new areas have been explored, such as didactic transposition, literary and information literacies, intercultural learning, corpora in FLT, new information and communication technologies in FLT, interlingual inferencing, national standards for foreign language education, FLT for specific purposes, digital narratives in education, CLIL, assessment, and language learning behaviors. This small sample of the many areas covered proves that advanced research in teacher education can also be very useful to promote the growing interest in further internationalization in other sciences (beyond human and social areas) traditionally linked to politics, business and industry (computing, chemistry, biology, medicine, etc.), something that can only be attained by focusing on multilingualism, multi-literacy and lifelong learning.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116631268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Illustrating the Intercultural in Portuguese Secondary School Foreign Language (FL) Classrooms 阐述葡萄牙中学外语课堂中的跨文化教学
e-TEALS Pub Date : 2016-12-01 DOI: 10.1515/eteals-2016-0007
Carla Ulisses, Nic Hurst
{"title":"Illustrating the Intercultural in Portuguese Secondary School Foreign Language (FL) Classrooms","authors":"Carla Ulisses, Nic Hurst","doi":"10.1515/eteals-2016-0007","DOIUrl":"https://doi.org/10.1515/eteals-2016-0007","url":null,"abstract":"Abstract This article reports on a small-scale action research project developed in the context of the practicum of a Teacher Education Masters course at the Faculty of Letters, the University of Porto. The project was focussed on the importance of visual stimuli in the foreign language teaching classroom (English and Spanish), within the context of an intercultural approach. Different strategies, activities and materials were employed with the general aim of helping the learners to develop their critical cultural awareness. The learners played a central role, participating actively, by bringing into the classroom their own knowledge of the world. Simultaneously, the role of the teacher was not without importance in this action research project, presenting herself as an example of a cultural mediator.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128150038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Doing It by the Book: Training Student Teachers at the Faculty of Letters, the University of Porto (FLUP) to Evaluate English Language Teaching (ELT) Materials 照本宣科:波尔图大学(FLUP)文学院培训学生教师评估英语教学(ELT)材料
e-TEALS Pub Date : 2015-12-01 DOI: 10.1515/eteals-2016-0001
N. Hurst
{"title":"Doing It by the Book: Training Student Teachers at the Faculty of Letters, the University of Porto (FLUP) to Evaluate English Language Teaching (ELT) Materials","authors":"N. Hurst","doi":"10.1515/eteals-2016-0001","DOIUrl":"https://doi.org/10.1515/eteals-2016-0001","url":null,"abstract":"Abstract Understanding what the use of a coursebook implies is at the heart of any consideration of how ELT instruction in Portugal operates and, as such, should also be central to any pre-service teacher education. Since the curricular reorganization prompted by the ‘Bologna Process’, the Faculty of Letters, the University of Porto (FLUP) has included within its ‘Masters in English and other Foreign Language Teaching’ course (Mestrado em Ensino de Inglês e de Alemão / Francês / Espanhol no 3.º ciclo do Ensino Básico e no Ensino Secundário) an optional, one semester subject called the “Production of Didactic Materials”. This talk will demonstrate and discuss how, in this case, training student teachers to develop a criteria based framework for evaluating FL teaching materials, and applying that same framework, can be considered a way of re-focusing the traditionally, largely theoretical, lecture-based training courses typical of the Portuguese paradigm.","PeriodicalId":201811,"journal":{"name":"e-TEALS","volume":"5 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116743241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
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