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ПИТАННЯ ІНШОМОВНОЇ ОСВІТИ В КОНТЕКСТІ ІНТЕГРАЦІЙНОГО РОЗВИТКУ ВИЩОЇ ОСВІТИ У ЄВРОПІ

100%

Кузнецова О.

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nr 5(39)

10-19

EN

The article deals with foreign language learning policy making in Europe and in European higher education in particular. The study points out that demands are made not only for the recognition of a citizenship of residence, but also for an acknowledgement of the value of a diversity of languages and cultures for all countries. The leading European agencies (The Council of Europe, The European Union) decisions and activities directed at the promotion of foreign language learning in higher education are considered. The efforts made to raise awareness of the European Union and Council of Europe recommendations for promoting language learning and linguistic diversity across Europe and to promote European co-operation in developing language policies and practices for higher education are discussed. The article also focuses on the implications of the Bologna Process for the field of HE language education (languages and academic mobility, languages and employability, lifelong language learning). The investigated data prove that globalization and integration set a new economic context for the developments in HE foreign language provision. The adopted decisions are connected with raising foreign language proficiency at the individual, national and supranational levels. The tasks and practical solutions are aimed at the creation of a European Higher Education area, allowing for mobility of students, graduates and higher education staff; preparing students for their future careers and for life as active citizens; offering broad access to high quality higher education, based on academic freedom by means of promotion language learning in higher education and acquisition of foreign language skills. The calls for academic mobility lead to understanding that students, graduates, and teaching staff need a potentially wide range of communicative skills which arise out of the various tasks which they may have to perform in a foreign language (gaining access to specialised material in another language, participating in mobility programmes and in international projects, the professional communication skills, socialization skills etc.) The priorities of foreign language learning and teaching within European higher education context are characterized (needs analysis, professionally-oriented language learning, creating diversity of language learning models).

2

Developing Intercultural Skills and Competence Among Students of Law Through Intercultural Language Learning

88%

Kossakowska-Pisarek S.

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2016

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nr 1

37-49

EN

In our globalized world intercultural competence is increasingly necessary for students of Law as communication with people from multicultural backgrounds has become crucial in their professional practice. It involves expanding their worldview to understand and respect customs and values of other cultures. The paper discusses various models, defines the skills that should be critical for intercultural interactions and assesses intercultural language learning in the context of the needs of students of Law.

3

Verbindliche und verbindende Landeskunde. Eine Analyse des niederländischen DaF-Lehrwerkes Neue Kontakte

75%

Tammenga-Helmantel M.

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nr 1

157-178

DE

This study investigates the position, content and pedagogy of Landeskunde in proficiency skills-focussed Dutch foreign language teaching. It analyses the course book used most frequently in Dutch secondary education for German as a foreign language: Neue Kontakte. This research examines the position of cultural content in course materials and in explicitly formulated learning goals. Moreover, it is investigated what cultural content is introduced and whether this is either integrated in language proficiency training and connected to the world of the learners. The results show that Neue Kontakte offers a broad range of cultural topics which are either linked to the Netherlands or Dutch or to the learners’ personal environment. Additionally, Landeskunde is integrated in language proficiency exercises. On the other hand, its status is considered weak; no cultural learning goals are formulated and hardly any repetition of cultural content and little critical reflection on the foreign and the own culture are observed.

4

Organizational Principles and Content of Early Foreign Language Learning in the USA

63%

Biletska I.

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nr 1

33-38

EN

According to the results of leading American scientists that convincingly demonstrate the effectiveness and necessity of early foreign language learning the features of teaching foreign languages at elementary level in the United States have been analyzed. It has been found out that the US government is working on the improvement of foreign language at elementary education all over the country. The attention is paid the languages that were not so popular, and now have obtained the status of “extremely necessary”, such as Arabic, Farsi and Russian, as they have become very important for the future participation of the state in world politics. The requirements for programs development of foreign language for elementary school have been described; such aspects as quantity of classes, curriculum project, teaching materials, teaching staff and knowledge of the students, the choice of languages, coordination and efficiency are taken into consideration. The short description of the content of foreign language teaching of elementary education has been presented. It has been indicated that success in foreign language learning as a device of foreign language communication depends on the level of listening, lexical, grammatical and spelling skills, as well as the abilities of listening, speaking, reading and writing, which are defined in the program for elementary school.

5

Foreign language education of seniors

63%

Határ C. , Grofčíková S.

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tom 4

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nr 1

110-123

EN

This study is of a theoretical-conceptual nature and is a partial outcome of the research project VEGA MŠVVaŠ SR and SAV no. 1/0176/15. It deals with one of the problems currently faced by educational theory and practice, i.e. the foreign language education of seniors. The trend is typical for many EU member states, since it results from the needs of a modern society. In addition to strategic documents, programs and legislation which binds the Slovak Republic to create conditions for lifelong education, including foreign language education, the authors are more closely preoccupied with specificities and possibilities of the language education of seniors, which are explained on a comparative basis with the language education of children and youth. Even though in literature one can find results of many substantial empirical research projects devoted to foreign language education of children and youth, research into the education of adults and seniors in the area of foreign languages falls behind considerably. A sufficient platform for the methodology of language education of adults and seniors in Slovakia has not been created either, if compared with the methodology of language education of younger age categories. This shortcoming is often quite noticeable in practice. The study attempts to pay adequate attention to the analysis of selected teaching styles specific for adult and senior age as well as teaching methods which may be used in the language education of seniors.