The use of digital exhibitions in two advanced language and culture courses within a liberal arts curriculum provides an innovative pedagogical approach to promoting language learning and critical analysis. This article proposes a pedagogy to incorporate Maker-Centered Learning (MCL), the framework that emerged from a Harvard Graduate School of…

What do students expect before starting a Virtual Exchange (VE) with peers? Are their initial expectations mirrored in the final outcomes they perceive after the VE experience? Or, else, do students acknowledge benefits and acquired skills which they did not expect at first? This study draws on qualitative and quantitative data collected across a…

According to the International Labour Organisation (ILO, 2019), many of today's skills will not match the jobs of tomorrow. Lifelong learning and learning to learn are thus crucial. The main objective of this exploratory research is to investigate how the social dimension of the Russian course sustains autonomisation and whether it supports the…

Language education policy needs to be realised in the language classroom. For example, when a specific policy advocates the development of learners' competence in interacting with people from other cultures, classroom teaching practices and assessment have to address learners' intercultural competence. Teachers need to fully understand the…

Examines reasons for the failure of modern language teaching to fulfill its cultural aims and focuses on teaching methods, student assessment, course content, and teacher role. Conclusions are that teachers must be aware of the implications of different teaching strategies, their influence, and limitations. (17 references) (CK)

FOREIGN LANGUAGE STUDY IN SCHOOLS SHOULD BE PREDICATED ON THE NEED OF SOCIETIES TO COEXIST WITH OTHER CONTEMPORARY NATIONAL CULTURES. IN A WORLD THAT CONSISTS OF A LARGE NUMBER OF HISTORICALLY DETERMINED, SEPARATE CULTURES, LANGUAGE ALONE CAN PRESENT THE LINGUISTICALLY CONDITIONED THOUGHT PATTERNS, THE "REALITY," OF A SPECIFIC CULTURE. LANGUAGE…

Argues that the cultural content of a course derives from official language policies and national educational ideology, and that cultural studies in the classroom center on a balanced relationship between foreign and native cultures and include the management of attitudes towards foreignness and the construction of a new perception of learners'…

Considers different approaches to teaching culture within foreign language (FL) classes in Great Britain with the object of making a realistic suggestion on how to integrate language and culture. Particular focus is on FL students at the lower and intermediate levels, where cultural input is often omitted. (six references) (CK)

Examines the significance of foreign languages for business, particularly Business Chinese, in the 1990s; its curriculum requirements; and the impact of business languages on international business. The article proposes a developmental plan for Business Chinese at the college level including goals, course materials, learning activities, and…

This compilation is intended to provide a comprehensive collection of nonprescriptive learning outcome statements for second language instruction. Included are statements of what students can know and can do in the major content areas of second language learning, and in the areas in which second language relates to values education, basic…

Examines alternative A-level syllabuses of second-language courses with a view to establishing what implicit definitions and interpretations of cultural learning they embody. The article focuses on that part of course content that fosters understanding of a foreign culture as an integral part of communicative competence. Assessment objectives are…

This implementation guide is intended to support the Grade 4 to Grade 6 portion of the Spanish Language and Culture Nine-year Program (the program of studies). It was developed primarily for teachers, yet it includes information that may be useful for administrators and other stakeholders in their efforts to plan for and implement the new Spanish…

This report, based on the recommendations of a committee of the Illinois Classical Conference and intended to improve articulation, discusses the basic elements of each of the first three levels of foreign language learning. Desired student performance at the completion of levels 1, 2, and 3 of Latin is enumerated for reading, listening…

This report, based on the recommendations of the Illinois Chapter of the American Association of Teachers of Slavic and East European Languages and intended to improve articulation, discusses the basic elements of each of the first three levels of foreign language learning. Desired student performance at the completion of levels 1, 2, and 3 of…

This report of a two-day meeting at Bloomington, Illinois in April 1969 discusses the basic elements of each of the first three levels of foreign language learning. Desired student performance at the completion of levels 1, 2, and 3 of French is enumerated for listening comprehension, speaking, reading, writing, grammar, and culture. Suggested…