The paper focuses on the theoretical analysis of psychological and pedagogic foundations of humanistic foreign language education viewed as an interrelated subject-subject system for improving the emotional and intellectual spheres of students' personal development, which is based on an attitude of interest in life in all its manifestations. Synthesising findings of ethics of care and dialogical pedagogy, humanistic foreign language education is intended to acquaint students with sociocultural knowledge accumulated by humanity; promote better self-understanding and awareness of their place and role in society; develop the ability to adequately assess the possibilities for their self-realisation; teach students to think independently and critically, and to communicate in a civilized and effective way with other people and the world at large. The study of the U.S. practical experience in this educational sphere is highlighted as well. The paper outlines pedagogical participatory techniques, such as role-playing and discussion. They effectively combine the humanistic approach to the educational process with the foreign language study, providing self-discovery and self-perfection. Students are trained as informed and competent interlocutors in the foreign language. They are also educated to reflect on the world through the lens of another culture. The research shows that humanistic foreign language education with its emphasis on the inner world of the learners, their individual thoughts, emotions and feelings is of great significance in overall personality development. Humanistic foundations of pedagogical participatory techniques involve students' affective experiences reflected in the values and ideals that they hold most dear, the meaning and purpose of their lives, their connectedness to each other and to the surrounding world.
The article considers raising students' media literacy as the response to the pandemic challenges highlighting the problem of deficiency of information verifiability and the importance of raising students' critical thinking as a crucial tool in decreasing the COVID-19 pandemic potential damage. The focus of the study lies in the research what sources/genres students of technical universities resort to in getting the information concerning the pandemic, what is their ability to distinguish facts from opinions, trustworthy information from misinformation as well as what are possible differences among students of technical and humanitarian specialities in terms of media literacy. The findings of the survey of 511 students majoring in different specialities at the National Technical University of Ukraine' Igor Sikorsky Kyiv Polytechnic Institute' (after this, the official abbreviated name – Igor Sikorsky KPI) revealed a need in raising students' media literacy in terms of critically assessing information concerning the coronavirus.
The paper highlights the unique Efterskole pedagogy in Denmark which generates evidence of high-quality education for young people from the ages of 14 to 18 striving to choose their future path in life after finishing lower secondary school education before continuing on to upper secondary education. The author notes that the educational process in the Efterskole is grounded on the pedagogical theories by Grundtvig and Kold which emerged in the field of Danish education in the nineteenth century. Efterskoles are subdivided according to different profiles and target groups into special needs schools and specialized schools with a specific subject profile. It is stated that these schools have a common educational focus on general education and democratic citizenship equipping young people to manage the challenges of modern society. The Efterskole educational programmes are considered, comprising such aims as to enhance the students' independent critical thinking as well as to develop them as democratic and socially conscious citizens with a global outlook preparing for various life's challenges. It is outlined that the Efterskole helps high school students build lasting friendships and relationships, expand horizons, and develop a perspective on life. Through dialogue and active interaction, as students and teachers staying together in an educational community around the clock, students work on defining their own individual needs, interests, values and identity. Distinctive Efterskole pedagogy promotes a sense of positive personal relationship, shared values and shared responsibility, creates favourable conditions for developing students' social and interpersonal skills as well as contributes to making them more autonomous learners and self-aware mature personalities.
В даній статті розглядаються проблеми, які виникають в процесі перекладу сучасних англомовних документальних фільмів. Вивчено поняття «кінотекст», визначено, що переклад кіносценаріїв відноситься до художнього перекладу та в той же час має свої унікальні особливості. Досліджено англомовний документальний кінотекст як об’єкт лінгвістичного дослідження та розглянули методи трансляції подій в англомовному документальному кінотексті. Також, проаналізовано лінгвокультурні особливості перекладу сучасних англомовних документальних фільмів. Ми дослідили лінгвокультурний потенціал сучасних англомовних документальних фільмів, їх значення, особливості, жанрово-стилістичну специфіку та розгляд науковцями в парадигмі мультимодальності. З’ясовано лінгвокультурну специфіку перекладу мови англомовних документальних кінотекстів. Виявили лінгвокультурний аспект перекладу англомовних документальних кіно текстів та специфіку перекладу документальних фільмів, зокрема, із субтитрами. Було проаналізовано два документальні фільми: «Земляни» та «Пластиковий океан», охарактеризовано переклад, підкреслення складнощів під час перекладу фільмів такого типу в зв’язку з залежністю від часового проміжку, який віддається на оригінальний текст. Найважливішим є обрати такі перекладацькі трансформації, за допомогою яких переклад не буде ані сильно поспішати, ані відставати. У обох фільмах цей баланс було дуже добре продемонстровано.
The paper presents a theoretical overview of the notion “multimodal literacy” in the context of the multiliteracies pedagogy focusing on the research relevant to developing notions of literacy for twenty-first century higher education standards. The relevance of the topic is explained by the fact that the modern world is becoming more and more pluralist and increasingly dependent on new technologies and different modes of communication, students require new transdisciplinary skills and methods of learning. The author examines the changing pattern of literacy as broad, multidimensional knowledge, skills and attitudes. Literacy is viewed as a personal sociocultural capacity the development of which provides every student with the rules how to solve problems, to relate to others and survive in diverse social settings, and creates numerous opportunities for enhancing critical thinking and reflection as well. The foundation for students’ multimodal literacy in the digital learning environment of a higher education institution through theoretical and applied frameworks of visual, media, information and multicultural literacy is considered. The diverse affordance of digital tools and range of multimodal genres offer engaging new avenues for students’ creative expression on the basis of developing multimodal literacy. It is emphasized that successful life in a world of multimodal information requires fluency in a broad range of literacies to consume and create texts in visual, audio, and written formats, to evaluate messages in a variety of mediums, and to gain sociocultural awareness and the ability to communicate and live in a global diverse society. Pedagogic techniques across disciplines (multimodal essay, digital mapping project) are highlighted in view of their effectiveness in developing multicultural literacy of undergraduate students. It is an empowering practice for modern educators to incorporate multimodal tasks into a diverse learning environment, which teaches critical thinking and multimodal skills, enhances audio-visual rhetoric, develops writing and oral communication skills, and aids in self-expression and self-reflection.
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