Plurilingual and intercultural awareness of future teachers

Hanesová, Dana

doi:10.15804/tner.2015.42.4.06

“…This includes, for example, the service learning strategy, which has been successfully implemented at MBU (Brozmanová Gregorová, 2019a, 2019b. Similarly, this includes language competences developed in different models of learning and targeted adaptation to intercultural environments (Hanesová, 2015). Likewise, linking the formal and informal education of students in other helping professions, such as theological education, remains a challenge, as we map the engagement of these students in specifically focused learning both at home and abroad (Procházka, 2010).…”

Section: Discussionmentioning

confidence: 99%

Sborník z mezinárodní konference ICOLLE 2022: „Omnes, omnia, omnio“ pro 21. století

2023

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“…This includes, for example, the service learning strategy, which has been successfully implemented at MBU (Brozmanová Gregorová, 2019a, 2019b. Similarly, this includes language competences developed in different models of learning and targeted adaptation to intercultural environments (Hanesová, 2015). Likewise, linking the formal and informal education of students in other helping professions, such as theological education, remains a challenge, as we map the engagement of these students in specifically focused learning both at home and abroad (Procházka, 2010).…”

Section: Discussionmentioning

confidence: 99%

„omnino“ ‑ a Comprehensive Development in Extracurricular Activities of University Students

Nemcová¹,

Šoltésová²

2023

Sborník Z Mezinárodní Konference ICOLLE 2022: „Omnes, Omnia, Omnio“ Pro 21. Století

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Developing the all-round competences of university students by applying the principle of credit recognition for the implementation of relevant extracurricular activities (EA), case studies and recommendations for practice (e.g. in the Service Learning programme, in teacher-oriented programmes and training in the preparation of future teachers, as well as in non-formal education in parachurch organisations in the case of students of theology, etc.). The starting point is Directive No. 11/2021 on the recognition of ECTS credits for extra-curricular activities at Matej Bel University (MBU) and its implementation in practice. The paper is an output of the funded project VEGA 1/0409/21 (National Agency of the Slovak Republic). The theoretical basis is the required learning outcomes of university students in selected fields of study and their expected competences. These outcomes are compared with learning outcomes in selected educational extra-curricular activities implemented outside the university of which they are students. This is a set of case studies of selected educational programs that are not courses in higher education but have the potential to provide specifically beneficial learning outcomes for college students whose completion may also earn them credit for extra-curricular activities. We conclude with recommendations for practice regarding the comparison of learning outcomes in parallel curricular and extra-curricular activities that are expected to yield the development of transversal competencies for college students in selected fields of study.

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Student-Centered Education in Context of Second-Language Learning

Glukhova

¹

,

Sorokina

²

2018

SHS Web Conf.

1

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Recent higher education policy promotes multilingualism due to the process of globalization in all spheres of our life. The main focus of this article is on “student –centered learning” which claims to be one of the effective tools in the learning process. In this regard, the given research centers on the impact of adopting student-centered education in language acquisition. It is based on facilitating effective learning, which implies strong interaction between the learner and the teacher. This paper examines the structure of student-centered learning which is aimed at creating subjective experience of the learner but not training students` cognitive abilities. The paper aims to consider the notion “multicultural identity” of students which is considered to be the main consequence caused by learning one more foreign language. The authors of the research determined principles and outlined tasks which contribute to effective implementation of student-centered education in second language acquisition.

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Plurilingual and intercultural awareness of future teachers

Cited by 5 publications

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Sborník z mezinárodní konference ICOLLE 2022: „Omnes, omnia, omnio“ pro 21. století

Sborník z mezinárodní konference ICOLLE 2022: „Omnes, omnia, omnio“ pro 21. století

„omnino“ ‑ a Comprehensive Development in Extracurricular Activities of University Students

Student-Centered Education in Context of Second-Language Learning

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