The Map of Competencies of a Foreign Language University Teacher in the Context of Digitalization of Education

Titova, Svetlana

doi:10.31992/0869-3617-2022-31-5-133-149

Cited by 9 publications

(1 citation statement)

References 4 publications

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“…Skills and competencies recognized as essential for professional development of university instructors both within and outside Russia include creative and critical thinking, communication, collaboration, emotional intelligence, self-development, and cross-cultural interaction (Titova 2022). Furthermore, professional development also involves collaboration with peers, whether in-person or online (Vidaković 2021, 391) and reflection, which may call for a less formal setting (Tuzlukova and Hall 2016, 606).…”

Section: Introductionmentioning

confidence: 99%

Professional Development in Teaching Academic Writing: The Experience of a Faculty Reading Group

Glushko,

Labzina,

Pavlova

2024

ESPEAP

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Professional development in academic writing in English can be challenging for university instructors in non-English speaking countries. These challenges may be caused by a lack of experts in the field to conduct professional development, budgeting issues, access to training, and motivating and meeting the needs of faculty who may already be overburdened by high teaching loads. In this article, the authors describe conducting a year-long reading group focused on professional development in the teaching of academic writing. The goal of the group was to advance participants’ understanding of how to teach academic writing. To achieve the goal, the group was designed to increase awareness of writing pedagogy theories, construct a clearer understanding of the concept of academic writing, and critically examine current practices in teaching academic writing within the context of higher education in Russia. The authors describe the design, facilitation, and outcomes of the group. They also consider the benefits and limitations of engaging in this form of professional development. Finally, they offer implications for continuous professional development for university language instructors in a collaborative environment.

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Section: Introductionmentioning

confidence: 99%

Professional Development in Teaching Academic Writing: The Experience of a Faculty Reading Group

Glushko,

Labzina,

Pavlova

2024

ESPEAP

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Theoretical and methodical foundations for the interaction strategies development for linguodidactic training program students

Temuryan

2023

Tamb. Un. Rev. Ser. Hum.

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Importance. Research on interaction in foreign language teaching started in the 1960s. Researchers now determine the impact of interaction on the process of foreign language teaching as beneficial in general. However, the study of the characteristics of interaction that increase its effectiveness when used with students of a certain age or language level continues. Due to such heterogeneity, the skills of a teacher, whose role in the process of interaction in a foreign language classroom is described as the decisive one, are especially important. Materials and methods. The materials for this research are the works in such fields as foreign language teaching and psychology. Research methods include research literature analysis and classification. Result and Discussion. In the course of the research, various approaches to the definition of interaction were studied and a definition relevant for foreign language teacher training was proposed. The role of interaction in the process of teaching a foreign language to students of different ages and language levels was also considered, the role of interaction strategies as a component of the professional communicative competence of a foreign language teacher is analyzed. In addition, the models proposed by the researchers for the development of interaction strategies for foreign language teachers is described. Conclusion. Despite the fact that interaction is now considered an integral element of a foreign language lesson, there are currently a number of models aimed at developing interaction strategies in foreign language teachers, but as of now no model has been proposed for the development of these strategies in trainee teachers.

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Organizational and pedagogical conditions for teaching students types of foreign language communicative activity based on dictogloss

Aksenova

2023

Tamb. Un. Rev. Ser. Hum.

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Importance. The students’ foreign language communicative abilities development is the main goal of a foreign language teaching at a language university. The dictogloss as a means of a foreign language teaching is actively used for the speech skills progression, since it involves the participation of all four types of speech activities: reading, listening, speaking and writing. The dictogloss technique meets the requirements of a task-oriented approach to learning and involves the implementation of students’ independent activities, both individual and group, in the informational educational environment. However, in the modern methodical literature there are no installation requirements that determine the dictogloss use effectiveness as a means of a foreign language teaching. The purpose of the research is to identify a number of organizational and pedagogical conditions for teaching students types of foreign language communicative activity based on dictogloss. Research Methods. Using the methods of scientific literature theoretical analysis on the research topic, as well as a comparative analysis of the conceptual provisions of modern approaches to teaching, the organizational and pedagogical conditions for teaching students types of foreign language communicative activity based on dictogloss are empirically identified. Results and Discussion. The research describes a number of organizational and pedagogical conditions for teaching students types of foreign language communicative activity based on dictogloss. Mentioned conditions include the following aspects: a) students’ proficiency in a foreign language at level B1 and higher; b) compliance with a clearly defined sequence of learning stages; c) development of students and teachers linguocomputer competence; d) motivation of students to participate in language teaching through foreign language educational interaction; e) combined use of full-time and distance learning formats. Conclusion. Teaching students types of foreign language communicative activity based on dictogloss is carried out in compliance with the above organizational and pedagogical conditions. The obtained results can be used in further research on the dictogloss integration in methods of a foreign language teaching.

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The Map of Competencies of a Foreign Language University Teacher in the Context of Digitalization of Education

Cited by 9 publications

References 4 publications

Professional Development in Teaching Academic Writing: The Experience of a Faculty Reading Group

Professional Development in Teaching Academic Writing: The Experience of a Faculty Reading Group

Theoretical and methodical foundations for the interaction strategies development for linguodidactic training program students

Organizational and pedagogical conditions for teaching students types of foreign language communicative activity based on dictogloss

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