M 2019

Teaching and learning languages in the shadow of lingua franca

SEDLÁČKOVÁ, Kateřina

Basic information

Original name

Teaching and learning languages in the shadow of lingua franca

Name in Czech

Teaching and learning languages in the shadow of lingua franca

Authors

SEDLÁČKOVÁ, Kateřina (203 Czech Republic, guarantor, belonging to the institution)

Edition

2019

Other information

Language

English

Type of outcome

Uspořádání konference

Field of Study

50300 5.3 Education

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

RIV identification code

RIV/00216224:14640/19:00111531

Organization unit

Language Centre

Keywords in English

Languages other than English; plurilingualism; vehicular language; motivation; learning and teachning strategies

Tags

International impact, Reviewed
Změněno: 29/11/2019 15:07, Mgr. Kateřina Sedláčková, Ph.D.

Abstract

V originále

In the last several decades, English language has become an essential tool for global communication. This fact, despite the absence of an overall consensus on conceptual and ideological positioning of English as lingua franca, has had a noticeable impact on English itself and a significant impact on the other languages. The existence of the new lingua franca has caused a more frequent shift of other languages to the position of a se- cond foreign or another foreign language. Moreover, research confirms the existence of a dynamic interrelationship between learning a language and using that language. (Seidlhofer 2018, Widdowson 2016). Complex consequences of those factors arise not only for the processes of learning and teaching, but also for language policies in general. From the learn-er perspective, they are manifested in changes in learners’ needs, their learning strategies and motivation (Dörnyei 2005, 2014), as well as in the notion that language learning processes are influenced by learner’s expe-rience with other languages. Teachers need to take all those changes into consideration, work with them consciously and incorporate them organi-cally in their teaching and in their approach towards learners. This conference aims to define current state, map dynamic changes and address new challenges in plurilingual teaching and learning in higher education from a pedagogical perspective. Together, we are going to look for, and hopefully find, ways that will help teachers enrich their teaching repertoires and learners their learning techniques effectively.The conference topics, structured along the following themes, should be approached from the perspective of teaching or learning a second foreign or an additional foreign language. This conference is by no means limited to the conference communication languages. Contributions relating to any living languages are greatly welcome. Languages and cultures in contact• interference, code mixing, and exploiting the learner’s own language experience• the culture ‘behind’ the language, its role or metamorphosis • plurilingualism in the academic world• language policies in higher education in relation to the new lingua franca• possible roles of second and additional foreign languages in a specific culture1The learner and the processes of learning• learning strategies• learner needs and objectives • motivation factors and strategies• the role of emotions• roles, possibilities and limitations of autonomous learning • tandem learning – its forms and future perspectives23Teachers, their roles and methods• objectives and priorities concerning the new lingua franca• working with mixed groups• the learner as a content co-creator • possibilities and meanings of CLIL in teaching/learning other languages• ICT repertoire4Evaluation and its challenges• What is being evaluated and why? • What skills and knowledge are targeted or not targeted? • cultural influences in evaluation• types of evaluation • objectivity, subjectivity and transparency