SEDLÁČKOVÁ, Kateřina. Teaching and learning languages in the shadow of lingua franca. 2019.
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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
Original language English
Type of outcome Organization of a conference
Field of Study 50300 5.3 Education
Country of publisher Czech Republic
Confidentiality degree is not subject to a state or trade secret
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
Changed by Changed by: Mgr. Kateřina Sedláčková, Ph.D., učo 13169. Changed: 29/11/2019 15:07.
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
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