European and Ukrainian experience in foreign language training of the teacher: overview of strategies

Кошарна, Наталія Володимирівна and Петрик, Лада Вікторівна (2024) European and Ukrainian experience in foreign language training of the teacher: overview of strategies Вісник науки та освіти (11(29)). pp. 144-155.

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Abstract

The article considers the issue of studying modern European experience of teachers` foreign language training strategies. It was found out that using a certain strategy depends on the prospective experience of other countries and national peculiarities in the field of foreign language teacher training. The newest approaches in the European language policy should be taken into consideration: complexification of research and practice in language education; new vision of language; languaging/ plurilanguaging/ translanguaging; assemblages of linguistic and semiotic resources; new vision of the class; the class as a complex adaptive system; more interdisciplinary research; crossing disciplinary barriers (languages/cultures-arts writing-STEM) and others. In the European Union, which operates under the principle of «United in diversity», languages serve as a fundamental reflection of our cultural heritage. The reality of linguistic diversity is an essential value upheld by the European Union. Article 3 of the Treaty on European Union (TEU) declares that the Union is committed to honoring its rich cultural and linguistic variety. Furthermore, Article 165(2) of the Treaty on the Functioning of the European Union (TFEU) highlights that efforts should be directed toward enhancing the European dimension in education, especially through the teaching and promotion of Member States' languages, while also upholding cultural and linguistic variety (Article 165(1) TFEU). The EU's language policy strategy is grounded in a commitment to respecting linguistic diversity across all Member States and fostering intercultural dialogue within the Union. To support mutual respect, the EU encourages the teaching and learning of foreign languages and the mobility of its citizens through specialized education and vocational training programs. Proficiency in foreign languages is seen as a crucial skill for every EU citizen to enhance their educational and job prospects. In its contribution to the Social Summit for Fair Jobs and Growth on November 17, 2017, in Gothenburg, Sweden, the Commission proposed the concept of a «European Education Area», where by 2025, it is expected that being able to speak one's native language along with two additional languages will become standard. Having analysed the European experience of using the strategy of foreign language teacher training in general and taking into account in particular the requirements for training a foreign language teacher, the authors give an example of the activities of Foreign Languages and Methodologies Department of the Faculty of Pedagogical Education in Borys Grinchenko Kyiv Metropolitan University within the framework of this issue.

Item Type:	Article
Uncontrolled Keywords:	European experience; foreign language; foreign language teacher training; pedagogical specialties; practical training; strategy; teacher training
Subjects:	Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Факультет педагогічної освіти > Кафедра іноземних мов і методик їх навчання
Depositing User:	Лада Петрик
Date Deposited:	23 Dec 2024 08:48
Last Modified:	23 Dec 2024 08:48
URI:	https://elibrary.kubg.edu.ua/id/eprint/50790

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