Сущность лингводидактических компетенций и их место в структуре профессиональной компетентности преподавателя иностранного языка
This article is devoted to the analysis of the structure of a foreign language teacher’s professional competence. The components of this structure as well as interdependence between the components of this competence are revealed. The specific nature and status of a foreign language teacher’s competence are defined.
The paper presents results of the OECD research project on recognition of non-formal and informal education (NIE) policy in OECD countries, implemented by the OECD Committee on Education Policy in 2006-2008 for 22 OECD member states and partner countries. Author analyses national policy practices on recognition of NIE adopted by project participating countries, compares achievements and challenges emerged in different economic, social and political contexts to implement this policy area at the national level. It elucidates the role and interests of different national stakeholders in this process, in particular the role of institutions of formal education. In conclusion the author suggests the typology of prevailing NIE models of recognition across different OECD member states and partner countries.
The article is devoted to a new type of educational programs that are formed at the intersection of higher and secondary education. Education as an institute is seen as an instrument of social stratification of society. The authors analyze the major developments of education as an institute, for instance differentiation between of academic and vocational educational programs and the creation of programs of production a “Homo habilis” — a skilled performer. Changes in the vocational education system are considered in the light of the introduction of the new educational standards FSES 2011 (Federal State Educational Standards).
To include English into the curriculum of law schools throughout the world is essential since it has become an international language of communication practically in all the spheres of our life and legal sphere is not an exception. Basically, legal English is used by legal professionals (solicitors, barristers, prosecutors, judges) in their work. It stands to reason that international law students need to be trained by specialists in legal English. When it is taught at university level challenges of various character arise: the interference of the first language; the differences between common law jurisdictions and that of the learners’ jurisdiction; cultural differences between the culture of foreign students and the legal culture studied/taught; the lack of qualified English language teaching practitioners; the lack of appropriate textbooks and reference materials for language learners. This article focuses on the challenges experienced by teachers and students when designing and doing a course of legal English. Special attention is paid to teaching legal writing when assisting students to prepare for the Cambridge examination in legal English (ILEC). The article considers the advantages of obtaining ILEC, its requirements in the part of legal writing and some ways to overcome the difficulties in compiling a preparation course for law students. Competence-based approach is recommended to implement.
During the implementation of the higher education reform, aimed at applying the competence-based approach to teaching, the content and form of teaching is changing. University graduates should possess a number of skills including a good command of a foreign language. When teaching a foreign language, an important role is given to spoken and professional discourse. The task of the teacher is to select effective educational practices aimed at increasing students’ motivation to cognitive process, acquiring new knowledge, developing new skills, as well as to choose methods, activities and
This article focuses on the challenges experienced by teachers and students when designing and doing a course of legal English. Special attention is paid to teaching legal writing when preparing for the Cambridge examination in legal English (ILEC). The article considers the advantages of obtaining ILEC, its requirements in the part of legal writing and some ways to overcome difficulties in compiling a preparation course for law students. Competence-based approach is recommended to implement.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.