Use this url to cite researcher: https://hdl.handle.net/20.500.12259/154570
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  • conference paper ;
    Sustainable multilingualism 2021: 6th international conference, June 4–5, 2021 : book of abstracts / edited by Aurelija Daukšaitė-Kolpakovienė, Žieda Tamašauskaitė. Kaunas : Vytautas Magnus University, 2021, p. 83-83
    Living in increasingly multilingual communities and the subsequent learning in multilingual classrooms have become a complex reality and a significant challenge opting for peaceful, harmonious, and inclusive societies of the 21st century (c.f. Cummins, 2019; Cummins & Persad, 2014; García & Otheguy, 2019). In response to the complexity of teaching and learning in multilingual classrooms, scholars from 7 European countries have joined in an action research project (LISTiac; listiac.org) aimed at political reforms for successful introduction of linguistically sensitive teaching (LST) in European general education. The current paper presents part of a broader study into the attitudes and beliefs of student teachers, i.e., students (N=63) in pedagogical or philological first-cycle programs at Vytautas Magnus University, with regard to the application of LST in teaching practices. Following the methodological framework developed by LISTiac research team and the focus group model offered by Breen (2006), the study has revealed that student teachers demonstrate high awareness of how the lack of LST in the classroom can hinder the learning process and how its integration can be didactically achieved and ultimately facilitate the creation of an inclusive classroom. Given the novelty of LST and plurilingual approaches in Lithuanian general education and its increasing diversity, more research not only into the relevant aspects of teacher education but also into the actual practices in the multilingual classrooms is highly recommendable.
      33  6
  • research article ;
    ICERI2021 Proceedings
    The success of the Erasmus program during its 30 years of existence has been acknowledged and celebrated across the European Union. Over 9 million participants have enriched their horizons and experienced the benefits provided by participation in multilingual and multicultural project activities. The study employed quantitative (survey, n=317) and qualitative (in-depth interview, n=11) research methods to determine the benefits of participation in Erasmus (Lingua) and Erasmus+ projects upon students’ plurilingual and pluricultural competence development. Language teacher experience in 7 international projects was used as the basis for the research with the aim to identify the impact both from the process and project outcome perspectives. The research results indicate that participation in the European project activities has had manifold tangible and intangible long-term effects: from broadening teacher horizons and multicultural competences to changes in language teaching approaches, activities, strategies, attitudes and beliefs, assessment procedures, and communication skills. All these changes in didactics have had an impact on student language learning experiences. The results of JIP (Jokes, Idioms, Proverbs, 2006-2009) project, where partners from 25 countries aimed at finding equivalents of famous literary devices in their languages, have had long-term effects and are still used by teachers to directly exemplify the implementation of plurilingual and pluricultural approaches. Two projects implemented in 2012-2015 have also left their imprint in language teacher professional work: the SEAGULL project (Smart Educational Autonomy through Guided Language Learning) opened new ways of learning a language through the application of a Tandem language learning method and IntlUni project (Challenges of Multilingual and Multicultural Learning Space) raised teacher awareness of how internationalization at home can be implemented. FAB (Formative Assessment Benchmarking for Foreign Language Learning and Teaching in Higher Education, 2015-2017) introduced formative assessment tools that allow to involve students themselves in the assessment of plurilingual and pluricultural competence development. MiLLaT (Mediation in Language Learning and Teaching) and LISTiac (Linguistically Sensitive Teaching in All Classrooms) are current projects (2019-2021) triggered by the need to implement the language learning innovations suggested in The New Companion Volume of the Common European Framework of Reference (2018). The former aims at improving the HE language teacher competences to develop language learners’ linguistic and cross-linguistic mediation skills, while the latter focuses on developing linguistic sensitivity and awareness of teachers and students to achieve an enhanced linguistic and cultural inclusion in multilingual classrooms across Europe. The recent EuLe (European Learner Biographies) project provides international online communication opportunities for students by directly involving them in virtual discussions, opinion sharing, and reflecting. The research revealed that participation in international project activities can be an efficient form of teacher in-service training, and consequently, have a direct positive impact upon the student plurilingual and pluricultural competence development.
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  • Publication
    Perspectives of linguistically sensitive teaching as a component of inclusive classrooms in Lithuanian general education
    [Kalbai jautraus mokymo perspektyvos kuriant įtraukią aplinką Lietuvos bendrojo lavinimo mokykloje]
    research article ;
    Pedagogika : mokslo darbai = Pedagogy. Kaunas: Vytauto Didžiojo universitetas, 2021, T. 142, nr. 2, p. 89-104
    The study focuses on an inclusive learning environment for children whose L1 is different from the language of schooling suggesting linguistically sensitive teaching (LST) as the response to challenges of increasing multilingualism. It aims to identify prospective teachers’ attitudes, beliefs, experiences, and viewpoints on how to achieve inclusive teaching using LST. Two qualitative frameworks – Reflection and Focus-Groups – were used to gather data on four dimensions: personal, instructional, institutional, and societal, two of which are presented here. The findings showed that LST can serve as a valuable component of inclusive general education.
      14  35
  • research article
    Bildung und Europa : Anmerkungen zur Europaarbeit des Westfälischen Forums für Kultur und Bildung e.V. 1999-2019 / Hrsg. Ulrike Kurth, Innara Guseynova. Bielefeld : Medien-Verlag, 2020, p. 115-119
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  • research article
    The future of education : 10th international conference, Florence, Italy, 18-19 June 2020: proceedings. Florence: Filodiritto Publisher, 2020, p. 557-563
    Efficient communication is the basis for person’s satisfaction with mutually beneficial relationships in personal, academic and professional fields. To be efficient in today’s global cross-cultural encounters citizens need plurilingual and pluricultural communicative competences. However, students who aim at developing their plurilingual competences at higher education institutions often exhibit communication apprehension, fear of speaking, anxiety of public speaking, are afraid of communication breakdowns, miscommunication and failure in general and, thus, face difficulties in using foreign languages in real life situations. The study aimed, first, at identifying the level of intercultural communication apprehension as a possible hindrance to efficient plurilingual competence development and, second, to find out if conscious and planned attention to affective domain during the language learning classes can assist language learners in developing their higher self-confidence and defeat of fear, thus ensuring the development of plurilingual and pluricultural communication skills which, consequently, leading to more successful communication. The study used quantitative and qualitative research methods. Personal Report of Communication Apprehension (PRCA-24) [18] and Personal Report of Intercultural Communication Apprehension (PRICA) [19] were employed to identify the level of students’ general and intercultural communication apprehension. The research respondents (n=114) were students of English for Intercultural Communication (C1 level [11]) who studied the course in 2018-2020. A model of ADM activities was created and implemented in the course, which provided promising results in favour of explicit communication apprehension defeat training during the language classes. [...]
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  • Publication
    Integration of creativity-developing activities in foreign language learning: students’ attitude
    [Kūrybinių veiklų integracija mokantis užsienio kalbų: studentų požiūris]
    research article
    Dulksnienė, Liudmila
    ;
    Darnioji daugiakalbystė : periodinis mokslo žurnalas = Sustainable multilingualism : biannual scientific journal. Kaunas : Vytautas Magnus university, 2020, T. 16, p. 65-90
    The increasing significance of science and more intensive cooperation with foreign partners have created demands for plurilingual specialists, capable of providing solid research-based solutions, able to read the most advanced professional literature in a foreign language, participate in international conferences with foreign partners, negotiate and cooperate in scientific and subject-oriented activity while freely communicating in several foreign languages. However, in the case of specialized higher education institutions, such as medical or agricultural universities, foreign language learning is often oriented to the learning of occupational terminology; whereas acquisition of plurilingual communicative competence is much more than linguistic competence, it is a multifaceted competence and its acquisition can be enhanced by integrating creativity-developing activities into the program curricula. The aim of the study was to reveal the students’ attitude towards the integration of creativity development when studying foreign languages at a higher education institution. The generalized results of the study suggest that even though students considered linguistic competence (vocabulary and grammar) to be most important in language learning, yet they valued the acquisition of socio-cultural competence as important in communicating cross-culturally. The students’ attitude to the application of the elements of art in foreign language classes was positive, as these elements increased their interest and motivation in learning; integration of drawing and creation activities facilitated communication; the assignments became motivating and useful when communicating on intercultural topics. The students also positively evaluated the teacher’s work, the teacher’s assistance and positive approach to the evaluation of application of the elements of art by the students, which was the key element in the success of such classes. [...]
      37  53Scopus© Citations 1
  • research article ;
    EDULEARN 19 [electronic resource]: 11th international conference on Education and New Learning Technologies, Palma, Spain, 1-3 July, 2019: conference proceedings. Palma : International association of technology, education and development, 2019, p. 5686-5695
    The importance of the use of formative assessment which creates opportunities for students to participate in a coherent and balanced process of self-development is increasing in the academic world, but there is still lack of research on the use of formative assessment in the field of plurilingual competence development in higher education and on the relationship between metacognitive awareness and student achievement as well as the differences in the use of metacognitive awareness strategies in learning English and subsequent languages in higher education. The purpose of the study is to identify the application of metacognitive awareness strategies and its efficiency integrating the elements of formative assessment into formal, non-formal and informal plurilingual competence development. The empirical part of the study used quantitative (adapted Metacognitive Awareness Inventory (MAI)) and qualitative research (semi-structured interviews) methods to determine the efficiency of the application of metacognitive awareness strategies as the foundation for students’ formative assessment in the process of plurilingual competence development in higher education institution and was based on the outcomes of theoretical analysis of the research on the use of metacognitive awareness in plurilingual education. The research respondents were 87 plurilingual students (having competence of 3 and more languages) who were studying English, Spanish, Italian, French, German and Turkish as foreign languages as a compulsory or optional subject at a higher education institution. The online survey aimed at identifying students’ knowledge about cognition and strategies to regulate cognition, such as planning, information management, comprehension monitoring and evaluation. Ten students were then interviewed seeking to obtain more comprehensive and precise information on the analyzed issues.
      82
  • conference paper ;
    Sustainable multilingualism 2019 : 5th international scientific conference of Institute of Foreign Languages, Vytautas Magnus University & 13th international scientific conference of language Teachers’ Association of Lithuania, May 24–25, 2019 Kaunas, Lithuania: conference abstracts / editor Nemira Mačianskienė. Kaunas : Vytautas Magnus University, 2019, p. 84-84
    Today’s higher education institutions have become multilingual and multicultural as a consequence of modern-day globalization. Studying in a host country as an exchange student or a free mover may be an interesting but a challenging endeavor altogether. Researchers of internationalization of higher education envisage a plethora of difficulties that students and teachers working and studying in the multilingual and multicultural learning space encounter, which may range from linguistic, psychological, cultural, educational to even personal ones (Lauridsen & Lilemose, 2015). The study aimed to identify the challenges that visiting students face studying in a foreign environment in a host country by investigating the plurilingual profile of research respondents to determine the scope of multilingual and multicultural factors that should be taken into account by the host institution; then the students’ psychological barriers, the challenges caused by different educational culture of the host institution, issues of foreign students’ integration into the host university community were analyzed. Quantitative (questionnaire survey, descriptive and comparative analysis) and qualitative (semi-structured interviews) research methods were used.
      26  51
  • conference paper
    Naumčiuk, Toma
    ;
    Sustainable multilingualism 2019 : 5th international scientific conference of Institute of Foreign Languages, Vytautas Magnus University & 13th international scientific conference of language Teachers’ Association of Lithuania, May 24–25, 2019 Kaunas, Lithuania: conference abstracts / editor Nemira Mačianskienė. Kaunas : Vytautas Magnus University, 2019, p. 66-66
    Due to globalization and exponential changes of the 21st century, education has become lifelong learning, in particular, language education. Adults are often forced by their internal and external drives and life demands to start or continue learning languages. Although Critical Period hypothesis has been in the focus of researchers analyzing adult learning for over sixty years and debating over its reliability (AlHoorie, 2017), it still has its supporters and critics. However, lifelong learning demands and adults’ responses to them have proved that it is possible to learn a language at any age if the people are highly motivated and devote their efforts to intensive studies. The study was designed to test the effects of adult learners’ motivation on foreign language learning and a survey was conducted in several institutions of non-formal education (language courses and language clubs) in Kaunas and Panevėžys. It sought to identify the adults’ motives to resume language learning in non-formal and informal ways, find out the reasons they use foreign languages in life, determine the sources of inspiration to learn languages more effectively and identify adult learners’ self-identified factors that determine language acquisition. The learning strategies adults use for learning a new language were also investigated. The study results show that adult learners are mostly motivated intrinsically, mainly, because of the willingness to learn in general and to learn a foreign language in particular. The study revealed interesting motives the adult learners have, their sources of inspiration to study, teacher’s role and factors which, in their opinion, help them learn and acquire the language.
      22  67
  • conference paper ;
    Sustainable multilingualism 2017 : 4th international scientific conference of Institute of Foreign Languages, Vytautas Magnus University; 11th international scientific conference of language Teachers’ Association of Lithuania, May 26–27, 2017 Kaunas, Lithuania: conference abstracts / editors Nemira Mačianskienė, Servet Çelik. Kaunas : Vytautas Magnus University, 2018, p. 27-27
    The present study is part of broader research into the quality of teaching English for specific purposes (ESP) with the particular focus on methodology and students’ attitudes to active learner engagement into the learning process. At the foundation of the study lies the belief that language learning, especially, learning a language for specific or occupational purposes, is a lifelong learning endeavour. Therefore, ESP courses should foster the development of learner autonomy and aim at developing personalities who are able to take control over their learning and learn to learn throughout their lives. In light of these observations, the study aims at analysing how learners are involved into an active language learning process and encouraged to become more autonomous by playing their role in course planning, learning process organisation and realisation as well as (self)assessment activities. Participants of this study are 78 first-cycle and second-cycle students of Vytautas Magnus University (VMU) who took four ESP courses, namely Business English, English for Diplomats, English for Politics and Legal English, in 2015 and 2016 spring and autumn semesters. The study is a questionnaire survey. Among other results, the study has revealed that most problematic is the development of those competences that relate to students’ active participation in the learning process and their development of transversal skills. We hope that the findings of the study will contribute to the field of ESP methodology by providing insights into efficient ESP teaching and learning activities and methods.
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