Over recent decades language teaching and learning has undergone a redefinition of the subject and a rapid change in its methodology. Language programmes can now be delivered in technology‐based environments and communication at an international level can be a daily occurrence. This paper on the one hand analyses how these developments have extended and challenged the traditional roles and responsibilities of language teachers. On the other, it examines to what extent established models of language teacher education acknowledge and address the needs of language teachers today, in particular in relation to the integration of the intercultural dimension into language teaching and learning.
Au cours des récentes décennies l'enseignement–apprentissage des langues s'est vu redéfini et a connu une rapide évolution en matière de méthodologie. On peut aujourd'hui délivrer les cursus de langue par le moyen d'environnements technologiques, et il est devenu banal de communiquer internationalement de cette façon. Dans la présente étude nous cherchons d'une part à cerner les défis que présente cette évolution pour les rôles et responsabilités traditionnels des enseignants de langue. D'autre part nous demandons dans quelle mesure les modèles en vigueur en matière de formation des enseignants reconnaissent les nouveaux besoins de ceux‐ci, notamment en ce qui concerne l'intégration de la dimension interculturelle dans leur pratique.
Im Bereich Sprachenlehren und lernen haben sich in den letzten Jahrzehnten grundlegende Veränderungen ergeben, vor allem im Hinblick auf Methodologie. Sprachkurse können jetzt per Computer zu den Adressaten gebracht werden und Kommunikation über Grenzen hinweg wird potentiell zum alltäglichen Ereignis. Hier soll untersucht werden inwieweit diese Entwicklungen die traditionelle Rolle und den Verantwortungsbereich von Sprachenlehrer/innen erweitert und verändert haben. Darüberhinaus wird überprüft inwieweit die herkömmliche Ausbildung der Sprachenlehrer/innen den heutigen Anforderungen gerecht wird, vor allem im Hinblick auf die interkulturelle Dimension des Lehren und Lernens von Fremd‐ und Zweitsprachen.
En las últimas décadas la enseñanza y el aprendizaje de las lenguas ha pasado por una redefinición de su contenido y un rápido cambio en su metodología. Los programas de estudios se pueden realizar en entornos basados en las nuevas tecnologías y la comunicación a nivel internacional puede darse a diario. Este artículo de una parte analiza de qué manera estos cambios han ampliado y desafiado los papeles y las responsabilidades que los profesores de lenguas han tenido tradicionalmente. De otra parte, examina hasta qué punto los modelos que se han venido utilizando para la formación de profesores de idiomas reconocen y suplen sus necesidades en la actualidad, en particular en lo que se refiere a la integración de la dimensión intercultural en la enseñanza y el aprendizaje de las lenguas. 相似文献
Traditionally, and from a Humboltian perspective, research was conceived as an important part of the tripartite mission of universities, with teaching and services to the community being the other two. The traditional idea of universities as cultural and social institutions is increasingly being replaced by another: the entrepreneurial, capitalist or, even, industrial university. In the new university, research also changes in line with the economic instrumentality of higher education. In this article, we shall analyse if these new ideas were institutionalised in Portuguese public universities. To do this, we analyse the way in which research is signified in communication processes by analysing the content of universities' websites. In the main webpages, the dominant implicit social meaning of research seems to be a traditional one. However, a more specific analysis reveals the presence of entrepreneurial elements. In Portuguese public universities, creating and commercialising intellectual property could be an institutional objective, but it was not used in the web communication as such. One could say that, despite the New Public Management influences on universities, the idea of research as an entrepreneurial issue was not yet completely institutionalised and, consequently, communication tools such as websites showed hybrid meanings of research. 相似文献
The purpose of this study was to determine the foot strike patterns (FSP), rearfoot position at initial contact (RPic, i.e., No INV/EVE) and foot rotation in children in relation to age. A total of 932 children aged 3 to 16 years participated in this study. A sagittal and frontal-plane video was recorded using a high-speed camcorder to analyse these variables. There is a significant increase (p < 0.001) of rearfoot strike patterns (RFS) prevalence in relation to age; e.g. preschool children (3–6 years old) displayed an RFS prevalence 46.65% and the adolescent population(15–16 years old) an RFS prevalence 92.20%. The total RFS prevalence in all samples was 69.25%. There was a significant reduction (p < 0.001) of prevalence of RPic in relation to age groups; preschool children displayed a prevalence of RPic 60.37% and the adolescent population 10%. There was a significant reduction (p < 0.001) of prevalence of no foot rotation in relation to age groups; preschool children displayed a prevalence of no foot rotation 48.95% and the adolescent population 13.55%. In conclusion, FSP in children are influenced by age. It is noteworthy that the RFS prevalence of children is lower in comparison to the adult population. 相似文献
The effects of exercise on the core musculature have not been investigated in prepubescents. The main purpose of the present study was to determine the volume and degree of asymmetry of rectus abdominis, obliques and transversus abdominis, quadratus lumborum, iliopsoas, gluteus and paravertebralis muscles in prepubescent tennis players and in untrained boys. The muscle volume was determined using magnetic resonance imaging (MRI) in 7 male prepubescent tennis players and 10 untrained controls (mean age 11.0 ± 0.8 years, Tanner 1–2). After accounting for height and body weight as covariates, the tennis players had 14–34% greater volume than the controls in all the muscles analysed (P < 0.05) except in paravertebralis, dominant quadratus lumborum and non-dominant gluteus, which had similar volumes in both groups (P = NS). Compared to controls, the tennis players displayed a greater degree of asymmetry in quadratus lumborum and rectus abdominis (3% vs. 15%, P < 0.01 and 8% vs. 17%, P = 0.06, respectively). The level of asymmetry of obliques and transversus abdominis, iliopsoas, gluteus and paravertebralis muscles was similar in both groups (P = NS). In conclusion, tennis playing at prepubertal ages induces a selective hypertrophy of the core musculature and exaggerates the degree of asymmetry of quadratus lumborum and rectus abdominis compared to untrained boys. 相似文献
AbstractChanging criterion designs (CCD) are single-case experimental designs that entail a step-by-step approximation of the final level desired for a target behavior. Following a recent review on the desirable methodological features of CCDs, the current text focuses on an analytical challenge: the definition of an objective rule for assessing the correspondence between criterion levels and behavior. We review extensively applied research and methodological recommendations for establishing experimental control, such as the range-bound CCD, and integrate them into a proposal for a formal expression of an objective rule. We illustrate how this proposal can lead to establishing the acceptable level of behavior prior to gathering the intervention phase data and how it leaves space for professional judgment. A discussion of software implementing the suggested proposal is included. 相似文献
This article examines the school choices of families who have recently experienced downward mobility during the economic crisis in Spain. Based on semi-structured interviews we analyse the educational strategies of the families in a Bourdieusian framework, focusing on how they cope with the loss of their perceived social status. Prior to the crisis, these families of working-class origin improved their social position as a result of their success in economic capital accumulation with a humble increase in social and cultural capital. Our research suggests that the concerns of families confronted with downward social mobility are manifested in tensions related to their school choice in terms of their strategies of resistance and negotiation with regards to the ownership, social composition and corresponding perceived quality of the school. School can symbolically represent the last resort, an indispensable investment in one’s own future and that of the next generation. 相似文献
