Languages for Specific Purposes

Translation as a pedagogical tool for the teaching of the second language is flourishing again in the classrooms of secondary education as another didactic tool, adapted to the needs of the current students, becoming another teaching tool. In this article, we are going to present a proposal of tasks, based on literary translation as a source of pedagogical translation (PT) and didactic audiovisual translation (DAT). The tasks are intended for all the courses of compulsory secondary education, and are based on the current legislation. The objective is to provide both teachers and students with new blendings of tools for the L2 classes. Methodologically, the tasks consist on the translation of extracts from the play Pygmalion, and its translation into Spanish, Pigmalión, by George Bernard Shaw, which students must perform in the classroom in a traditional way or related with the new technologies. The proposal has not yet been implemented, but we trust in its possibilities, as it roots in the current legislation and recent research shows that this type of tasks is motivating

The main objective of this paper is to quantitatively and qualitatively analyze the syllabus of the modules related to the training for Spanish for Specific Purposes teachers (TSSPT) in Spanish universities Master's degrees registered in the RUCT. The paper focuses on the academic outcomes, the contents, and the bibliography from the syllabus. It provides an overview of the university training for future teachers of SSP, which contributes to the advance and innovation of the area. From the 31 master's degrees selected, 27 modules related to SSP were included. The criteria used in the analysis of the syllabus are from the Routledge Handbook of Spanish Language Teaching (2019), the Libro Blanco from the ANECA in Lengua, Literatura, Cultura y Civilización (2004), and the Vademécum para la formación de profesores (2008). The results indicate that in Spanish universities individual, methodological, and communicative learning outcomes are found. Regarding the contents, the theoretical perspective is found to predominate over the practical one, while business and administrative Spanish are often found. One of the most revealing data from the bibliographical references is that syllabuses promote reference texts published between 2004 and 2005.

Ambiguity becomes harmful when it affects core definitions of knowledge-related terms, imposing cognitive strain and semantic fatigue, especially in transdisciplinary contexts. However, meaning variation in complex engrams such as theories can still encourage critique and innovation. The proposal here is to stabilize basic definitions through a standardised, transdisciplinary English nomenclature. Creative, unregulated language in the arts should remain untouched, but disambiguated and enriched English ought to serve as the foundation of knowledge-related vocabulary, supported by terminological databases that ensure precision, consistency, and accessibility across all domains.

This conceptual paper was born out of the authors' shared interest in promoting gender-justice in the language classroom-and even beyond the classroom-of tertiary-level translator and interpreter education. By aligning the perspectives and experiences of a language teacher and language teacher educator with those of two master's degree level students of conference interpreting we will first briefly discuss gender-just language pedagogies in general. We then move on to provide an overview of gender-justice in the field of Translation Studies with special focus on respectful renditions and representations of trans* and nonbinary gender identities. After assessing the current state of gender-justice in Translation Studies, we explore a number of ways as to how the scholarly work from other queer-informed disciplines-such as Applied Linguistics and Critical Language Pedagogy-may provide fruitful insights for Translation Studies, particularly for Translation-and Interpreting-oriented Language Learning and Teaching (TILLT). Therefore, the focus of this paper lies on the pre-translation, linguistics-focused TILLT classroom. There, undergraduate students of all gender identities should feel welcome and learn how to use gender-fair language (GFL) in order to resist the socially constructed, strictly binary male-or-female gender system and to question cisheteronormativity when expressing gender identities through language.

The need for foreign language learning has been increasing due to emerging demands, primarily in the fields of business and education, as well as for reasons such as tourism, security, wars, and migrations. Consequently, individuals' motivations for learning a foreign language vary significantly. This diversity determines learners' motivation and their priorities in language acquisition. Considering the increasing population of refugees in Türkiye, especially for the integration of Syrians in business and social life in Türkiye, learning the Turkish language is of great importance. When teaching languages to refugees, issues such as the level at which the language will be taught, what will be taught, and which linguistic skills will be emphasized come to the agenda. In this context, determining the language needs of Syrian refugees is important in terms of determining the content of the courses to be organized for them and organizing the educational environment according to their needs. Long (2005) states that language needs analyses help determine curriculum design, the development of language skills required for specific needs, the preparation of learning activities, and the selection of language teaching materials and tools. Accordingly, identifying the needs of learners in teaching Turkish as a foreign language plays a crucial role in the preparation of curricula, the development of textbooks and instructional materials, and the implementation of effective teaching techniques and methods. The civil war in Syria since 2011 has led to a significant influx of refugees into Türkiye, with 3,195,185 Syrians registered under temporary protection as of July 21, 2022 (Presidency of Migration Management, 2024). The concentration of this population in specific regions, such as İstanbul, Gaziantep, Şanlıurfa, Hatay, and Adana, highlights the need for education and skills development among adult refugees to facilitate their access to employment and social opportunities (Presidency of Migration Management, 2024). Recognizing the importance of learning Turkish for labor market access, various

La liberalización del transporte ferroviario…………………………….12. 1.2.4 Análisis de los comienzos del ferrocarril mediante la literatura……12. FERROCARRIL EN DISTÍNTAS ÉPOCAS……………………………………………………………….15. 1.4 EL CRECIMIENTO DE LOS TRENES TURÍSTICOS EN ESPAÑA……………….23. 1.4.1 Los trenes turísticos clásicos: el Transcantábrico y el Al Andalus….24 1.4.2 Otros trenes turísticos…………………………………………………….25 CAPÍTULO II MARCO PRÁCTICO. ESTUDIO DE TRES TRENES TURÍSTICOS RELACIONADOS CON LA LITERATURA 2.1. EL TREN DE CERVANTES……………………….

The general aim of the present article is the portrayal of aspects of lingua franca use in specialized communication on the level of real-world processes and social perspectivations. In particular, this article will summarize the emergence of the current global lingua franca of specialized communication, English, and examine its status in contrast to other prominent European international languages that have at some point functioned as a lingua franca in this area: German and French.
Following a discussion of the central terms, a retrospective summary elaborates the establishment and use of these three languages within specialized communication with a particular focus on their function as lingua franca. The next section examines some specific tendencies of the current leading role of the English language in the given domain.
On this basis, we take a closer look at the domain of national and international research as a prototypical manifestation of specialized communication, where decisive effects of the rise of English can also be observed. The next section debates the effects of having a single international lingua franca in specialized communication. The article concludes with a summary and discussion of the main observations.

Apstrakt: U ovom radu bavimo se pitanjem zastupljenosti jezika struke u tri udžbenika srpskog kao stranog jezika, koji su namenjeni različitim nivoima, a to su početni, srednji i napredni. Analizom ovih udžbenika, pokušali smo da istražimo na koji način se stručni termini uvode u tekstovima i da li su ti tekstovi sistematizovani ili se stručni pojmovi u njima javljaju nasumično. Osim toga, fokusiraćemo se na identifikaciju tematskih polja u kojima se stručna leksika najčešće pojavljuje, kao i na nivoe na kojima se određeni termini koriste. Ova tema je od posebnog značaja jer razumevanje stručnog jezika igra ključnu ulogu u učenju i usvajanju jezika, posebno za one koji se pripremaju za profesionalnu karijeru u specifičnim oblastima. Pored toga, analiza ovih udžbenika može doprineti razvoju boljih nastavnih materijala koji su prilagođeni potrebama učenika, kao i unapređenju nastavnih metoda. Istraživanje, dakle, nastoji da pruži uvid u kvalitet i efektivnost nastave srpskog jezika kao stranog, kroz prizmu stručne leksike.

Сажетак. Овај прилог доноси пресек стања на пољу србистичке анализе дискурса у тродеценијском распону од 1993. до 2023. године. Основни циљ рада јесте састављање инвентара досадашњих научних радова, монографија, докторских и магистарских теза, те указивање на главне правце размишљања, теме и теоријско-методолошке приступе уочене радовима домаћих аутора у поменутом периоду. Након одређивања хронолошког и тематског оквира, као и основних критеријума за селекцију грађе, даје се квалитативна анализа корпуса који сачињавају 354 јединице распоређене према семантичком (тип дискурса на коме се спроводи истраживање) и формалном критеријуму (тип публикације). Преглед грађе сведочи о доминантном занимању за лингвистичке особености медијског, рекламног и политичког дискурса, којима аутори приступају како из једнојезичне, тако и из контрастивне перспективе, не испуштајући из вида сложене (међу)односе на релацији језик – појединац – друштво. Анализа показује да су истраживања вршена са различитих аспеката од морфофонолошког и деривационог, преко синтаксичког и лексичкосемантичког до когнитивнолингвистичког и прагматичког. У коначишту, истраживање тежи да на једном месту систематизује постојеће публикације и представи најчешће отваране теме и теоријско-методолошке приступе примењиване у србистичкој анализи дискурса, истовремено указујући на неопходност темељног интердисциплинарног сагледавања широког спектра ванјезичких чинилаца који мотивишу употребу одређеног језичког израза сагласно типу дискурса.
Кључне речи: дискурс; анализа дискурса; јавни дискурс; србистика.

This contribution aimed to provide an overview of recent developments in the field of Serbian discourse studies, covering a thirty-year period from 1993 to 2023. In addition to highlighting the main topics and areas of interest, the paper sought to compile an inventory of previous scholarly works and thereby lay the groundwork for further research in linguistics and closely related social sciences such as media studies, sociology, anthropology, etc. Following the establishment of a chronological and thematic framework, along with criteria for material selection, a qualitative analysis was conducted on a corpus of 354 items. The corpus was first categorized based on semantic criteria (i.e., the type of discourse analyzed), and then by formal criteria (type of publication, such as original research articles, books/manuals, doctoral dissertations, and master’s theses), in an effort to systematize and link prior findings. The material was drawn from Serbian philological journals, conference proceedings, digital libraries, and open-source databases, including those developed at Serbian university centres and the Serbian Academy of Sciences and Arts (e.g., DAIS, Phaidra, COBISS, etc.). The analysis revealed that most works focused on Serbian media, advertising, and political discourse, while other types of discourse were represented to a much lesser extent. Finally, the study underscored the importance of a thorough interdisciplinary analysis of a broader range of extralinguistic factors that influence the use of particular linguistic expressions in specific types of discourse.
Keywords: discourse; discourse analysis; public discourse; Serbian studies.

The growing demand for Spanish for Specific Purposes (SSP) courses at universities in the United States in the last two decades (Klee, 2015) has brought to light the need for more theoretically driven research in this field, which can inform pedagogical decisions and materials design. The present study conceptually replicates Serafini and Torres ( ), adopting a Task-Based Language Teaching (TBLT) approach to instructional design, and it aims to contribute to the under-researched field of SPP by a) performing a needs analysis (NA) of a university business Spanish course at two institutions, and b) creating a semester-long syllabus, which better equips non-expert instructors to teach their business Spanish courses. Results indicated that of the total 40 target tasks cited in the first phase of the NA, 21 were reported to be very commonly performed by at least 30% of the respondents in the second phase. These 21 tasks were regrouped and categorized into five more abstract, super-ordinate target task types that made up the objectives for the semester-long business Spanish syllabus informed by TBLT.

The primary challenge faced by limited English proficient (LEP) patients seeking healthcare in the U.S. is their inability to communicate effectively in the institutional language. Language barriers affect 26 million people in the country (U.S. Department of Health and Human Services, 2022), hindering their access to healthcare and causing significant communication issues that have a detrimental impact on healthcare outcomes (Karliner et al., 2012; Krogstad et al., 2023; Martinez, 2016). Thus, patients who have difficulty understanding and expressing themselves appropriately in English when interacting with health care providers experience misdiagnoses, reduced satisfaction and quality of care, and significant limitations in obtaining and accessing health insurance, making medical appointments, understanding medication instructions or following recommendations on preventive services, among many others (Sánchez-Jiménez, 2018). Consequently, language barriers or miscommunication between provider and patient can cause harm and have tragic consequences in LEP patients, including the potential for life-threatening outcomes (Flores, 2006).

In -Spanish for the Professions and Specific Purposes: Curricular Mainstay,‖ Doyle discusses how SPSP is poised to become an -adaptable signature feature of future Spanish curricula‖ (2018: 96). For SPSP to become a mainstay, Doyle argues that it requires -greater needs-grounded imagination (…) whose potential SPSP portfolios will vary according to educational missions and contexts‖ and proposes certificate programs as responsive and adaptable programs to fit diverse curricular contexts (2018: 96-97). In this paper, the authors discuss the development of a cross-disciplinary certificate program in Bilingual Professional Writing (Spanish/English) at a public university on the U.S./Mexico border to meet the needs of our unique student body and to better prepare students as globally-minded writing professionals. This model values students' home languages and echoes Collier and Thomas' ( ) assertion that a bilingual and dual language approach can be astoundingly effective at the university level.

As world economies become more connected, it is increasingly important to prepare students with language and cultural skills necessary to work on internationally diverse teams within the US or abroad. Since the use of language and culture for the workplace has not been a traditional focus in coursework, professional development for foreign language teachers must expand to include best practices, resources, and program models that develop globally competent citizens for twenty-first-century careers. This article describes the model created by the Florida Foreign Language Association (FFLA) and the Network of Business Language Educators (NOBLE) to infuse business language concepts, curriculum examples, and connections to local business leaders within an annual state conference. By sharing the design and implementation of this conference format, we hope to provide a professional development model that promotes the teaching and learning of language and culture skills with real-world bus...

En el presente estudio se propone rastrear, analizar y describir la historia de algunas de las denominaciones más representativas de tipologías de turismo usadas en España desde principios del siglo XX. Este trabajo forma parte del más amplio proyecto de investigación titulado El léxico especializado del español contemporáneo (LEEC) emprendido por
el equipo Neolcyt, formado por investigadores e investigadoras de distintas universidades españolas y financiado por el Ministerio de Ciencia e Innovación de España, con el objetivo de desarrollar materiales que servirán para la creación de un diccionario histórico del léxico técnico y científico del que carece hoy en día la lengua castellana.

Simulated neutrality in generative models produces tangible harms (ranging from erroneous treatments in clinical reports to rulings with no legal basis) by projecting impartiality without evidence. This study explains how Large Language Models (LLMs) and logic-based systems achieve neutralidad simulada through form, not meaning: passive voice, abstract nouns and suppressed agents mask responsibility while asserting authority.

A balanced corpus of 1 000 model outputs was analysed: 600 medical texts from PubMed (2019-2024) and 400 legal summaries from Westlaw (2020-2024). Standard syntactic parsing tools identified structures linked to authority simulation. Example: a 2022 oncology note states “Treatment is advised” with no cited trial; a 2021 immigration decision reads “It was determined” without precedent.

Two audit metrics are introduced, agency score (share of clauses naming an agent) and reference score (proportion of authoritative claims with verifiable sources). Outputs scoring below 0.30 on either metric are labelled high-risk; 64 % of medical and 57 % of legal texts met this condition. The framework runs in <0.1 s per 500-token output on a standard CPU, enabling real-time deployment.

Quantifying this lack of syntactic clarity offers a practical layer of oversight for safety-critical applications.

This work is also published with DOI reference in Figshare https://doi.org/10.6084/m9.figshare.29390885 and SSRN (In Process )

Johnen, Thomas/ Rink-Neave, Thomas/ Wetzel, Emilia (eds.): Theoretische und praktische Zugänge zur Wissenschafts- und Fachkommunikation und innovative Ansätze zur Fremdsprachendidaktik: Festschrift für Ines-Andrea Busch-Lauer zum 65. Geburtstag.  Zwickau: Westsächsische Hochschule Zwickau, Fakultät Angewandte Sprachen und Interkulturelle Kommunikation (ZwIKSprache; 8), 133-224. ISBN: 978-3-946409-12-0; DOI: https://doi.org/10.34806/9783946409120-f

Trudności i wyzwania Układanie testów do egzaminów certyfikacyjnych z języka białoruskiego wiąże się z kilkoma rodzajami trudności. Jedną z nich jest dotarcie do ciekawych i autentycznych materiałów o różnorodnej tematyce oraz dostosowanie tekstów do obowiązującego standardu ortograficznego. Autor zadań, selekcjonując materiał pod względem tematycznym, bierze pod uwagę kilka kryteriów: teksty nie mogą poruszać tematów politycznych, różnic kulturowo-religijnych i nie mogą obrażać poglądów czy uczuć innych. Ich tematyka musi być aktualna i ciekawa dla osób w wieku od 19 do 26 lat. Nie mniej ważne jest, by dobór treści uwzględniał kulturowy obszar zdawanego języka.

This work will demonstrate the importance of preparing undergraduate medical interpreting students to utilize the national standards of practice for medical interpreting within bilingual nursing simulations. Pre-med students in the advanced Spanish for the Professions I and II courses participate every semester in intrapartum and postnatal nursing simulations virtually and in-person. Both virtual and in-person students practiced for the simulations in class using recordings from the previous year. This provided students with advanced knowledge of the medical decisions that nursing students should make. Students utilized a self-evaluation form immediately after each medical interpreting session. The self-evaluation uses a combination of the American Council on the Teaching of Foreign Languages (ACTFL) guidelines to Spanish proficiency and the National Council on Interpreting in Health Care (NCIHC) national standards of practice for medical interpreting. Findings from the self-assessments indicated that students felt prepared but struggled to respond to moments to advocate for patients. In debriefings immediately following the simulations, students identified these moments but did not intervene due to a lack of confidence or due to a desire not to overstep. The simulations reinforced the difficulties of medical interpreting that cannot be reduced to a single national standard, nor can it be truly appreciated through in-class lectures. The simulations exemplify the speed medical interpreters must work and, in doing so, better prepares future bilingual medical professionals to advocate for themselves and their Spanishspeaking patients.

Abstract: In this study we would like to show what is Multiple Intelligence Theory, its origin, how many types of multiple intelligences have and its role in learning English language. We have used qualitative approach of research in this study. The article was designed after reading a lot of literature on this topic. We have taken a number of references from other articles in order to explore our topic. In the beginning, we explain the Multiple Intelligence with its role in learning English language and then we explore five kinds of intelligences: Linguistic, Musical, Bodily, Interpersonal and Intrapersonal. In the end, it was concluded that all the five intelligences studied in this article are very helpful and beneficial in learning English language.

FOU, FOS, French for specific purposes, accueil des réfugiés, intégration académique, prise en compte des émotions dans l'apprentissage, welcoming refugees, French for academic purposes, academic integration, taking emotions into account in learning Cette publication est consultable en ligne à l'adresse Cette publication est sous licence CC-BY-NC-ND (Creative Commons 2.0-Attribution-Pas d'Utilisation Commerciale-Pas de Modification).

Stellen Sie sich einen über 60-jährigen Mann vor, der im berufsbezogenen Deutschunterricht rund 10.000 Stunden Erfahrung gesammelt hat. Nun muss er jedoch eine Zusatzqualifikation im Umfang von 80 Stunden absolvieren, eine Deutschprüfung ablegen und bestehen sowie ein Portfolio erstellen, um weiterhin in diesem Berufsfeld tätig sein zu dürfen. Haben Sie diesen Mann vor Augen? Dann lesen Sie weiter – denn nicht alles ist so, wie es scheint!

Stellen Sie sich einen über 60-jährigen Mann vor, der im berufsbezogenen Deutschunterricht rund 10.000 Stunden Erfahrung gesammelt hat. Nun muss er jedoch eine Zusatzqualifikation im Umfang von 80 Stunden absolvieren, eine Deutschprüfung ablegen und bestehen sowie ein Portfolio erstellen, um weiterhin in diesem Berufsfeld tätig sein zu dürfen. Haben Sie diesen Mann vor Augen? Dann lesen Sie weiter – denn nicht alles ist so, wie es scheint!

Research has shown that language barriers can impede access to healthcare and impact healthcare outcomes. Traditional Spanish courses have been criticized for not effectively addressing learners' specific needs, while Language for Specific Purposes (LSP) courses on healthcare frequently lack a credible methodological foundation. The current study uses a Task Based Language Teaching (TBLT) framework to conduct a needs analysis exploring the most vital Spanish language needs of nurses while also evaluating the effectiveness of previous language teaching in satisfying those needs. Surveys and interviews among 45 nurses and advanced nursing students show that the majority of participants recognized a need for healthcare-based Spanish instruction. The analysis uncovered specific linguistic features and real-world tasks designated as essential needs for nurses.

El Español con fines específicos (EFE) es una materia en auge que ya se incorpora en los planes de estudios universitarios de grado y posgrado. Presenta una serie de características diferenciales con respecto al Español como lengua extranjera (ELE) general. En este trabajo, se resumen brevemente estas características, entre las que destaca la eficacia profesional en situaciones comunicativas especializadas. De ahí que la interacción y la participación en el aula sean muy relevantes. Con el objetivo de alcanzar la máxima implicación de los estudiantes en el proceso de aprendizaje de la lengua de especialidad se propone como novedad la aplicación de procedimientos cooperativos. En el último apartado, se muestra la adaptación de las actividades de un manual de EFE a las llamadas técnicas informales de aprendizaje cooperativo.

La mediación lingüística posee cada vez una mayor presencia en las aulas de lenguas gracias, entre otros motivos, a la publicación del Volumen Complementario del MECR en 2021. Se presentan, a tal respecto, los resultados de una propuesta didáctica que explota las potencialidades de la traducción a la vista para estudiantes universitarios en un entorno italohablante. El objetivo general de la experiencia didáctica propuesta es el de introducir a estudiantes de español con fines específicos en el ámbito de la promoción ferial a través de la traducción a la vista, ya que dicha modalidad de mediación es susceptible de aportar grandes beneficios para el aprendizaje lingüístico más allá del ámbito profesional de la interpretacíon. Se ofrece, por tanto, la citada propuesta didáctica, así como un análisis cuantitativo fruto de una experiencia didáctica basada en la práctica de la traducción a la vista.

draws on her over 10 years of experience designing and teaching Spanish as a world language for specific purposes (WLSP) in American higher education. Though Spanish in the US is the context within which she works, the book is intentionally written to be applicable to the teaching of all WLSPs and not just in the US context of higher education. The book also sets out to be useful to foreign languages instructors of all backgrounds that already have a foundation in language teaching in general and encourages them to build their own WLSP courses using their unique strengths and perspectives. Chapters 1-4 provide context for teaching WLSP, addressing issues such as the definition, scope, and benefits of WLSP, as well as preparation to teach WLSP. Chapters 5-11 address curricular development in community service learning (CSL), to which the author devotes considerable attention, the integration of WLSP into foreign languages classes, interpreting, culture, heritage language learners, and WSLSP during COVID-19. Lastly, the book concludes with a collection of teaching materials appendices ranging from specific online and print resources to a sample syllabus, lesson plans, assignments, and assessments. The author intentionally uses WLSP, a term proposed by King de Ramírez and Lafford (2018) in the context of American higher education, to differentiate the focus of her book from English for special purposes (ESP) or languages for special purposes (LSP). She argues in Chapter 1 that WLSP has different research and teaching aims due to its focus on world languages, cultures, and communities. This argument would need to be fleshed out in order to be convincing. ESP and LSP have always been a subset of second or foreign language teaching to address specific professional needs of learners across the world (Hutchinson & Waters 1987). It seems that adding "world" to LSP has a mostly aesthetic value to make clearer that LSP does not refer to the development of one's native language in specific professional ways, since the research and teaching aims of LSP or ESP have always had a focus on a language, culture, and/or community other than the learner's. The manuscript's aim to reach a variety of readers both stateside and abroad would benefit from engaging with a wider variety of disciplinary perspectives and studies in other parts of the world. From a practical standpoint, the book raises the question of who, in terms of qualifications, should teach WSLP courses, what do students need, and what resources are available to help instructors and students succeed in the WLSP classroom. Often these questions are left implicit in discussions of language teaching,

Index 1 Introduction 2 Computer literacy and Language for Specific Purposes teaching 2.1 Computer-supported content-based approaches to EFL-ESL learning 2.2 Computer literacy and English for Specific Academic Purposes at tertiary level in Spain 3 Moving beyond: the concept of information literacy 3.1 Information literacy in the information management paradigm 4 Information literacy and academic literacy in Tertiary Education 5 Designing an integrationist, genre and content-based English for Specific Academic Purposes curriculum for English for Library and Information Science students 5.1 English for Library and Information Science genres 5.2 Information-related practices in English for Library and Information Science 6 Conclusions References brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Repositori d'Objectes Digitals per a l'Ensenyament la Recerca i la Cultura

Ein Land in Südostasien, das den Ausländern so attraktiv ist. Das Epizentrum des Wachstums, das Epizentrum der Investitionen und so fort, sodass viele Ausländern sich konkurrieren, hin Geschäfte zu machen. Dabei müssen sie mit den Indonesiern zusammenarbeiten. Somit es den beiden

Heightened urgency about the question of the earth’s survival has generated increased attention to how to teach sustainability across the curriculum. The business language course, positioned at the nexus of business and the humanities, is the ideal environment for bringing to bear perspectives from multiple disciplines on questions around sustainability. This article examines the notion of “sustainability pedagogies” framed within three key aspects of sustainability education noted in the scholarship: interdisciplinarity, transformative learning, and experiential learning. In each of these areas, we provide an example of how the sustainability pedagogies can be implemented in business language courses.

This article presents a project that critically examines the value of business cases as a pedagogical tool for teaching business language. The project comprised research and video interviews conducted over a two-year period, drawing from knowledge, disciplinary skill sets, and experience of faculty and students in the fi elds of international business and foreign language and culture pedagogy. Following a brief introduction to business case methodology and the project's initiation, the authors describe the project outcome: the e-Handbook, an on-line video-based guide to teaching with business cases. The article culminates in an examination of best practices and critical perspectives within the three areas of defi nitions, benefi ts, and strategies presented in the Handbook. The uniqueness of this project stems from its interdisciplinary approach, which promotes the cross-fertilization between languages and business.

Die vorliegende Publikation wurde in der Reihe Qualifiziert unterrichten für "Lehrkräfte im Bereich der Fremdsprachenvermittlung" (S. 4) publiziert. Die Autorin hat dieses Buch im Hinblick auf ihre Weiterbildungstätigkeit und den dabei offensichtlich gewordenen Bedarf an überblicksartigen Darstellungen entwickelt (S. 4). Unter Neurodidaktik versteht Grein ausgehend von Herrmann (2010; zit. auf S. 6) die Interpretation der Lernvorgänge aus neurowissenschaftlicher Sicht, nach der das Gehirn ein "Objekt" sei, "bei dem man anhand von Stoffwechselprozessen Rückschlüsse auf das Lernen ziehen kann" (S. 6). In ihrem ersten Kapitel erwähnt sie auch Kritik an der Neurodidaktik, vor allem den Vorwurf, die Neurodidaktik halte im Wesentlichen keine neuen Erkenntnisse für Lehrende bereit, geht aber nicht näher darauf ein. Es handelt sich eher um ein Eingeständnis, das sich im Übrigen auch bei Apologeten der Neurodidaktik findet (vgl. Roth, 2010). Im Folgenden bespricht Grein zunächst neurobiologische Aspekte des Lernens (Kapitel 2), indem sie zunächst auf neurologische Reifungsprozesse und die sich dabei herausbildenden Neuronenverbände eingeht, woraufhin das Gehirn aus funktionell-neuroanatomischer Sicht besprochen wird. Einen besonderen Stellenwert bei dieser Besprechung nimmt das limbische System als emotionellen "Filter" ein. Abgeschlossen wird das Kapitel mit einem kurzen Überblick über die Funktionsweise von Neuronen und Synapsen. Kapitel 3 bietet einen kursorischen Überblick über das Lernen vor der Geburt und im Kleinkindalter. Dem folgt eine ähnliche Vorstellung der unterschiedlichen Gedächtnisformen in Kapitel 4. Im fünften Kapitel wird "[d]er ideale Neurotransmitter-Cocktail" (S. 23) besprochen. Hierbei geht Grein auf die einzelnen Neurotransmitter ein. Zentral in diesem Kapitel ist der Abschnitt über Stress, in dem vor allem das Noradrenalin von Bedeutung ist. In dem Kapitel zu Lernendenvariablen (Kapitel 6) werden die Ergebnisse der L2-Lernendenforschung wiedergegeben, wobei lediglich bei der Besprechung der Motivation spezifisch neurologische Forschungsergebnisse thematisiert werden, namentlich die Rolle des Dopaminsystems bei der Motivation.

Pocos dudan hoy en día de que el aprendizaje basado en problemas (ABP) se ha revelado como muy eficaz en la enseñanza y aprendizaje de la mayor parte de las disciplinas y esto también incluye la enseñanza de una lengua extranjera. En este artículo, que se centra en los ejercicios y actividades relacionados con este método, se valoran las ventajas del ABP aplicado a la enseñanza del alemán como lengua extranjera. Se defiende la hipótesis de que esa innumerable variedad de aspectos y escenarios que se contemplan en la comunicación, junto con el elemento lúdico que puede acompañar a las actividades propias del ABP, hacen que este enfoque resulte especialmente eficaz y atractivo, aunque también pueden presentarse algunas dificultades con el uso de esta metodología.

variables que se le pueden presentar al alumno en una situación real. Además, integran la planificación (habilidad cognitiva de alto nivel y factor importante en un simulador), el análisis de acciones, el monitoreo en el progreso, la evaluación de resultados, las estrategias para conocer mejor el problema y los procesos de aprendizaje.

Es notable la creciente importancia del uso de la simulación en educación ya que los simuladores simplifican la realidad y facilitan la manipulación y comprensión de las variables que se le pueden presentar al alumno en una situación real. Además, integran la planificación (habilidad cognitiva de alto nivel y factor importante en un simulador), el análisis de acciones, el monitoreo en el progreso, la evaluación de resultados, las estrategias para conocer mejor el problema y los procesos de aprendizaje. Este proyecto plantea un sistema interactivo virtual para estudiantes de la materia Inglés 2 de la Licenciatura en Turismo de la Facultad de Ciencias Económicas de la UNLP. El ambiente simulado: “Cómo realizar el check-in en un hotel en Inglaterra” les permitirá adquirir conocimientos y realizar prácticas significativas a partir de nuevas estrategias cognitivas que serán activadas al utilizar dicho simulador.

The use of visual material does not imply necessarily the comprehension of the message included in it. It is necessary to go deeper, identifying the meaning enclosed into an expression using a visual code. In a formative context this aspect is even more relevant because the usage of visual material is growing due to also the new technologies applied to education. Therefore, this article highlights the main characteristics of a visual material for second languages acquisition, that is the visual vocabulary. First of all, the topic will be introduced through a semiotic overview about the usage of pictures in learning, underlining the process through which the meaning is spread across visual material. Indeed, the investigation of meaning-making includes the study of sign processes-that is semiosis-like analogy, metaphor, symbolism, likeness, etc., all aspects that characterize a linguistic code and a visual code too. Then, a literature review focuses on the main studies concerning the ...

The article discusses the organization of the Russian language learning
process in the Bulgarian military education system. From a diachronic perspective, it summarizes the main stages of Russian language education in Bulgarian higher military institutions as influenced by specific geopolitical factors. The article presents the current state of Russian language education in the military sphere, outlines the main trends and
methodological principles. The specificity of the trained audience, as well as the objectives and tasks of training, determine the application of a specific methodology that combines techniques from the communicative approach, principles of adult education, comparative and interactive methods, and elements of teaching a foreign language for special purposes. Russian language training is activity-oriented and aims to acquire linguistic and intercultural competence, while also including preparation for a professionally-oriented certification exam according to the NATO Standardization Agreement STANAG 6001. Guidelines for the development of Russian language training in the military sphere are outlined based on an analysis of the needs of our armed forces in the context of current challenges.
В статията се разглежда организацията на учебния процес по руски език в българската военнообразователна система. В диахронен аспект са обобщени основните етапи на обучението по руски език в българските висши военни учебни заведения като функция на конкретни геополитически фактори. Представено е актуалното състояние на обучението по руски език във военната сфера, очертани са основни тенденции и методически принципи. Спецификата на обучаваната аудитория, целите и задачите на обучение обуславят прилагането на конкретна методика, съчетаваща техники от комуникативния подход, принципи за обучение на възрастни, съзнателно-съпоставителни и интерактивни методи, както и елементи от преподаването на чужд език за специални цели. Обучението на военнослужещите по руски език е дейностно ориентирано и насочено към придобиване на езикова и междукултурна компетентност, като същевременно включва подготовка за професионално ориентиран сертификационен изпит по стандарт на НАТО STANAG 6001. Набелязани са насоки за развитие на обучението по руски език във военната сфера въз основа на анализ на потребностите на въоръжените ни сили в контекста на актуалните предизвикателства.

The study aimed to (i) explore the effectiveness of Artificial Intelligence (AI) models like Chat GPT to facilitate English language learning among Thai students in Higher education and (ii) compare the English Language Learning effectiveness among Thai Students after implementing artificial intelligence (AI) like Chat GPT to facilitate English language learning. The participants were Thai students aged 19-20 from first-year pre-service teachers in Bangkok. A total of 120 students participated, 60 in the control and 60 in the experimental group. The selection of participants was done through stratified random sampling to ensure a diverse representation of pre-service teachers with varying levels of English proficiency. We utilized a mixed-methods approach that combined qualitative and quantitative data: Standardized English tests, Chat GPT, focus group interviews, and field notes. The research instruments were (i) Standardized English Tests, (ii) Chat GPT, (iii) Focus Group interview questions, and (iv) Field Notes Form. The research findings strongly advocated integrating AI tools like Chat GPT in educational settings to facilitate more effective language learning. The study demonstrates that students who interacted with AI improved their language skills. A paired sample t-test revealed that this difference between control and experimental groups was statistically significant (p < .001). Feedback from the focus group interviews indicated that students in the experimental group. After implementing artificial intelligence (AI) like Chat GPT, the AI-based learning experience increased engagement, personalization, real-time feedback, attitude change, and learning motivation. They reported that the real-time feedback and interactive exercises offered by Chat GPT helped them understand and apply language concepts more effectively. Lastly, the attitude changes because the students had high motivation, strong self-confidence, and a positive attitude shift.

Uno de los principios básicos del Inglés para Fines Específicos es que el aula se convierta en el punto de encuentro de las esferas académica y laboral de los estudiantes. Generalmente, el éxito de esta asignatura se mide por la utilidad de la competencia lingüística de los estudiantes. Por ello, se implementó un proyecto que integró el enfoque el "enfoque orientado a la acción" y el "enfoque basado en tareas", considerados los más adecuados para alcanzar tal objetivo. Este artículo tiene como objetivo relatar la implementación de los enfoques mencionados y describir las percepciones de los participantes sobre la experiencia pedagógica. A su vez, con dicho proyecto se persiguió el desarrollo de habilidades de mediación en dos asignaturas del

To the organization of the Natural History Cabinet of the reformed University of Coimbra, Domingos Vandelli (1735-1816) contributed with two natural history collections, one he had brought from Italy in 1764, and another he had prepared in Lisbon, between 1764 and 1772. Through
the analysis of the inventories of these two collections, it was possible to carry out, with reasonable certainty and for the first time (as far as we know), a reconstruction of the list of animals and plants present, which revealed an exceptional set in terms of quantity and diversity, which enriched the then created Faculty of Philosophy, both in terms of teaching and of research in the field of natural history