New Foreign Language Education for Sustainable Development in the

Culturally Specific Context

D. Ivanova

and A. Polenova

Southern Federal University, Rostov-on-Don, Russia

Keywords: Educational Paradigm, Sustainable Development Sustainable Future, Technological Innova-tions, New

Approaches and Practices CLIL Methodology, Innovation in the Classroom, Culturally-Specific

Methodology.

Abstract: This paper aims to describe into the latest sustainable development issues in the field of for-eign language

teaching that have been adopted at Southern Federal University. In order to provide insights into language

teaching practices regarded as essential to contribute to a sus-tainable future we raise the issue of culturally

specific educational environment. It also at-tempts to discuss the new trends and challenges that result from

the need to adapt to the new social, economic and educational contexts in such areas as methods and

approaches, with an emphasis on Blended Teaching, Content and Language Integrated Learning (CLIL),

English for Specific Purposes (ESP); teacher training; innovation in the classroom, assessment practic-

es.These issues correspond to the key areas in the new language teaching. Methods and ap-proaches described

in the paper enable language experts to keep up with the far-reaching changes directly affecting the learners’

lives and the quality of new of future generations. In addition, the indicators of the new educational paradigm

are revealed, with a focus on the op-portunities for achieving sustainability in the light of this paradigm.

Finally, we want to high-light that conceptualizing new realities of assessment is also seen as one of the major

objec-tives of .

1 INTRODUCTION

Education is permanently transforming with regard to

shifts in economy, demography, techno-logical

breakthroughs and political issues. The triggers

rearrange the ways in which our deci-sion and test

makers should conceptualize and establish the

practice of the new curriculum and system of

assessment. These penetrating shifts are indicative of

the new era in education: i.e. the new paradigm for

sustainable development in foreign language

teaching. No one is in doubt that the process of

inventing the ways in which education is changing is

worth study-ing as it contributes to conceptualizing

the comprehensive picture of future development in

education and assessment . This paper attempts to

reveal the basic challenges taking into ac-count the

indicators of the new educational paradigm, with a

focus on the opportunities this paradigm implies. We

https://orcid.org/0000-0003-3824-7300

https://orcid.org/0000-0001-9473-2066

also see conceptualizing new realities of assessment

procedures as an objective of the paper.

There has been an ever-growing awareness for the

last decades that both language teaching and language

learning in Russia are facing radical and dramatic

changes and developing expo-nentially. As a matter

of the fact, this new paradigm might be characterized

as culturally-specific. The English language teaching

and learning experiences both tested and approved in

the English course at Southern Federal University,

rely mostly on the cutting-edge research and

innovative practices evident in the work experience

of many other professors from Rus-sian and overseas

universities. In our paper we also focus on the best of

traditional culturally-specific approaches and the

most recent developments in language education of

our country.

Ivanova, D. and Polenova, A.

New Foreign Language Education for Sustainable Development in the Culturally Speciﬁc Context.

DOI: 10.5220/0010669900003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 437-443

ISBN: 978-989-758-597-5

437

2 MATERIALS AND METHODS

One of the the most remarkable challenges for

classical university education is the Internet and

various communication technologies. It has been a

common feature in language teaching for many years

and we are already used to enlivening our classes with

different materials from the Internet and with

different mobile applications. This teaching trend

falls under the catego-ry of the so-called blended

learning. In fact, the everyday use of these cutting-age

technolo-gies has become especially relevant during

the pandemic of Covid 19. As a consequence, they

have evolved so rapidly and so far that our country

has managed to wipe up its traditional public

education system to some extent during one night.

This notable trend encourages us to develop a rich

diet of various techniques for class work and self-

study online. It goes without saying that this

transformation is almost tangible in a great deal of

national educational sys-tems, but this paper does not

aim to look at this issue from the global perspective .

Instead, we intend to consider some national specific

features of learning and teaching cultures through the

prism of the new paradigm. Taking into account the

undeniable fact that these innovations have become

an integral part of our life we regard them as an

essential component of educational system as well.

However, from our teaching experience we can draw

a conclu-sion that not all these advances necessarily

have staying power. The aura of novelty of a num-ber

of innovations might wear out, and there have always

been issues concerning privacy and copyright.

Yet it is rather difficult at this time to make a

straightforward prediction which of them will stay for

a long time in the future.What we really want to

highlight is that an effective English teacher must be

flexible and be able to adopt innovations in all spheres

of life and adapt to constantly transforming

environment. And what is more is that it is not a free

choice as we perennially deal with changes and

challenges in our profession. If we accept this fact and

take it for granted, we have to be aware of new areas

of research and innovation, apart from the growth in

computer technologies in English teaching and

learning experience.

The view that education in the Russian

Federation, in general and higher education, in partic-

ular is in a permanent state of flux is shared by almost

every academic and layman, with standards and

requirements generated on a regular basis, new

approaches and practices erupt-ing on practically

daily basis. As higher school language teachers we

are challenged by new regulations corresponding to

the new paradigm and which question our long-held

beliefs. Although a number of approaches, theories,

methods and techniques in our teaching experi-ence

persist through time, the main thing to emphasize is

that our profession implies some kind of creativity as

well as flexibility. We have had to work as syllabuses

and materials designers, organizers, assessors,

observers and performers. However this situation is

as it must be, be-cause when it comes to our

profession, the richer diet of learning activities we can

offer to the students, the better.

As we have pointed out above, English teaching

methodology is culturally-specific.

The ideas that Russian language teachers

encounter in our learning culture might appear to be

too simplified and irrelevant to life, making us

wonder whether we are properly teaching our learners

for real life in the 21st century. Our job, in the first

place, should involve structuring our course in a way

that makes it relevant to students' life. A. Pulverness

writing about cultur-ally-specific characteristic of

some national learning cultures sees the main issue as

"the teach-er's failure to build bridge between what

they want and have to teach and their students' worlds

of thought and experience" (Pulverness, 1995).

In the shadow of these conclusions, it can be

noted that a good teacher must stimulate their

students to respond to texts and situa-tions with their

own thoughts and experiences rather than just

answering questions and doing abstract learning

activities. Describing this trend corresponding to the

new learning culture introduced within the new

educational paradigm Susan Halliwell notes that "We

are obviously not talking about classroom where

students spend all their time sitting in rows or talking

only to the teacher" (Halliwell, 1992). It is common

knowledge that students respond well to being asked

to use their imagination. From our own teaching

experience we dare claim that there is almost nothing

more exciting than a class of involved young people

pursuing a learning goal with a great enthusiasm. As

teachers within the new paradigm we all should

recognize the need to minimize the negative impact

of past learning experience.

3 RESULTS AND DISCUSSION

3.1 Old School Teaching Paradigm VS

New School Teaching Paradigm,

with a Focus on Sustainable

Development

One more feature which we see as a common one to

the old learning environment in Russia is that the old

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438

school teachers have always seen accuracy as a more

important aspect in their teaching practice. Students,

who studied English in the Soviet time, were obliged

to do it, some of them saw learning English as an

unpleasant but sadly necessary occupation. A great

deal of students who come to universities from

secondary schools are still used to being corrected.

They might get even frustrated when they find

themselves in the new learning environment. The

scenario is similar to one described by Lavezzo and

Dunford in 2013. "When they find that there is

practically no correcting at all," they wrote, "and this

comes to them as a big disappointment (Lavezzo and

Dunford 2013). But we should not feel guilty of

neglect., however, as according to the new paradigm

we see this practice as a principle at stake. And we

fully agree with the above mentioned Lavezzo and

Dunford who noted that "the immediate and constant

correction of all errors is not necessarily an effective

way of helping students improve their English".

Our shared view at Southern Federal University is

that when our students are involved in accuracy work

it is part of our function to point out and correct the

mistakes. But during communication practices it is

generally felt that teachers must not interrupt their

students in mid-flow to pay attention to the mistakes

and correct them, since doing this can be considered

as something that interrupts the fluency in

communication and drags an activity back to the

study of language forms and precise meanings.

Indeed, in accordance with the new educational

language paradigm, we view such speaking activities,

especially those at the extreme communicative end of

our continuum, as " acting as switches to help learners

transfer "learnt" language to the "acquired"store

(Ellis. 2012) or as triggers, "forcing students to think

carefully about how best to express the meaning they

wish to convey (Swain, 2020). In our opinion, the

value of such speaking practices lies mostly in the

different kinds of attempts students have to make to

get their meaning across, processing language for

communication, which is generally felt as the most

effective way of processing language for

acquisition.So there is sufficient evidence that the old

paradigm view on language learning has been

modified so far, with a focus on fluency as a basic

trend for sustainable development.

As we have mentioned above, the old teaching

language showed a strong preference to accuracy at

the expense of fluency. Since then a rich diet of

effective teaching techniques in accordance with the

new paradigm has been introduced and effectively

applied for teaching both accuracy and fluency.

Armed with these techniques we can be sure that

students not only understand the meaning of a

language form and how it works in texts and

exchanges, but are also clear about its structure and

feel confident when using the structures in speaking

and writing.

Of course, it is extremely difficult to list all the

techniques used and approved in the language course.

But the main thing to note is that they are united by

one principle, i.e. making the introduced structure or

vocabulary relevant to the students' experience. The

trick is to put a new chunk into the students' life as the

recent research reveals that memory works better if a

new item is hooked into what we are already aware

of. The more hooks, the more likely students will

remember the item. The more emotions and

memories they evoke, the more effective and more

efficient the learning process is.

The reality is that with this big assortment of

approaches, methods and techniques available and

applied, a great deal of those who teach foreign

languages are not quite certain of which to opt for and

how to deal with this option. In this part of our paper

we intend to look into the cultural implications of the

methods chosen and attempt to draw some basic

conclusions about the rationale we bear in mind when

deciding on our teaching techniques.

We would agree with A. Pennycook who says,

"we need to see English language teaching as located

in the domain of popular culture as much as in the

domain of applied linguistics"(Pennycook, 2018).

What is more important is that our attitude what

to teach and how to teach mostly depends on our

cultural beliefs and biases.The main fact is that many

approaches and teaching methods we use these days

within the new paradigm come from the West and

hinge upon a very western idea of what constitutes

"the right learning". For example, the basic principle

of the Western teaching paradigm that students take

responsibility for their learning is unlikely to work

well in our secondary schools and even in higher

ones. Most of our students, who used to study in

traditional schools, see us as a source of authority and

knowledge rather than a helper. This is the

educational culture they got used to, and it could take

a long time to get used to another. And what is also

worth saying is that the situation with with clash of

the two paradigms is no way easier for the students as

they are subjected to methods for which they are just

unprepared. Yet this tenet of Western teaching culture

with a focus on an independent learner is likely to fly

in the face of our educational tradition, which can be

seen as the matter of the past but still persists through

time. Although the new paradigm implies a more

autonomous learner, we are still struggling with

New Foreign Language Education for Sustainable Development in the Culturally Speciﬁc Context

439

introducing this new type of educational culture.

Things are changing, however. But in the Russian

case it means introducing gradual rather than

immediate change.

Metaphorically speaking, learning and teaching is

like" making the kind of bargain" as D.Torp sees it

(Torp,1991). No one is in doubt that even when

teachers and students come from the same place, they

still might have different cultures and beliefs

concerning what to teach (learn) and how to teach

(learn). Struggling for some kind of accommodation

between these cultures is a basic part of what teachers

have to do on a regular basis to a greater or lesser

degree. It is obviously one of the realities which

makes teaching constantly challenging.

Bearing these differences in mind, it is extremely

difficult to come to straightforward conclusions what

methods work better and why. What really matters is

that teaching practices must be constantly scrutinized

to make sure that they work properly and why or why

not. The safest conclusion to draw is that pragmatic

eclecticism is the best option for teachers as decisions

what to teach and how are mostly based on what

appears to work better. But pragmatic eclecticism

does not necessarily imply that anything goes.

Students now expect to have a right to be asked to do

things for a reason. It means that if you have some

aim in mind, make an attempt to articulate it clearly.

3.2 New Trends in Assessment

Practices.

The idea of combining assessment and learning

practices can be seen as a necessary paradigm for the

present educational environment. Assessment

enables teachers to take the curriculum critically and

reveals what students do not know from what they are

supposed to be aware of (Weir, 2010; Pellegrino.

2012). The acquisition of some particular knowledge

ands skills, the analysis of various materials based on

which a student can master the knowledge and skills

might be seen as the main objectives of assessment.

Students who demonstrate the ability to adapt to

different formats of assessment and think critically

undoubtedly are indicative of the new educational

paradigm. If students are not used to being flexible

and not likely to take critical choices, it implies a lot

of endeavors from teachers to make them get engaged

in a way that interests them and motivates to

remember what they are taught. Again N. Burbridge

(Burbridge, Gray, Levy and Rinvolucri, 2006) adds:

“If students' initial understanding is not engaged, they

may fail to grasp new concepts and information

presented in the classroom, or they may learn the

material for purposes of test taking but revert to their

preconceptions outside the classroom". This insight

into the learning process requires those who teach

should probe first what students already know doing

classroom activities that draw out students' thinking.

They will be able to apply it as the basis for students

to further practise the language acquired. They are

also strongly recommended to use formative

assessments as often as possible to make students’

language acquisition tangible to themselves, their

groupmates, and their teachers. We regard these

assessments as a necessary prerequisite for effective

combination of learning and assessment compared to

tests measuring students' knowledge of facts or

acquisition of isolated skills.

In order to judge the effectiveness and efficiency

of any form of assessment it is sensible to lay down

criteria to measure students' performance indicators.

Whatever purpose assessment has, a major factor in

its effectiveness as a good measuring instrument lies

in the following criteria. Assessment these days is

expected to meet the following requirements:

 checking the students' existing knowledge and

skills, as well as their enthusiasm for new

knowledge;

 probing the understanding of new grammar

structures, vocabulary and other chunks and

procedures;

 confirming if they have acquired the new

language facts and skills;

 understanding of how well the students can use

their knowledge and skills with automaticity;

 probing their ability to transfer the newly

acquired language to other contexts.

From our teaching experience we know that for

most of us who teach foreign languages the most

problematic area of assessment is concerned about

replication of real-life intervention. As we have noted

in our first part, the basic principle of the new

educational environment for sustainable development

is make education as relevant to students' life as

possible. In our everyday teaching practice we apply

cloze passages taken from real-life conversations as

reliable indicators of oral ability . From our

perspective cloze procedures offer us the perfect

however indirect integrating assessment format. It is

certainly true that this type of language knowledge

assessment is one of the most cost-effective ways to

find out overall knowledge of the assessed. In its

purest form, cloze is deletion of every nth word in a

text (from 5 to 10). It tends to avoid assessment

designer failings as the procedure is supposed to be

random. On the face of it, cloze assessment turns out

to be a ideal instrument, since anything (grammar,

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440

collocation, reading comprehension) including oral

ability can be tested. Modified cloze is useful for all

kinds of purposes. For example, they can be used as

placement tests to make judgements about students'

suitability for different levels. They can also be

applied in checking either students' achievement and

progress and proficiency.

Our teaching practices have made us come to the

conclusion that students can also be brilliant at self-

assessment and peer-assessment. Having drawn to the

conclusion, we made a decision to make students get

involved in a peer assessment activity designed by

our teaching staff. As a result, top students

themselves performed as assessors and controllers. At

the very beginning this idea sounded as a

revolutionary one. It turned out to be a teaching and

learning breakthrough for both students and teachers.

As according to our national educational context there

is always a clear distribution of roles : controlling and

assessing teachers and learning students. Although

this endeavor seemed to be risky then, everything

went well. However, we did not manage to avoid a

number of difficulties in developing language

materials designed to provide valid assessment of

students by students who performed as assessors

during this pedagogical experiment. Basically, only

the students who wanted and had confirmed their

ability to assess their peers performed as assessors. To

get engaged in this role they had passed a few

preliminary trials and confirmed their advanced level

of the language acquired. We assessed vocabulary

unit, speaking skills and grammar structures. During

the assessment procedure the teachers acted as

monitors . What is also worth noting is that students-

assessors were also provided clear indicators to

measure the other students' progress in order to make

their own judgments. At the end of the event students

acting in different roles were asked for feedback.

We refer this kind of assessment to dynamic

one.Teachers can engage in dynamic assessment

which is representative to any changes in students'

learning. Besides, it is assumed that assessment

should be indicative of the actual learning

experiences as well as be able to use multiple methods

formats to evaluate learning. And we have said above,

one of the mainstays of the effective assessment is

that it is to be embedded in the curriculum in addition

to teaching, and learning experiences. The latter are

dialectical and are seen as crucial components of the

educational process. Each component is a separate

thing and part of the whole at the same time. The basic

idea of this symbiotic process is that these

components are given particular attention at different

times for various objectives. To suit the new

assessment paradigm, we should follow the principle

that once identified proper indicators of acquired

knowledge and skills are identified, the practices of

assessment, teaching and learning are supposed to be

integrated and function tied together.

Following the new educational paradigm in the

area of assessment we promote practices whereby

assessment is embedded in the teaching and learning

processes, and are controlled and guided by those

who learn and those who teach. Although we

conceptualize the new assessment paradigm as one

that is aimed at getting insight into the process of

teaching and learning in order to improve them, those

of teachers who are in charge of applying assessment

data for accountability, may still get reliable records

of the assessment which can be used as measurement

data for this purpose.

3.3 CLIL Methodology

One of the approaches discussed in this paper implies

an extension of the use of the foreign language in

order to develop the communicative competence, so

content and language teach-ing approaches should be

implemented in non-linguistic subjects. Content and

Language

Integrated Learning (CLIL) is the methodology

that teachers should be implementing and should be

trained in. While a big number of those who study

English in our country concen-trate on "general

English" as all-purpose language with no focus on

one professional area, the specific feature of

universities is that foreign language teaching must be

in the area of English for Specific Purposes (ESP) to

promote sustainability in the further professional

development. And it is not surprising that the

increasing amount of students perceive an urgent

need for this particular kind of language and see it as

one of the major means of improving their profes-

sional career prospects. As a matter of fact, they are

eager to be confident about their specific vocabulary,

as armed with this confidence and speech skills they

are more likely to operate sustainably and effectively

in their profession. ESP requires a certain type of

discourse and specific expressions which are to be

taught at university level and which would be out of

place in normal communication. There are also some

language events such as presenting to colleague, the

language of professional contacts, dealing with

dissatisfied clients, which are highly unlikely to to be

taught in a general foreign language course. As a

result we as universi-ty teachers find ourselves

training classes in different professional environment

they may en-counter in their future career. For

New Foreign Language Education for Sustainable Development in the Culturally Speciﬁc Context

441

instance, we arrange such procedures as the art of

negotiat-ing, the correct use of phones and emails,

making contracts or reports. We actively engage

CLIL methodology that encourages studying both

language and special subject (Mehisto, Marsh and

Frigols. 2008; Coyle, Hood and March, 2010). CLIL

method develops an extend-ed range of language

skills and knowledge within the students’

professional area and activities along with extra

linguistic skills such as decision-making, team work,

and critical thinking- those highly required by the

potential employers. CLIL classes give us an

excellent opportuni-ty to avoid monotonous routine

of English language classes focused on reading and

transla-tion. Moreover, studying special subjects

using English as a medium of instruction creates a

new sort of educational environment that enhances

students’ creative skills, their ability to adapt to

cooperation and professional communication.

Consequently, CLIL method facilitates students’

autonomy in professional and communication

context. Learning through profession-al subjects

entails learning not only the knowledge of the

discipline but also the skills associat-ed with the

production of knowledge within the discipline.

Through subject curriculum and instruction students

should learn why the discipline is important, how

experts create new knowledge, and how they

communicate about it. Each of these steps maps

closely to the de-velopment of 21st century skills and

knowledge. Developing other 21st century skills,

such as leadership, adaptability, and initiative, can

also take place through the disciplines when teach-ers

explicitly define those objectives and facilitate ways

for students to develop them. For ex-ample, teachers

can design activities in which students practice

rotating leadership responsibil-ities in groups, tutor

younger children, or work with their local

communities.

4 CONCLUSIONS

So far we can boast that our university teachers have

created a rich mixture of activities pro-moting

sustainable long life learning. In the English course

we teach we stimulate students to reflect how

efficiently and effectively they learn, provide them

with different techniques for dealing with various

activities and challenges. We highlight the fact that

learning techniques in university are rather different

from those they applied in their secondary schools.

Thus, they must come to the conclusion that they are

obliged to improve their school techniques as well as

work out brand new ones which are best for their new

learning environment.

Self-reflection allows students to understand

better their strengths and weaknesses with a view to

arranging a blueprint for a future sustainable

development. For instance, we may ask students to

fill in a questionnaire in which they profile their ideas

about various aspects of lan-guage. Furthermore, we

might probe the students’ self-analysis, considering

the issues such as why listening is challenging and

what techniques can be used to improve listening

skills. What really matters is that all these things must

not go unnoticed for our students. Then it is time for

university teachers to discuss with the students their

learning experiences. Once the students have made

some progress they might be asked to get insights into

their own progress by answering questions about how

productively they reckon they have learned the

material. It is vitally important for the university

teachers to give students help and recommendations

about how to arrange independently a sustainable

learning process when they have stopped attending

the core course of English in university.

The best conclusion to make from what we have

written so far is that all the university teach-ers who

give a course of a foreign language in higher schools

are supposed to be armed with a rich diet of various

methods and techniques, as it is not easy to reveal

which one is best and most appropriate for our present

teaching environment. So our instructions should be

as clear and encouraging as possible. As S. Krashen

points out only "comprehensible input aids lan-guage

acquisition" and provides a more sustainable learning

(Krashen, 2005). Another crucial issue is the one

which refers to the well-established universal

techniques which might be ap-plied for teaching any

course. Online teaching we face today in the time of

the pandemic im-plies more active students’

involvement in educational process at all stages. So

our conclusion is that this reality is tantamount to the

so-called pragmatic eclecticism where decisions

about the content and the form are based on what

seems to work. There are good reasons why we

should take into account what goes well in our

classrooms and outside them. However, we do not

want to say that this pragmatic eclecticism does not

mean that ”anything goes”. It is hard-ly surprising

that students today are, to some extent, better than

teachers armed with skills dealing modern

technologies. So they have the right to be asked to do

activities for a good reason, and those who are

responsible for teaching are expected to have some

goals in minds which they must articulate clearly to

provide the desirable sustainable learning.

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