Learning languages? Why bother, when there’s google translate? Reflections on the future from the inspector’s point of view

Authors

  • María Nieves Lorenzo Galés

DOI:

https://doi.org/10.23824/ase.v0i22.73

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Abstract

Foreign language learning in academic environments is now tied to methodological approaches that are  interdisciplinary (CLIL, PBL), integrated (ILT-Integrated Learning Technologies), connectivist (ICT and CLT) and pre-profesionalized (Blended, Apprenticeship), in an attempt to contextualize  language teaching and to facilitate the development of linguistic and communicative skills, beyond the world of Google Translate. New methodological tools are emerging in the classroom: Flipped Classrooms, Inquisitive Minds, Design Thinking, Problem Solving... What does the inspectorate of education need to know to ensure quality intervention in the classroom, the school and the territory? This communication reflects on context, and we propose specific lines of action  to enhance the role of the Inspectorate in this area.

How to Cite

Lorenzo Galés, M. N. (2014). Learning languages? Why bother, when there’s google translate? Reflections on the future from the inspector’s point of view. Avances En Supervisión Educativa, (22). https://doi.org/10.23824/ase.v0i22.73

Issue

No. 22: December (2014). The educational services. Review, analysis and proposals. Communications presented to the XIII ADIDE-Federación state Congress

Section

XIII State Congress ADIDE-Federation

Published

2014-12-01

Keywords:

language instruction, plurilingualism, multilingualism, cognition, foreign languages, bilingual education, educational policy, second language instruction

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