Open Access

Der vorliegende Beitrag präsentiert Ergebnisse einer schriftlichen Lernendenbefragung (n=226) zu deklarativem und prozeduralem Wissen zu KI und ihrer Verwendung sowie zu KI-bezogenen Meinungen und Nutzungsweisen, die im Rahmen des ViFoNet-Projekts erhoben wurden. This empirical study investigates AI knowledge, beliefs, and reported practices among secondary school learners of English, French, and Spanish in Germany (n=226). A survey revealed significant gaps between students' self-perceived and actual understanding of AI as well as their use and critical reflection on it. The findings suggest that integrating AI into foreign language learning, initially through targeted teacher training, is instrumental to develop both functional and evaluative skills among students, thereby sustainably fostering critical digital literacy.

The aim of our paper is to describe and examine the approach to oracy in core curricula in two European countries: Poland and Portugal. In the paper, we examine kindergarten and early education L1 curricula, identifying their strengths and weaknesses, similarities and differences, and discuss theoretical positions that support the guiding documents of the educational activities in the two countries. Though Polish and Portuguese early education recommendations and obligations include teaching oracy, the importance they put on its development is quite dissimilar. Polish legislation focuses on teaching literacy. The term "oracy" is not used, and oracy itself is treated as a sub-category with specific requirements concerning most elementary forms of expression, e. g. naming or answering questions. Portuguese legislation lists orality among four main educational components, together with reading and writing, literary education, and grammar. The term "orality" corresponds to oracy, and is treated as a tool for both expression and comprehension, and a prerequisite for advanced cognitive skills. We think that the development of oracy in early education should be considered a priority, together with the development of literacy, taking into account its importance for the children's future academic achievement and active citizenship.

The scope of the present study is the discourse about grammar, as a curriculum component, in the syllabi and learning outcomes for Basic and Secondary Education in force in Portugal from 1991 to 2019. The corpus includes thirteen curricular documents that conveyed the prescribed curriculum for Portuguese L1. A comparative study guides the analysis of the curricular discourse, focusing on three issues: (i) the concept of Grammar, (ii) the place of Grammar among other curriculum components, namely Speaking, Listening, Writing, and Reading, and (iii) the degree of explicitness in grammar instruction. Three dichotomies (dependence / autonomy, prescriptivism / descriptivism, and language skills / reflective thinking), addressed in research, cross over the discourse about Grammar in the official documents. The results show different frames for Grammar conceptualizations, place and type of instruction, in a pathway from a dependent to an autonomous curricular component, and from instrumental goals to a balance between language skills enhancement and reflective activity.

Grammar instruction is an unresolved issue in the Hispanic area, having long been approached from within the disjunction between rhetoric (teaching how to use language, especially writing) and grammar (teaching the grammar content). Over time grammar instruction has generated an intense debate around two positions: direct instruction on grammar content, versus instruction devoted to prompting reflection on grammar and language use. There has been an insistent and recurring tendency towards the former, a situation that still prevails. More recently, however, certain research trends in Spain, albeit a minority, have crystallized in a research trajectory on metalinguistic activity, opening up new possibilities for rethinking instruction based on grammar reflection to support writing. Within such a trajectory, innovative ways to promote grammar reflection within language use are explored, and metalinguistic activity becomes the focus of research and pedagogy. Crucially, some of the empirical studies developed within this trajectory suggest that grammar knowledge may not be a condition for reflection about language but its consequence, leading to a consideration of metalinguistic activity as a promising avenue for rethinking the debate on the role of grammar instruction.

This study documents the findings of action research projects generated by two teachers with different cultural backgrounds and grade levels; one is a bilingual Spanish-English high school teacher and the other is an English monolingual first grade-reading teacher. Teachers' cognitive and professional development is examined by taking into account the results of the action research project on the literacy needs of their students. Qualitative data from teacher interviews and reflections have been collected and analyzed. These teachers as researchers of their own practice plan and integrate cultural interpretation produced by the children to better understand how learners construct knowledge through primary language and in the acquisition of English. In the kindergarten/first grade classroom, the teacher cannot use the native language of the children and must use non-fictional text to teach beginning reading. The teacher uses a culturally graphic text with English prose to see if children respond positively to the ethnic representation in the symbolic art. This teacher is documenting children's reactions to the text and her own learning process as a result of the use of these texts with Spanish speaking children. In the high school context, the teacher is teaching in the native language of the students. Student writing samples have been generated based on a literary prompt at the beginning of a literature unit and at the end. These are analyzed based on literary elements that also include an oral language presentation in the native language.