TL;DR
It is argued that platformization in Brazilian language teacher education is the instantiation of the post-modern bio-cultural age, - a continuation of the modern project of domination that has progressively dismantled relational, emotional, and circular forms of life.
Results reveal that classroom language is influenced by implicit mental schemas, discursive power relations, and algorithmic mediation, and modality, transitivity and evaluative language indexed authority and transmitted vertical epistemic relations of knowledge.
The proposed cognitive-digital model, which implements a sequential integration of metaphorical modeling, generative AI, and VR, is an effective tool for the deep acquisition of foreign language phraseology, as demonstrated by the example of Spanish.
The results indicate that the perception of an ideal lesson prioritizes psychological safety, predictability, dialogic interaction, and transition to a triadic “creative partnership” model is not yet fully internalized and continues to rely on the teacher as the primary source of psychological safety.
This paper proposes prompt engineering as a new form of academic literacy and argues for a pedagogical shift that integrates multimodal analysis, AI-assisted writing, and structured prompt design, positioning AI as a transformative force that requires new models of language education aligned with both intellectual and...
The article substantiates and evaluates an approach to the use of contemporary dramatic texts in teaching Ukrainian as a foreign language. The research was carried out within the framework of an international educational collaboration between Ternopil Ivan Puluj National Technical University and Dartmouth College (USA)...
Public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority, demonstrating how public responses to teacherless classrooms are shaped by specific ideologies of humanity, morality, labour, and educational authority.
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