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Eva Reid

Slovak education, including foreign language education, is going through curricular reform. Even though the development of intercultural communicative competences is claimed to be one of the key aims of foreign language teaching, recent research suggests that most teaching time is devoted to the development of grammatical and vocabulary skills, and that it is often difficult to convince English teachers that the teaching of culture ought to be a primary goal. From her own first hand experience of living in foreign countries and through teaching, the author has learned the importance of intercultural competence for communicating successfully in a foreign language with speakers from cultures different to one’s own. This study features a qualitative approach to the intercultural dimensions of English language teaching in Slovak primary schools, including observations and interviews, along with analysis of relevant policy and curricular materials.
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Eva Reid

The topic of English language education for pupils with general intellectual giftedness is rare in worldwide research areas. Even though research into English language education receives great attention and similarly does gifted education, the connection is not very common. The aim of this research study is to investigate the state of, and current challenges to, English language teaching in gifted education. Multiple methods (participant observation, interview and survey) were used under the «umbrella» of the case study with the aim to achieve an in-depth understanding of the case. Research findings reflect which principles, teaching techniques, types of activities and materials are used, what English teachers’ positions concerning their qualifications, experiences, beliefs and problems are, and what learning strategies gifted learners use when learning a foreign language.