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    Wyświetlanie 1-5 z 5
    Tytuł:
    Linguistic hybridity and learner identity: translingual practice among plurilinguals in the educational setting
    Autorzy:
    Lankiewicz, Hadrian Aleksander
    Powiązania:
    https://bibliotekanauki.pl/articles/1036454.pdf
    Data publikacji:
    2021-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language identity
    translingualism
    metrolingualism
    linguistic hybridity
    ecolinguistics
    foreign language learning
    tożsamość językowa
    translingwalizm
    metrolingwalizm
    hybrydowość językowa
    ekolingwistyka
    nauka języków obcych
    Opis:
    Capitalizing on the ecological approach to language learning (van Lier, 2004; Kramsch, 2008) and the conceptualization of language as a local practice (Pennycook, 2010) as well as languaging (Jørgensen, 2008), accounting for the continuity of linguistic phenomena rather than a discriminatory perception of linguistic properties, we intend to delve into the problem of linguistic hybridity as a sign of L2 learner identity. A direct inspiration for the study, as exemplified in the title, is the concept of metrolingualism (Otsuji, Pennycook, 2010), which offers a potential to be very informative for the study of identity issues inscribed in language. Metrolingualism connotes linguistic hybridity, which refers to something unnatural, untypical, not conforming to the norm. Positing the continuity of language use and symbolic competence (Kramsch, Whiteside, 2008), we assume after van Lier (2004) that language is not a fixed code but socially constructed entity which mingles with personal experiences shaped by social context and activates power-related issues in language use. The aim of the paper is to delve into discursive practices of students learning/using more than one L2 in the educational setting. An examination of their narratives and their languaging about language (Swain, 2006) discloses how they position themselves as L2 language users.
    Źródło:
    Neofilolog; 2021, 56/1; 55-70
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    LANGUAGES AND THE SELF
    Autorzy:
    Komorowska, Hanna
    Powiązania:
    https://bibliotekanauki.pl/articles/443017.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    the Self
    identity
    group identity
    ethnicity
    language
    linguis-tic decisions
    language learning
    teacher education
    Ja
    tożsamość
    tożsamość grupowa
    etniczność
    język
    decyzje językowe
    uczenie się języka
    kształcenie nauczycieli
    Opis:
    The article looks into the meaning of concepts of L2 Self, L2 Ideal self and L2 Motivational Self Systems from the point of view of their useful-ness for SLA/FLT research. Psychological and sociological terminology related to the Self, Identity, Storied Self, Social Identity and Ethnicity is then discussed as well as various types of the Self useful in the analysis of attitudes to first, second and foreign languages. Examples of linguistic decisions are offered that lead to language maintenance, language loss or changes of the dominant language. Linguistic behaviour is traced back to possible ways of presenting the Self as well as to different approaches to ethnicity, integration and assimilation. Conclusions and implications for classroom language learning and teacher education are also presented.
    Źródło:
    Neofilolog; 2019, 52/1; 15-28
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    JĘZYK A TOŻSAMOŚĆ. JĘZYK PIERWSZY, DRUGI I OBCY A SUKCESY I NIEPOWODZENIA SZKOLNE
    Language and identity. First, second and foreign language and success at school
    Autorzy:
    Komorowska, Hanna
    Powiązania:
    https://bibliotekanauki.pl/articles/442909.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    educational attainment
    national identity
    stereotypes
    first language
    language of schooling
    language teaching
    whole school language education
    wyniki nauczania
    tożsamość narodowa i etniczna
    język pierwszy
    język nauki szkolnej
    dydaktyka językowa
    zintegrowane kształcenie językowe w szkole
    Opis:
    The article investigates relationships between national/ ethnic identity and languages used in the school context. The impact of imposed, attributed, regained and selected identities on first and second language proficiency is analyzed on numerous examples drawn from the areas of history, literature and culture. Approaches to bi-and monolingualism and bi-and monoculturalism are then presented with special emphasis on the role of stereotypes. Linguistic factors which influence success and failure are discussed vis-à-vis immigration and re-emigration. Attention is given to difficulties encountered by students using restricted L1 codes as well as to problems faced by pupils lacking proficiency in the language of schooling. Implications are sought for language education in the school system.
    Źródło:
    Neofilolog; 2017, 49/1; 7-24
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    REFLEKSJA NAD DZIAŁANIEM A TOŻSAMOŚĆ SPOŁECZNA NAUCZYCIELA WE WSPÓLNOCIE PRAKTYKÓW
    Reflection on practice and teacher social identity in the community of practice
    Autorzy:
    Ciepiela, Kamila
    Powiązania:
    https://bibliotekanauki.pl/articles/1036679.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    community of practice
    context
    language
    foreign language teaching
    knowledge
    postmodernism
    reflexivity
    social identity
    EFL teacher
    interaction
    wspólnota praktyków
    kontekst
    język
    nauczanie języka obcego
    wiedza
    postmodernizm
    refleksyjność
    tożsamość społeczna
    nauczyciel języka angielskiego
    interakcja
    Opis:
    This article aims to discuss the problem of a relationship between reflection and identification in the community of EFL teaching practitioners. The basic tenet is that reflection enables individuals to construct and supply reification to community knowledge, which, in turn, allows for their identification as legitimate members of the community. Identity is neither static nor pre-given. It is built as one moves through life and changes according to one’s environmental needs, one’s interests and interactions. To expound and exemplify these tenets, two samples of conversations in a community of language teaching practitioners are analyzed. The analysis aspires to reveal a dialectic relationship between the processes of reflection and identification.
    Źródło:
    Neofilolog; 2014, 43/1; 111-124
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ewaluacja roli społecznej nauczycieli języka niemieckiego w kontekście zaburzenia stabilizacji zawodowej
    Evaluation of the social role of German teachers in the context of disturbance of professional stability
    Autorzy:
    Papierz-Łapsa, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/442994.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    teacher identity
    a second foreign language
    the social role of
    a teacher
    professional stability
    tożsamość zawodowa nauczycieli nauczanie języka obcego
    drugiego
    rola społeczna nauczyciela stabilizacja zawodowa nauczycieli
    Opis:
    In an era of dynamically changing socio-economics and technological progress, many aspects of school education are being transformed. Teachers are required to be professional in the form of a demand for increasingly higher professional qualifications and competences, but are also required to fulfil specific social roles. These new determinants of the functioning of education create difficulties in the construction of the teacher's identity because the changes which are being introduced disturb professional stability and cause fears about the future. The challenge is to try to answer universal questions about the professional identity of the teacher, the ability to combine an exceptional sense of service, vocation and mission. This situation affects teachers of German and other foreign languages (FL). The aim of this paper is to show how teachers of German as a FL perceive the changing school and how they assess the educational process that they co-create. Through biographical interviews, analyzed within the framework of Rubacha’s social role model (2000), an attempt is made to answer the question of how the social role of German teachers is changing as a result of the educational reform initiated in 2017 and what dilemmas are being caused by the changing role of the teacher. Statements from participants of the study will be presented that illustrate the disorder of stabilization of the profession, which results in a critical attitude to the changing situation in school, a disturbed attitude to the world, culture and other people. Impairment of the professional stabilization of German teachers is viewed in the context of the concept of their social role.
    Źródło:
    Neofilolog; 2019, 53/2; 227-247
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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