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    Wyświetlanie 1-12 z 12
    Tytuł:
    Foreign language teacher preparation in Slovakia and Poland from skills to competences
    Przygotowanie nauczycieli języków obcych na Słowacji i w Polsce od umiejętności do kompetencji
    Autorzy:
    Kováčiková, Elena
    Kic-Drgas, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/40053431.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    foreign language teacher training
    skills
    competences
    Polska
    Opis:
    The paper discusses the challenges of foreign language teacher preparation in Slovakia and Poland resulting from observed tendencies such as digitalisation, mobility and specialisation of disciplines. The background for these reflections on the state of teacher training education is the document European Profile for Language Teacher Education – a Frame of Reference (2004) and DigComp 2.2 The Digital Competence Framework for Citizens (2022), which point out the main fields essential for the development of high-quality foreign language teachers in terms of digital, life and entrepreneurial competences. The authors of the paper analyze example curricula at two universities, one in Poland (Adam Mickiewicz University, Poznań) and one in Slovakia (Constantine the Philosopher University in Nitra) to answer the following research questions: how will future foreign language teachers be supported in developing their competences at the tertiary level? How do the current foreign language teacher training curricula at universities in Slovakia and Poland incorporate the need for the development of new competences? The results of the analysis present the discrepancies at both universities in the way the recommendations concerning competence development are incorporated, however they also reveal the weaknesses and strengths of the existing solutions.
    W artykule omówiono wyzwania związane z przygotowaniem nauczycieli języków obcych na Słowacji i w Polsce wynikające z obserwowanych tendencji, takich jak cyfryzacja, mobilność i specjalizacja dyscyplin. Autorki artykułu analizują przykładowe programy nauczania na dwóch uniwersytetach, jednym w Polsce (Uniwersytet im. Adama Mickiewicza w Poznaniu) i jednym na Słowacji (Uniwersytet Konstantyna Filozofa w Nitrze), aby odpowiedzieć na następujące pytania badawcze: w jaki sposób przyszli nauczyciele języków obcych będą wspierani w rozwijaniu swoich kompetencji na poziomie szkolnictwa wyższego? W jaki sposób obecne programy kształcenia nauczycieli języków obcych na uniwersytetach na Słowacji i w Polsce uwzględniają potrzebę rozwoju nowych kompetencji? Wyniki analizy przedstawiają rozbieżności na obu uniwersytetach w sposobie uwzględniania zaleceń dotyczących rozwoju kompetencji, ale także ujawniają słabe i mocne strony istniejących rozwiązań.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 2; 49-63
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Enhancing the role of pragmatics in primary English teacher training
    Autorzy:
    Glaser, Karen
    Powiązania:
    https://bibliotekanauki.pl/articles/912405.pdf
    Data publikacji:
    2018-12-07
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    EFL
    English Language Teaching
    pragmatics
    pragmatic awareness
    language teacher training
    primary school
    Primary English Language Teaching (PELT)
    Opis:
    Teaching EFL in primary school is no longer a novelty but firmly established in the education landscape throughout Europe and many countries worldwide. Primary English language teaching (PELT) is a unique branch of ELT insofar as it entails both the teaching of children and beginners. While PELT teachers and PELT teacher educators largely agree that this concurrence of ‘young plus beginning’ requires a focus on vocabulary, speaking and listening, introduced and practiced through songs, games, stories, roleplaying and embodiment techniques such as Total Physical Response, pragmatic aspects often take a backseat in PELT teacher training and by extension in the PELT classroom, even though it has been established that pragmatics instruction is necessary and feasible on all proficiency levels, right from the beginning. This article discusses possible reasons for this omission and illustrates with authentic examples why pragmatics should play a bigger role in the training of primary English teachers
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 119-131
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Second language learning for vulnerable adult migrants: The case of the Italian public school
    Autorzy:
    Deiana, Igor
    Spina, Stefania
    Powiązania:
    https://bibliotekanauki.pl/articles/911703.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    adult foreign language education
    vulnerable adult migrants
    second language adult learners
    illiterate students
    teaching Italian as a second language
    second language teachers
    language teacher training
    language testing and assessment
    Opis:
    Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a large number of teenagers without any adult caregivers and women. A significant partof them is placed in the Italian language courses for foreigners organised by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thispaper addresses the exploration of the language testing and assessment of the courses organized by this institution. With the aim of evaluating these aspects, the paper concentrates on the CPIA,its teachers, and its students. Focusing on CPIA’s language courses, we investigate the language testing and assessment carried out at the beginning and at the end of the language courses. Thanks to these observations, the paper tries to identify some critical aspects and to understand their causes.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 67-81
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Multimodale Analyse von Interaktion im fremdsprachlichen Klassenzimmer
    Multimodal analysis of interaction in a foreign language class
    Autorzy:
    Hoffmann, Sabine
    Powiązania:
    https://bibliotekanauki.pl/articles/914838.pdf
    Data publikacji:
    2016-06-20
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    interaction in foreign language classroom
    conversation analysis
    multimodal analysis
    training for foreign language teaching.
    Opis:
    The article offers a contribution to the interaction research in the foreign language teaching and learning. It starts with an overview of various research approaches to the foreign language teaching and learning, from the 60s to the present days. A multimodal analysis of an excerpt of videorecorded classroom interaction is then provided. The analysis is focused on several aspects of classroom participation and teaching sequences. Some implications of the present research for teachers' training are finally provided.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 123-134
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Double responsibility of foreign language teachers: Primary student-teachers’ perceptions of linguistic and cultural content
    Autorzy:
    Sanchez-Sanchez, Gabriel
    Krawiec, Marek
    Ibañez-Lopez, Francisco Javier
    Powiązania:
    https://bibliotekanauki.pl/articles/911830.pdf
    Data publikacji:
    2020-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    double responsibility; communication skills; (inter-)cultural education; foreign language instruction; student-teacher; teaching and training
    Opis:
    Scholars all over the world have been arguing for foreign language instruction which combines linguistic and cultural content. Eliminating the cultural side results in a deficient process. This study explored prospective teachers’ perceptions of both constituents, since they will ultimately be responsible for their implementation in the foreign language classroom. To this end, 137 students from three European universities were chosen and asked to fill out an online questionnaire with Likert scale items. Data was collected and interpreted using the free statistics software package R (R Core Team, 2019). The findings confirmed that the relevance of linguistic / cultural issues was unanimously acknowledged (98,5%), speaking was appointed as the most desired target skill (97,1%), interpersonal relations (88,3%) as the most important aspect of socio-cultural knowledge, and lessons with native speakers (94,2%) as the most relevant classroom resource
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 1; 137-159
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The role of in-service training for language teachers in the domain of language competence
    Autorzy:
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/919704.pdf
    Data publikacji:
    2011-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    second language teacher education
    language competence
    teacher training
    in-service second language teachers
    Opis:
    Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 21-30
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Trening kompetencji międzykulturowej na podstawie analizy podręcznika do nauki języka szwedzkiego dla uczniów na poziomie średniozaawansowanym Rivstart B1+ B2
    Training the intercultural competence on the basis of the analysis of the Swedish coursebook for intermediate learners Rivstart B1+ B2
    Autorzy:
    Iwaniak, Kamil
    Powiązania:
    https://bibliotekanauki.pl/articles/2044543.pdf
    Data publikacji:
    2021-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    didactics
    Swedish language
    intercultural training
    values
    coursebook
    Opis:
    The aim of the article is to reflect upon the conveying of cultural content in the foreign language classroom that contributes to the development of intercultural competence. It has been attempted to systematize the multitude of aspects which characterizes the use of cultural studies in language classes. It has been done by drawing attention to reasons for taking into consideration this sort of knowledge while preparing the lessons and teaching methods that are in favour of an insightful contact with a cultural content. Attention has been primarily drawn to the coursebook Rivstart B1 +B2 that is intended for intermediate students of Swedish language. The coursebook has been subjected to a comprehensive analysis with regard to the cultural learning.
    Źródło:
    Scripta Neophilologica Posnaniensia; 2021, 21; 93-108
    1509-4146
    Pojawia się w:
    Scripta Neophilologica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Escuela y diversidad lingüística: estudio de las actitudes lingüísticas de los futuros docentes valencianos
    School and linguistic diversity: study of the language attitudes of future Valencian teachers
    Autorzy:
    Gómez-Devís, M-Begoña
    Buzón, José
    Alandete-Ballester, Miquel
    Powiązania:
    https://bibliotekanauki.pl/articles/1048226.pdf
    Data publikacji:
    2019-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    language contact
    attitude
    teacher training
    ideology
    Valencia
    Opis:
    The article analyses the linguistic attitudes of future Valencian teachers in a bilingual speaking community characterised by mainstream contact between the Catalan and Spanish languages. This research focuses on the language attitudes of a group of speakers who share a specific set of traits: age, education, profession and socioeconomic status. Special attention is given to attitudes towards four linguistic varieties used by Valencian speakers in their regular interactions: standard Spanish (CS), colloquial Spanish – nonstandard – (CNS), standard Valencian (VS) and vernacular Valencian or apitxat (VNS).
    Źródło:
    Studia Romanica Posnaniensia; 2019, 46, 4; 135-147
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Obraz lekcji z zakresu kształcenia językowego w gimnazjum
    The image of the lesson in the field of language training in a secondary school
    Autorzy:
    Horwath, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/1111023.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    didactics
    Polish language
    linguistic training
    dydaktyka
    język polski
    kształcenie językowe
    Opis:
    Artykuł przedstawia wyniki badań prowadzonych w ramach projektu IBE „Dydaktyka literatury i języka polskiego w świetle nowej podstawy programowej”. Tekst poświęcony jest sposobom pracy nauczycieli na lekcjach z zakresu kształcenia językowego w gimnazjum. Analizie poddano materiał uzyskany podczas obserwowanych i nagrywanych lekcji w wybranych reprezentatywnie szkołach, biorących udział w badaniach IBE. Uwzględniono nie tylko strategie, metody, techniki i pomoce dydaktyczne, ale także przebieg interakcji między nauczycielami a uczniami.
    The article presents the results of a research conducted within the Project “Polish language and literature didactics in a secondary school in the light of the new curriculum”. The text is devoted to the ways how teachers work in the classroom on language training in secondary schools. The author analyzes material obtained during the observed and recorded lessons in representatively selected schools involved in the project. It includes not only the strategies, methods, techniques and teaching, but also interactions between teachers and students.
    Źródło:
    Polonistyka. Innowacje; 2015, 2; 51-64
    2450-6435
    Pojawia się w:
    Polonistyka. Innowacje
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Application of LSP texts in translator training
    Autorzy:
    Ilynska, Larisa
    Smirnova, Tatjana
    Platonova, Marina
    Powiązania:
    https://bibliotekanauki.pl/articles/780963.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    translator training
    language for specific purposes (LSP)
    allusion
    Bloom’s revised taxonomy
    Opis:
    The paper presents discussion of the results of extensive empirical research into efficient methods of educating and training translators of LSP (language for special purposes) texts. The methodology is based on using popular LSP texts in the respective fields as one of the main media for translator training. The aim of the paper is to investigate the efficiency of this methodology in developing thematic, linguistic and cultural competences of the students, following Bloom’s revised taxonomy and European Master in Translation Network (EMT) translator training competences. The methodology has been tested on the students of a professional Master study programme called Technical Translation implemented by the Institute of Applied Linguistics, Riga Technical University, Latvia. The group of students included representatives of different nationalities, translating from English into Latvian, Russian and French. Analysis of popular LSP texts provides an opportunity to structure student background knowledge and expand it to account for linguistic innovation. Application of popular LSP texts instead of purely technical or scientific texts characterised by neutral style and rigid genre conventions provides an opportunity for student translators to develop advanced text processing and decoding skills, to develop awareness of expressive resources of the source and target languages and to develop understanding of socio-pragmatic language use.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 2; 275-293
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    El perfil del profesor de español como lengua extranjera: dimensión formativa, dimensión técnica y dimensión afectivo-emocional
    Spanish as a Foreign Language Teacher’s Profile: Formative Dimension, Technical Dimension and Affective-Emotional Dimension
    Autorzy:
    Casal, Isabel Iglesias
    Powiązania:
    https://bibliotekanauki.pl/articles/1048778.pdf
    Data publikacji:
    2016-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Spanish as a foreign language
    teacher training processes
    teachers’ competence
    attitudes
    values and emotional factors
    Opis:
    In this article we will reflect on the three dimensions that constitute key areas in the professional development of teachers of Spanish as a foreign language (ELE): the formative dimension, the technical dimension and affective-emotional dimension. We focus on the context of educational practice, an area from which we can invite reflection, to analyze the beliefs of teachers or change the direction of their work in the classroom.
    Źródło:
    Studia Romanica Posnaniensia; 2016, 43, 3; 67-83
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What is your educational philosophy? Modern and postmodern approaches to foreign language education
    Autorzy:
    Uzun, Levent
    Powiązania:
    https://bibliotekanauki.pl/articles/780823.pdf
    Data publikacji:
    2012-10
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    philosophy of education
    foreign language education
    teaching versus learning
    education versus training
    postmodern approaches to education
    Opis:
    The present study discusses the concepts of education and training, while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language (FL) education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation.
    Źródło:
    Studies in Second Language Learning and Teaching; 2012, 2, 3; 333-348
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-12 z 12

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