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Tytuł:
Pedagogical Beliefs of Arab Mathematics and Religion Teachers in Northern Israel
Przekonania pedagogiczne arabskich nauczycieli matematyki i religii w północnym Izraelu
Autorzy:
Goldberg, Chen
Ishan, Gamal
Powiązania:
https://bibliotekanauki.pl/articles/1075348.pdf
Data publikacji:
2020-12-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
pedagogical beliefs
mathematics teachers
religion teachers
Arab teachers
Opis:
The aim of the current study is to examine the relationship between the pedagogical beliefs of teachers and their profession and to examine how this relationship affects teachers’ self-efficacy perception, satisfaction, and other functional characteristics of the teacher within the educational system. More specifically, the study seeks to compare the pedagogical beliefs of Muslim teachers who teach Religion subjects (i.e. Islamic studies) and the pedagogical beliefs of teachers of secular studies (i.e. Mathematics). According to the proposed research model, the teaching profession (that is, teaching religious Islam or teaching Mathematics) divergently affects the nature of teachers’ pedagogical beliefs, through which they function and perceive their role as teachers. The focus of our study is Arab teachers of Islam versus Arab mathematics teachers, who reflect traditional pedagogical beliefs on two levels, first by selecting teachers belonging to the Muslim minority in Israel, but also in the context of the distinction between teaching. The study hypothesis suggests that there is a difference between the pedagogical beliefs of teachers of Islamic studies and the pedagogical beliefs of Mathematics teachers. In particular, it seeks to examine the claim that teachers of Islamic studies will have a strong traditional belief and weaker constructive belief compared to teachers of secular studies. This research hypothesis has not been confirmed. In fact, except in terms of teachers’ satisfaction, no differences between the two types of teachers were found. This might indicate a change in the Arab society which deviates from the traditional Islamic halakhic approach that focuses almost entirely on religious studies and adopts a more modernized and liberal educational approach, centered on a Western education model and secularism.
Źródło:
Studia Edukacyjne; 2020, 58; 279-290
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study
Autorzy:
Werbińska, Dorota
Bozyiǧit, Elif
Guerra, Luis
Ekiert, Małgorzata
Kӧse, Serhan
Powiązania:
https://bibliotekanauki.pl/articles/911931.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English private tutoring
henomenography
language teachers
teachers’ conceptualizations
Opis:
Private English tutoring, understood as the paid English teaching service offered to students to supplement their learning of English at school or prepare them for an examination in English, has become a popular out-of-school learning activity. In order to obtain deeper insights into its intricacies, the need arises to examine the experience of one of its pivotal stakeholders – the private tutors. This article is based on a phenomenographic study with a view to investigating the conceptions of private tutoring held by 15 English teachers from three countries (Poland, Portugal, and Turkey) who offer private teaching services in English in their local contexts. The findings suggest that there are at least three conceptions according to which private tutoring can be experienced by the participants: as a source of income, as helping, and as professional development. The study also poses the question if there is space for formal training of private tutors and calls for further research into English private tutoring
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 2; 175-196
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study
Autorzy:
Ma, Maggie
Bui, Gavin
Powiązania:
https://bibliotekanauki.pl/articles/1902588.pdf
Data publikacji:
2021-09-13
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Chinese EFL teachers
teachers’ conceptions of assessment
assessment practices
Opis:
Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 3; 445-472
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences
Autorzy:
Irie, Kay
Ryan, Stephen
Mercer, Sarah
Powiązania:
https://bibliotekanauki.pl/articles/780495.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
mindsets
Q methodology
pre-service teachers
EFL teachers
teacher beliefs
Opis:
This paper reports on a study investigating the mindsets of 51 pre-service teachers at an Austrian university using Q methodology. Despite the recent growth in interest in the concept of mindsets, little research has addressed the mindsets of teachers – most of it focusing on the mindsets of learners – and the research that does investigate teachers tends to focus on beliefs about learning or intelligence. This study offers a new perspective by focusing on teachers’ beliefs about their own teaching competences. A further aim of the study is to expand the methodological repertoire in language education researchers. This study considers the potential of Q methodology, a research approach used widely in social sciences and education, but, as yet, rare in this field. The data indicate that the most common mindset among the pre-service teachers is one based around a strong belief in the learnability of the more technical aspects of teaching, while interpersonal skills tend to be regarded as more of a natural talent fixed within the individual. One practical implication of this finding is that teacher education programmes may need to pay more attention to explicitly developing the interpersonal side of teaching. A further finding was that teacher mindsets are constructed through individuals’ management of various sets of implicit theories and tend not to conform to the established dichotomous model of mindsets.  
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 3; 575-598
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Comparison of Children’s Perspectives: Analyzing Cultural and Gender Issues for Preservice Teachers Around the World
Autorzy:
Pierson, Melinda R.
Schultheis, Klaudia
Myck-Wayne, Janice
Powiązania:
https://bibliotekanauki.pl/articles/438039.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
children
preservice teachers
gender
Opis:
For the past 7 years, preservice teachers in multiple countries around the world have been involved in an international internet project designed to increase their cultural competence, improve their language and technology skills, and enhance their collaboration skills for working with diverse populations. Preservice teachers' reflections are analyzed by gender, years of experience, and outcomes related to the project that will influence their experiences in the education field. Barriers to collaboration and solutions on how to overcome these barriers are presented in this article.
Źródło:
Journal of Gender and Power; 2015, 3, 1; 135-147
2391-8187
Pojawia się w:
Journal of Gender and Power
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The teaching of pragmatics by native and nonnative language teachers: What they know and what they report doing
Autorzy:
Cohen, Andrew D.
Powiązania:
https://bibliotekanauki.pl/articles/780889.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
native teachers (NTs) and nonnative teachers (NNTs)
L2 vs. FL pragmatics
pragmalinguistics
sociopragmatics
Opis:
The paper focuses on how nonnative teachers of a target language (NNTs) deal with pragmatics in their classes. It starts with a discussion of what pragmatics entails. Next, issues relating to the teaching of pragmatics are identified, such as the language background of the teacher, comparisons between second- (L2) and foreign-language (FL) instruction, and the potential role of digital media and other means in providing models for pragmatic behavior. Then, an international survey is presented which probed into the experiences of NNTs of various languages while teaching the pragmatics of their language of instruction. A total of 113 teachers were asked to indicate what they taught with regard to pragmatics, 30 native-language teachers (NTs) and 83 NNTs. They were also asked to report on their experience as teachers of L2 and FL pragmatics (e.g., if they encountered classroom moments when they did not feel like an authority on some aspect of pragmatics, what they did about it). Since pragmatics is a meeting of language and culture, the teacher respondents were asked to assess their knowledge regarding pragmalinguistics (i.e., the language forms) and sociopragmatics (sociocultural knowledge). In addition, they were asked to give their opinion regarding similarities and differences between the teaching of FL as opposed to L2 pragmatics, as this traditional dichotomy gives way to a more hybrid reality in an increasingly globalized world. Similarly, they were asked about their methods for teaching pragmatics (e.g., their use of digital media and their handling of dialect differences). Finally, they were asked to suggest areas in which they would like to see research conducted that would inform the teaching of pragmatics. The paper reports the findings from the study, including statistical differences in reported teaching of criticism, sarcasm, and cursing, as well as in the use of digital media and in having students gather data on pragmatics.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 4; 561-585
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kształcenie nauczycieli dla edukacji włączającej
Teachers Education for Inclusive Education
Autorzy:
Jachimczak, Beata
Powiązania:
https://bibliotekanauki.pl/articles/921101.pdf
Data publikacji:
2018-04-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
inclusive education
teachers education for inclusion
Opis:
Inclusive education as idea of education appeared in the 1990s. The main aim of inclusive education is full participation, opposition to exclusion of anyone from the possibility of education together with their peers, in their place of residence. It draws attention to the necessity to change the educational policy. In the inclusive education most important are needs (special needs) and oportunities of students, and support. One of the important conditions for the implementation of the idea is proper preparation of teachers for inclusive education. Analyzes of international experience indicate that there are similar problems in most countries. It is worth to recognize them, to take systemic action as soon as possible leading to the change of unfavorable indicators in Poland.
Źródło:
Studia Edukacyjne; 2018, 48; 33-43
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jak to robią w Nowym Jorku? Polonisty obrazki z podróży do Ameryki
How do they do it in New York? The Polish Philologist images from a journey to America
Autorzy:
Bobiński, Witold
Powiązania:
https://bibliotekanauki.pl/articles/1109196.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Teachers College
teachers’ education
university didactics
mother tongue education
kształcenie nauczycieli
kształcenie akademickie
edukacja w języku ojczystym
Opis:
Artykuł jest relacją z pobytu studyjnego w Columbia University Teachers College w Nowym Jorku. Uczelnia ta jest jedną z najbardziej prestiżowych w USA placówek kształcących nauczycieli. Nowy Jork natomiast to ważny ośrodek współczesnej amerykańskiej myśli dydaktycznej, także w dziedzinie nauczania w języku ojczystym. Autor omawia specyfikę studiów nauczycielskich w TC, podkreślając zwłaszcza rolę obszernego komponentu treści filozoficznych i ogólnopedagogicznych oraz dwusemestralnego, mocno angażującego studentów stażu nauczycielskiego. Informacji o merytorycznej zawartości przedmiotów i kursów, prowadzących do uzyskania uprawnień nauczyciela języka angielskiego, towarzyszy refleksja na temat modelu dydaktyki akademickiej realizowanego w TC, w tym zwłaszcza na temat wykorzystania multimediów w procesie kształcenia. Równoległym wątkiem rozważań są relacje z lekcji przedmiotów humanistycznych, głównie ELA (English Language Arts, odpowiednik języka polskiego), odznaczających się przede wszystkim wykorzystaniem różnych technik wywoływania zjawiska autentycznego uczenia się młodych ludzi.
The article concerns the authors visit to Columbia University Teachers College in New York. TC is known to be one of the most prestigious centres of teachers’ education in the United States. It is the place where the modern didactic discourse on mother tongue education has been highly developed in the last decades. The specificity of TC’s educational program lies in the importance of philosophical issues and courses in the art of teaching. The two-semester long professional practices in NY schools are the core of the teacher’s education process in TC. In addition to the information about the content of English Teaching programs in TC, the article also contains a comment on some of the academic teaching methods used in Teachers College, especially those connected with the use of multimedia. Another aspect of the article is the report on several English and Humanities lessons visited in NY schools, where the author had an opportunity to see some techniques leading to the authentic, visible learning.
Źródło:
Polonistyka. Innowacje; 2016, 4; 71-82
2450-6435
Pojawia się w:
Polonistyka. Innowacje
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Poglądy i opinie młodzieży akademickiej na temat znaczenia emisji głosu w pracy pedagoga
Views and Opinions of Academic Youth on the Importance of Voice Production in a Teacher’s Work
Autorzy:
Kędzia, Marta
Konarczak, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/15831711.pdf
Data publikacji:
2021-10-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
voice production
academic youth
teacher’s work
Opis:
The article deals with the issue of the importance of voice production in the work of a teacher. Incompetent voice use is one of the main factors causing disorders of the voice organ. The aim of this study is to draw attention to the issues related to voice production, presented in the context of the opinions and views of academic youth representing pedagogical fields. The text focuses on direct and indirect factors causing voice problems, disease symptoms that may appear in people working with voice, conscious work on voice projection and elements of correct speech techniques that may affect the quality of classes.
Źródło:
Studia Edukacyjne; 2021, 62; 267-278
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Perspectives for foreign language teachers’ professional development in the German-Polish border region
Autorzy:
Lis, Tomasz
Janachowska-Budych, Marta
Powiązania:
https://bibliotekanauki.pl/articles/911737.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
German-Polish border region
professionalisation of teachers
foreign language teachers
trans-border educational activities
foreign language
neighbouring language
Opis:
The aim of the paper is to identify key areas as well as to offer an overview of significant topics that should be addressed within training for foreign language teachers, enabling them to use the educational potential of the German-Polish border region in intercultural foreign languages teaching. In order to achieve this goal, in the first part of the paper the main concepts of pupiloriented education in a border region will be described (i.e. cross-border cooperation, learner-orientation, region-orientation, participation, sustainability, and competence for successful living and communicating in a border region), as they give insights into the essential fields of knowledge and skills that should be aimed at in terms of teacher-oriented activities during the process of professionalisation. On this basis, in the second part of the article, concrete recommendations on priority topics within the professional development of foreign language teachers will be made, according to the specific educational potential of the German-Polish border region.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 153-168
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Raising student bilingualism through foreign language (English) teacher professional involvement
Autorzy:
Kawałek, Alicja
Polok, Krzysztof
Przybysz- Zaremba, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2194696.pdf
Data publikacji:
2022-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
bilingualism
foreign language teachers
learners
linguistic/didactic abilities and competences of language teachers
teacher-student interdependence
matriculation examination
Opis:
The bilingual process is widely observed among many people and many cultures. Out of the many different forms of bilingualism, the form of bilingualism that most often appears is the subsequent one, being the result of learning a second language in school settings. When developing this type of bilingualism, both the language competences of language teachers and the quality of their teaching talent are very important. In order to assess this type of interdependence, a study that focuses on the teachers’ skills and competences, on the one hand, and the impact L2 teachers have on students, on the other hand, was designed. The study involved 50 teachers and 100 students taught by them, all of them attending vocational secondary schools in southern Poland. All participants of the study (i.e. both the teachers and the students) were to answer six verification questions included in the Matura exam 2018. The results obtained during the research indicate the existence of an interdependence between the actual level of proficiency of foreign language (FL) teachers and the final evel of L2 proficiency presented by their students. Generally, the students led by language teachers with a higher overall level of communicative competence showed an overall better command of English in the survey. 
Źródło:
Kultura-Społeczeństwo-Edukacja; 2022, 22, 2; 73-91
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Smartfon w klasie: Od zabawki do narzędzia edukacyjnego
The Smartphone in the Classroom: from a Toy to an Educational Tool
Autorzy:
Brosch, Anna
Powiązania:
https://bibliotekanauki.pl/articles/921267.pdf
Data publikacji:
2018-04-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
education
m-learning
primary school
teachers
smartphone
Opis:
Today’s children are growing up in a digital age that is far different from that of previous generations. Young children’s use of interactive screen media such as smartphones is increasing rapidly. A variety of mobile devices are all around, but they are still not accessible enough at schools, where the use of smartphones is usually forbidden.The aim of this research was to discover teachers’ opinion about using smartphones in class. The qualitative methodology was used in this study to analyse in depth the contextual factors concerning the use of smartphones during the education process. The analysis was based on data from 32 interviews with primary school teachers. The results of the study have shown that teachers do not incorporate smartphones into the education process, despite their positive attitude towards this kind of mobile devices.
Źródło:
Studia Edukacyjne; 2018, 48; 335-347
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Opinie nauczycieli przedszkoli integracyjnych na temat szans powodzenia działań włączających wobec poszczególnych grup uczniów, a staż pracy w zawodzie
Opinions of teachers from integrated preschools, regarding the chances of success for inclusive action regarding particular groups of students, and the professional experience
Autorzy:
Chrzanowska, Iwona
Powiązania:
https://bibliotekanauki.pl/articles/1371247.pdf
Data publikacji:
2018-10-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Inclusive education
integrated preschool teachers
educational chances
Opis:
Currently, the idea of inclusive education is perceived as a model of education, far exceeding the idea of inclusion of students with disabilities into mainstream education. It is a vision of a school aimed at considering the needs of all students, i.e. those who exhibit no severe developmental disabilities, with special educational needs, including gifted individuals. Additionally, the scholars of inclusive education agree, that the process is neither easy nor simple. One of the determining factors indicated, is the attitude of teachers towards the very idea. Therefore, a research idea arose, aiming at examining the opinion of teachers regarding the subject of inclusive education, as a potentially dominant form of education. Recognising at least some of its determinants seemed essential. The following article focuses on two of the aforementioned: types of institutions, where the teachers are employed, and the teachers’ professional experience. The research encompasses integrated preschools. It seems that the experience of teachers of such institutions proves particularly significant for recognising the chances and dangers of inclusive education, within the context of Polish integration experience. The two professional groups distinguished, with substantial and minor professional experience, allow to examine the perspective of inclusive action.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2018, 20; 77-100
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFL teacher agency in mediating the socialisation of multilingual learners
Autorzy:
Rokita-Jaśkow, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/14997263.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
EFL teachers
multilingual learners
socialisation
teacher agency
Opis:
English as a Foreign Language (EFL) teachers are seemingly ideally placed to mediate the successful socialisation of multilingual learners into the new school environment for two major reasons. Firstly, as they have effective command of both L1 and L2 and often have experience of living abroad, they tend to exhibit higher levels of openness to new situations, empathy and understanding of the difficulties faced by multilingual learners. Secondly, the English class can itself be a platform for mutual understanding where learners are able to develop both English communication skills and intercultural competence (cf. Hopp, Jakisch, Sturm, Becker & Thoma 2020; Krulatz, Neokleous & Dahl 2022). As English is the language of instruction, it also has the potential to maintain levels of multilingual competence among those learners who already speak English as their heritage language (Banasiak & Olpińska-Szkiełko 2021), e.g. migrant children returning from the UK/Ireland. Drawing on data from a larger project (Rokita-Jaśkow, Wolanin, Król-Gierat & Nosidlak 2022), which consisted of interviewing 23 primary school EFL teachers in various contexts, this paper analyses the possible factors that impact teacher agency in the socialisation of multilinguals. It has been found that teacher agency in that respect appears to stem from teachers’ plurilingual competence and prior teaching experience. Surprisingly, personal experiences of intercultural encounters (e.g. time spent living abroad) or verbalised empathy, had little impact on teacher agency. This finding implies that even language teachers find it difficult to put themselves in the position of the multilingual learner and need specialist training in order to work with multilingual learners, which may convey an important message for educational decision-makers with reference to the formulation of future teacher education guidelines and curricula.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 191-212
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La interculturalidad del español: corrección y adecuación de saludos y direcciones en la evaluación de profesores nativos
The interculturality of Spanish: correctness and adequacy of greetings and addresses in the evaluation for native teachers
Autorzy:
Ainciburu, María Cecilia
Velasco, David Rodríguez
Powiązania:
https://bibliotekanauki.pl/articles/1395899.pdf
Data publikacji:
2021-07-13
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
greetings
addresses
interculturality
Spanish teachers
geolectal variations
Opis:
This research aims to investigate the presence in textbooks of varied material in terms of geolectal equivalents and its perception by teachers of Spanish as a foreign language. In order to examine potential differences in their approach, a pedagogical framework-based task was designed to study a corpus of 100 ELE teachers’ evaluations (50 from Colombia and 50 from Spain) and examine their consciousness and dissimilarities regarding pragmatic correctness when expressing addresses and greeting headings in electronic messages. The results show that native teachers tend to consider as correct the stimuli of peninsular Spanish or of their own variety, while those representing different geolectal variations of Spanish tend to score very low, even being considered as inter or intralinguistic error.
Źródło:
Studia Romanica Posnaniensia; 2021, 48, 2; 19-31
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
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