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    Wyświetlanie 1-12 z 12
    Tytuł:
    WSPIERANIE EMPOWERMENTU UCZNIA W SYTUACJI ZINSTYTUCJONALIZOWANEGO NAUCZANIA JĘZYKÓW OBCYCH: MOŻLIWOŚCI, WYZWANIA I OGRANICZENIA
    Supporting a student’s empowerment in the context of institutionalized foreign language teaching: opportunities, challenges and constraints
    Autorzy:
    Blachowska-Szmigiel, Marzena
    Powiązania:
    https://bibliotekanauki.pl/articles/442873.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    foreign languages teaching
    empowerment
    foreign language teacher
    nauczanie języków obcych
    nauczyciel języka obcego
    Opis:
    The aim of this article is to present opportunities, challenges and constraints related to the support of a student’s empowerment in the context of institutionalized foreign language teaching. In the first part of the article, we describe empowerment as the approach, the process and the action that support the growth of power in individuals, communities and organizations. In the following part we present teaching and learning of foreign languages as a process supporting student’s empowerment. In the last part, we point to a foreign language teacher as a source of opportunities, challenges and constraints related to the support of a student’s empowerment.
    Źródło:
    Neofilolog; 2017, 48/2; 199-211
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wykorzystanie duoetnografii jako innowacyjnego podejścia w rozwijaniu refleksji przyszłych nauczycieli języka obcego
    Using duoethnography as an innovative approach in developing pre-service language teachers’ reflective skills
    Autorzy:
    Werbińska, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/442923.pdf
    Data publikacji:
    2018-12-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    duoethnograph; reflection development; preservice language teachers
    duoetnografia; rozwijanie refleksji; przyszły nauczyciel języka obcego
    Opis:
    Duo-ethnography is a research methodology, through which people of difference reconceptualise their histories of a particular phenomenon in juxtaposition with one another. Although initiated by researchers, duo-ethnographies can also be used as an innovative pedagogic tool that develops deep reflection in teacher candidates. After discussing the efficacy of duo-ethnography, a one-semester-long duo-ethnographic study is described, which was conducted by the author with six preservice English teachers. In the study, the participants worked in pairs (duo) and reflected on their own understandings of language teaching and learning (stage one), themselves as learners and future language teachers on the basis of the data from stage one (stage two), their conversational partners as learners and teachers on the basis of the data from stage one (stage three) and, finally, on the value of the duo-ethnographic project in language teacher preparation courses from their own perspective (stage four). The presentation ends with the author’s remarks about the project as a learning tool that undoubtedly encourages students to reflect but, on the other hand, has limitations that have to be acknowledged if duo-ethnography is employed as a pedagogic instrument in the classroom context.
    Źródło:
    Neofilolog; 2018, 51/1; 59-73
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Podejście konstruktywistyczne a rola nauczyciela w nauczaniu zdalnym języków obcych na przykładzie uczelni wyższej
    The Constructivist Approach and the role of the teacher in the remote teaching of foreign languages: an example from university
    Autorzy:
    Spychała-Wawrzyniak, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/52411178.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    constructivism
    online language teaching
    language teacher
    skills
    competences
    konstruktywizm
    nauczanie zdalne języka
    nauczyciel języka
    umiejętności
    kompetencje
    Opis:
    The aim of the article is to present the main directions of research in the field of constructivism and how we can use this educational model in remote language teaching. It should be noted that although constructivism is not a new approach in the theory of psychology and didactics, it turns out that it is not yet sufficiently present in educational practice, as we could see during the pandemic crisis. We pay special attention to the foreign language teacher who acts as a linguistic and cultural mediator. We assume, among other things, that a teacher, using constructivist ideas, can help heir students develop communication skills even more actively during remote classes. We will analyze the skills and characteristics of teachers who, above all, encourage and motivate their students to independently construct linguistic and cultural knowledge. Finally, we present the results of a pilot study conducted among first-year students of various philologies who have experienced remote language learning.
    Źródło:
    Neofilolog; 2023, 61/1; 133-148
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    SPOSOBY KSZTAŁCENIA NAUCZYCIELI JĘZYKÓW SPECJALISTYCZNYCH: OD RZECZYWISTOŚCI EDUKACYJNEJ DO ROZWIĄZAŃ SYSTEMOWYCH
    Training teachers of Language for Specific Purposes (LSP): From the educational situation to systemic solutions
    Autorzy:
    Gajewska, Elżbieta
    Sowa, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/1036630.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    LSP teacher
    language teacher training
    LSP teacher competencies
    nauczyciel języka specjalistycznego
    kształcenie nauczycieli języków
    kompetencje nauczyciela języka specjalistycznego
    Opis:
    The job of the teacher of Language for Specific Purposes (LSP) requires the ability to teach learners of diverse profiles. Diversity of target groups in training entails diversity of language and learning needs. This paper aims to answer the question: how should LSP teachers be educated so that they can fulfil these needs and expectations? It is suggested that this can be done by preparing and implementing a suitable teaching programme which takes into account the specific character of different educational contexts. The reflections presented here are based on analysis of the Polish educational situation in LSP training. On the basis of these observations, several practice-oriented proposals will be formulated, which could be implemented in the process of language teacher training. Consideration is given, among other issues, to the pedagogical instruction that future LSP teachers need (which depends on the educational context of their future work), the scope of specialist knowledge in the given field that they will find indispensable, and the amount of knowledge of discourse and genre analysis with which they have to be equipped.
    Źródło:
    Neofilolog; 2015, 44/2; 221-235
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Experienced Learners from Generation Z and the Traditional Vision of the Good Language Teacher: On The Issue of Teacher Authenticity
    Autorzy:
    Nosidlak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/52566864.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    authenticity
    experienced learner
    foreign language learning
    Generation Z
    good language teacher
    autentyczność
    doświadczony uczeń języka obcego
    dobry nauczyciel języka obcego
    Generacja Z
    uczenie się/nauczanie języka obcego
    Opis:
    Different societies have their own perspectives on the definition of a good language teacher, as their members attach varying degrees of importance to the different skills and personal qualities required for effective teaching. While available studies have identified numerous desired language and pedagogical competencies among educators, the dynamic post-pandemic reality has brought increased attention to the importance of building and maintaining relationships with students. This process inevitably involves emotional engagement from both educators and students. Consequently, there is a growing call for both groups to accept their true selves and act authentically in their educational interactions. In response to the promotion of these values in education, this article aims to present the results of a study that sought to examine how experienced language students, representing Generation Z in Poland, define and evaluate authentic behaviours of their foreign language teachers. The participants of the study were asked to complete an online questionnaire containing both open and closed questions about their perceptions of their teachers’ authenticity. The thematic analysis of the qualitative data revealed a one-sided, unequivocally positive perception of authenticity, both in the general sense and in relation to the educational context. Numerous positive traits, such as sincerity, openness, sense of humour and didactic expertise were recognised as characteristics of authentic language teachers.
    Źródło:
    Neofilolog; 2024, 62/2; 461-481
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PODRĘCZNIK DO JĘZYKA NIEMIECKIEGO W OCENIE NAUCZYCIELA I UCZNIA
    German language textbook in teachers’ and students’ opinions
    Autorzy:
    Jarząbek, Alina Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/442816.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    textbook for the German Language Learning/Teaching
    assessment
    German teacher
    student
    strengths
    weaknesses
    podręcznik do nauki języka niemieckiego
    ewaluacja
    nauczyciel języka niemieckiego
    uczeń
    zalety
    wady
    Opis:
    The following article presents the results of a survey in which teachers and students were asked to give their opinion on the German textbook Weltour or Meine Welttour. So far no alternative has been found for a textbook as a central medium of the lesson. This means, however, that both teachers and students assess its form and contents and see its strengths and weaknesses. The results of this unrepresentative study may be of interest to teachers, but above all to authors of language textbooks and publications. It is they who eventually decide on the final shape of such books, whose contents have not only to respect the requirements of the core curriculum, but also respond to students’ communication and intellectual needs.
    Źródło:
    Neofilolog; 2018, 50/2; 269-281
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Doskonalenie warsztatu metodycznego nauczyciela języka specjalistycznego w kontekście kształcenia nieformalnego. Wyniki badania pilotażowego
    Improving the methodological repertoire of the LSP teacher in the context of informal learning. Results from a pilot study
    Autorzy:
    Wojakowska, Marta
    Powiązania:
    https://bibliotekanauki.pl/articles/52569310.pdf
    Data publikacji:
    2024
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language for specific purposes
    foreign language teacher
    needs of LSP teachers
    informal learning
    język specjalistyczny
    nauczyciel języka obcego
    potrzeby nauczycieli języka specjalistycznego
    kontekst nieformalny
    Opis:
    The importance of foreign language skills has increased in the labor market in recent years. A 2012 survey in Poland shows that effective communication and language skills are the most important skills sought from job applicants. It is therefore not surprising that private language schools and companies are offering more and more foreign language courses for professional purposes. In the context of thinking about informal learning of a language for specific purposes (LSP), it is worth reflecting on how a LSP teacher is prepared for work. It seems that attending workshops or practical training should be part of the repertoire of enhancing the professional competence of LSP teachers. However, discussions with experienced language teachers reveal that the reality is quite different. Therefore, given the growing demand for specialized language courses, diagnosis and discussion of the difficulties faced by LSP teachers is of academic relevance. The first part of this article presents a pilot study conducted in 2023 among LSP teachers. Following this, the difficulties of teaching professional languages will be presented. The last part refers to the presentation of methods, techniques and forms of work that can improve the methodological repertoire of LSP teachers.
    Źródło:
    Neofilolog; 2024, 62/1; 105-122
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    WSPÓŁODPOWIEDZIALNOŚĆ ZA EFEKTY KSZTAŁCENIA JAKO WYZNACZNIK POSTĘPU AUTONOMIZACJI STUDENTÓW W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO
    Co-responsibility for learning outcomes as a determinant of the development of student autonomy in LSP teaching
    Autorzy:
    Łącka-Badura, Jolanta
    Łęska, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/1036846.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    ESP
    ESP teacher
    adult education
    learner autonomy
    learner’s co-responsibility
    języki specjalistyczne
    nauczyciel języka specjalistycznego
    kształcenie dorosłych
    autonomia ucznia
    współodpowiedzialność ucznia
    Opis:
    Building learner autonomy requires effective communication and cooperation between teachers and students with regard to teaching/learning goals and methods. In addition, critical reflection on the progress being made is needed. This paper aims to represent the voices on one side of this dialogue, by investigating the perceptions that Business English students at the University of Economics in Katowice have of the roles which ESP teachers should take. This study into learner autonomy sees the co-responsibility of learners for the outcomes of the teaching/learning process as a significant determinant of the development of autonomy. Besides providing an interesting insight into the needs and expectations of Business English students, the results may contribute to the discussion on the benefits of and problems related to the development of autonomy among young adults in tertiary education.
    Źródło:
    Neofilolog; 2014, 42/2; 167-180
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dyskurs dydaktyczny w nauczaniu dwujęzycznym na przykładzie języka francuskiego
    Didactic discourse in bilingual education: French as an example
    Autorzy:
    Sowa, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/52415384.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    CLIL
    French as a foreign language
    didactic discourse
    mediation
    foreign language teacher
    nauczanie dwujęzyczne
    francuski jako język obcy
    dyskurs dydaktyczny
    mediacja
    nauczyciel języka obcego
    Opis:
    The aim of the text is to describe the didactic discourse in bilingual education i.e. the actions taken by the teacher in biology and chemistry lessons in relation to the terms the student needs to know and assimilate. The description is based on transcriptions of audio recordings of lessons recorded in one of the bilingual high schools in Warsaw. Basing on selected excerpts from the collected corpus, the author i) shows examples of biology and chemistry terms having different forms in Polish and French and ii) defines the teacher's didactic activities, thanks to which the latter helps the students to properly understand and assimilate the elements of field terminology.
    Źródło:
    Neofilolog; 2023, 60/1; 158-173
    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:
    Nauczanie języków obcych specjalistycznych (JOS): standardy kształcenia nauczycieli a programy przygotowania do zawodu
    Teaching languages for specific purposes (LSP): standards for teacher education and programs preparing foreign language teachers for the profession
    Autorzy:
    Sowa, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/52410235.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    language for specific purposes
    foreign language teacher
    teacher education
    foreign language teacher training programs
    modern language studies
    język specjalistyczny
    nauczyciel języka obcego
    kształcenie nauczycieli
    program przygotowania do zawodu nauczyciela
    studia filologiczne
    Opis:
    A teacher of a foreign language (FL) acquires his/her professional training in the course of higher education in the field of philology, where he/she follows a training program focused on "learning outcomes that include knowledge and skills corresponding to all the requirements of the core curriculum of the teaching subject or the core curriculum of education in the profession, respectively, or the content of the classes taught" (Journal of Laws 2019, item 1450). From the aforementioned provision it should be concluded that FL teachers work in various educational institutions and with audiences with different profiles and needs, including professional ones. The article describes the scope and forms of FL/LSP teacher education in Poland, based on the results of a qualitative analysis of teacher education programs implemented in 2017-2020 at 22 Polish universities. The text presents elements of teacher specialization programs including content specific to specialized glottodidactics at different universities/degrees. They illustrate the diversity of applied educational practices and inspire to implement didactic solutions on a wider scale.
    Źródło:
    Neofilolog; 2023, 61/1; 117-132
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ROLA MEDIACJI DYDAKTYCZNEJ W ROZWIJANIU WARSZTATU POZNAWCZEGO UCZNIA NA LEKCJI JĘZYKA OBCEGO
    The role of didactic mediation in the development of the learner’s cognition in the language classroom
    Autorzy:
    Sujecka-Zając, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/442897.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    mediation
    didactic dialogue
    language learning
    cognitive
    resources
    teacher-mediator
    mediacja
    dialog dydaktyczny
    uczenie się języka
    zasoby
    poznawcze
    nauczyciel jako mediator
    Opis:
    Each learning is, by its very nature, a situation of conflict as well as cognitive and socio-affective, and its intensity depends on the learner's existential competence (savoir-être) and individual differences. To learn effectively, one must regularly use cognitive tools that constitute the mental equipment of the person. The teacher as a mediator could encourage the learner to better use the tools he or she already has or to develop new tools that are missing for now. The theoretical remarks will be supported by examples from empirical research in which Didactic Dialogue has been used, which is an approach for didactic mediation in the language class.
    Źródło:
    Neofilolog; 2017, 48/2; 169-181
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-12 z 12

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