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    Wyświetlanie 1-10 z 10
    Tytuł:
    Advanced FL Students’ Self-perception of their Language Identity
    Autorzy:
    Owczarek, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/783189.pdf
    Data publikacji:
    2015
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language identity
    bi/multilingualism
    language competence
    Opis:
    This article reports the results of a study of self-perception of their language identity by advanced FL students. The aim of the study is to observe what students’ language choices are and what guides them in these choices.  The concepts related to bi/multilingualism are taken into consideration, following Cook’s opinion (1992: 558) that L2 users should be compared to bilinguals rather that monolinguals. The perception of the language self is related to language competence acquired in formal education. The findings will be referred to recent research on language and identity in a foreign language context conducted elsewhere, and  suggestions for further study in the field will be provided.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2015, 1, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator
    Autorzy:
    Rokita-Jaśkow, Joanna
    Werbińska, Dorota
    Powiązania:
    https://bibliotekanauki.pl/articles/22446737.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language teacher identity
    emotions
    duoethnography
    teacher narratives
    Opis:
    Teacher identity building rather than learning teaching in terms of skills and subsystems has recently been acknowledged as a priority in future teacher preparation. Several teacher identity models have been offered, including the 3A Language Teacher Identity Framework (3ALTIF) (Werbińska, 2017a) in which teacher identity comprises affiliation (teachers’ willingness to teach), attachment (teachers’ beliefs related to their teaching) and autonomy (teachers’ agentive, reflective, and resilient powers). With hindsight, it seems that the 3ALTIF, which drew on other identity models available at the time of its conception, does not address the affective side of language teacher identity explicitly enough and therefore can hardly embrace the uniqueness of this profession. That is why we decided to explore the issue of emotions more deeply and conduct a lengthy duoethnographic narrative to consider the 3ALTIF’s ‘missing’ component for the future ‘improvement’ of the 3ALTIF. Duoethnography was chosen as a qualitative research method thanks to its novelty, its suitability for investigating identity issues and the opportunity it provides for us to explain and express ourselves. In our duoethnographic dialogues we focused on our own emotions from three perspectives: former school language teachers, language teachers as parents, and language teacher educators, all of which are the roles we have played. The findings reveal our experience of emotions that once affected us and also suggest that emotions are not only psychological constructs but have social dimensions as well.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-26
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Language Teacher Identity Outside the State-School Context
    Autorzy:
    Hempkin, Kirsten
    Powiązania:
    https://bibliotekanauki.pl/articles/22446741.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Language teacher identity
    identity struggle
    established teachers
    state-school context
    private context
    Opis:
    The importance of understanding language teacher identity is well-established in the existent literature. It has been shown to impact upon many aspects of teachers’ lives both inside and outside the classroom, such as wellbeing (Day & Kington, 2008) and self-efficacy (Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2012). The nature of language teacher identity is broadly categorised from a socio-cultural perspective, as dynamic rather than static, as negotiated in social interaction and (potentially) a source of struggle (Barkhuizen, 2017) or friction (Beijaard, Meijer, & Verloop, 2004). As this struggle with identity comes to the fore during periods of transition, when identity is seen to be challenged, the focus of research has largely been trained on pre-service or early-service teachers (Mercer & Kostoulas, 2018). The research in this paper addresses a teaching population who have thus far escaped the research gaze, but aspects of whose identity could be problematic and possible sites of struggle. Drawing upon a narrative approach, in case-study form, I examine how two established teachers (with four years or more service) who have been trained to work in the state-school context and who, for a variety of reasons are now working outside it, construct their language teacher identities. The findings point to the importance of the teachers’ own experiences as learners in their identity formation, and how emotion accompanies and acts as a driver of identity change as they seek stability and status on an uncertain professional path.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-22
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dorota Werbińska (2017). The Formation of Language Teacher Identity. A Phenomenographic-Narrative Study Słupsk: Wydawnictwo Akademii Pomorskiej, 2017, ISBN 978-83-7467-274-0, 526 pp.
    Autorzy:
    Rokita-Jaśkow, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1182377.pdf
    Data publikacji:
    2021-01-18
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    language teacher
    identity
    Źródło:
    Theory and Practice of Second Language Acquisition; 2020, 6, 2; 169-171
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    O roli języka w kształtowaniu tożsamości młodego pokolenia
    The role of language in shaping the young generation’s identity
    Autorzy:
    Bańczyk, Emilia
    Powiązania:
    https://bibliotekanauki.pl/articles/511658.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    identity
    ethnolinguistics
    sociolinguistics
    language
    Opis:
    The author addresses the constantly relevant problem of the relationship between language and identity, gaining a new dimension in the context of transformations related to civilisation, globalisation and glocalisation. The research concerned students’ awareness of the role they believed language to play in the shaping of identity. For this purpose, surveys were conducted among 66 students of humanities. The paper fits in the field of ethnolinguistics and sociolinguistics.
    Źródło:
    Postscriptum Polonistyczne; 2019, 1(23); 239-259
    1898-1593
    2353-9844
    Pojawia się w:
    Postscriptum Polonistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L2 proficiency as a function of cultural identity in interlingual couples
    Autorzy:
    Singleton, David
    Pfenninger, Simone E.
    Powiązania:
    https://bibliotekanauki.pl/articles/783108.pdf
    Data publikacji:
    2018
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    SLA
    language learning
    identity
    love
    motivation
    Opis:
    The “love factor” has increasingly figured in SLA research. Thus, Piller (2002) studied the language “glue” between cross-lingual couples; Marinova-Todd (2003) found a link between L2 proficiency and co-habitation with native speakers; Muñoz & Singleton (2007) reported a romantic connection between successful late L2 learners and native speakers; Gonçalves (2013) explored hybridity in bicultural relationships; and Kinsella & Singleton (2014) found that the participants in their study of late L2 learners whose L2 test results were all within native-speaker range had native-speaker life-partners. This issue is now being taken very seriously, as Dewaele & Salomidou’s (2016) recent article on “loving … in a foreign language” demonstrates. In the present article we report on the results of some recent qualitative research, based on interview data collected from five individuals who are involved in intercultural and cross-lingual relationships. The research shows the L2 learning process to be clearly influenced by the affective context in which it occurs. The data also suggest that identity construction may be moved in a particular direction by the language principally adopted by the couple, and that, for the partner for whom this language is an L2, the results can be dramatic in terms of both linguistic and cultural affiliation.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2018, 4, 1
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Język kaszubski jako element narodowotwórczy
    The Kashubian language as a nation - building element
    Autorzy:
    Jabłoński, Artur
    Powiązania:
    https://bibliotekanauki.pl/articles/510739.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    Kashubian language
    Kashubian identity
    Kashubian nation
    ethnolinguistics
    sociolinguistics
    Opis:
    Kashubian, as a Proto-Slavic dialect, was similar to the Greater Poland and Lesser Poland dialects which with time provided the foundations for the Polish language. However, as early as in the 13th century, differences became noticea-ble resulting from the autonomous development of Kashubian on the periph-ery of the Slavic world. Language is one of the most important ethnic building elements manifested by the Kashubian people since the dawn of ethnic eman-cipation which started in the mid-19th century, when Florian Ceynowa, physi-cian and father of Kashubian national empowerment, created the first Kashubian alphabet, normalised the spelling, compiled the grammar rules and started to write journalistic, scientific and literary texts. In the past, the Kashubians had long lacked the conviction that their vernacular had value. The joint work of many communities, undertaken for the sake of the linguistic status of Kashubian in the 1990s, led first of all to a change of the attitude of the us-ers towards their own language, and subsequently to its recognition as a sepa-rate Slavic language. Kashubian was granted the political and legal status of a regional language in 2005. It satisfies mainly those who have adopted a hybrid identity characterised by being Kashubian in the regional aspect and Polish in the national aspect. However, that status is insufficient for Kashubians repre-senting the national option, who identify themselves as Polish citizens of Kashubian nationality.
    Źródło:
    Postscriptum Polonistyczne; 2019, 1(23); 45-56
    1898-1593
    2353-9844
    Pojawia się w:
    Postscriptum Polonistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zoltán Dörnyei, Katerina Mentzelopoulos, „Lessons From Exceptional Language Learners Who Have Achieved Nativelike Proficiency: Motivation, Cognition and Identity" Multilingual Matters, 2022, xviii + 196 pp.
    Autorzy:
    Hoyte-West, Antony
    Powiązania:
    https://bibliotekanauki.pl/articles/22446723.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    book review
    exceptional language learners
    motivation
    cognition
    identity
    Opis:
    This is a book review of Zoltán Dörnyei and Katerina Mentzelopoulos. Lessons From Exceptional Language Learners Who Have Achieved Nativelike Proficiency: Motivation, Cognition and Identity. Multilingual Matters. 2022.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-4
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Foreign Language Students’ Perceptions of Their Identity
    Autorzy:
    Piasecka, Liliana
    Powiązania:
    https://bibliotekanauki.pl/articles/783230.pdf
    Data publikacji:
    2019
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    foreign language learning
    postmodern identity
    investment
    study abroad
    English Philology
    Opis:
    Foreign language learning innvolves cognitive, affective and social functioning of the persons involved in this experience. As a social practice, it is also related to the learners’ perceptions of their identity, specifically to their language identity which refers to the relationship between one’s sense of self and the language used to communicate. This implies that using a system of communication, the speaker develops a new sense of self that remains in a dynamic relation with other senses of self, based on (an)other language(s) the person knows. Language learners’ identity is no longer defined as fixed and stable but as “complex, contradictory and multifaceted” (Norton 1997, p. 419). It is dynamic because learners enter into various discourses and negotiate their position within different communities of practice. Language both shapes and is shaped by identity of its users. This article discusses how students of English as a foreign language perceive the role of this language in their construction of selves/identity. First, postmodern conceptualisations of identity and identity categories are presented along with their relevance to the field of Second Language Acquisition. Second, selected empirical studies pertaining to adult immigrant contexts, foreign language contexts and study abroad contexts are briefly reported. Then the results of an empirical study on the students’ of English (n=83) perceptions of their identity in the context of foreign language study are introduced. The study revealed that most of the participants realise complex relations between language learning and their identity and are aware of the effects that studying English (as well as other foreign languages) has on them. English gave them new possibilities in life, allowed them to communicate with people worldwide and make friends with them. They have new and interesting prospects for the future. It affected their personality by making them more open-minded and tolerant of otherness. The knowledge of English gives the students power, prestige, and opportunities to live and work in a changing world of complex social relations.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2019, 5, 1; 93-112
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dlaczego tłumaczy się literaturę piękną na regionalny język kaszubski?
    Why is literature translated into the Kashubian language?
    Dlôcze dolmaczi sã snôżą lëteraturã na regionalny kaszëbsczi jãzëk?
    Autorzy:
    Makurat-Snuzik, Hanna
    Powiązania:
    https://bibliotekanauki.pl/articles/486896.pdf
    Data publikacji:
    2019-06-01
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    the Kashubian language
    regional language
    translation
    literature
    identity
    kaszëbsczi jãzëk
    regionalny jãzëk
    dolmaczënk
    snôżô lëteratura
    juwernota
    Opis:
    The topic of the article is an attempt to answer the question: Why are translations into Kashubian made? The analysis draws upon the distinction between weak and strong languages. Translations into regional language are considered as a symbolic phenomenon; which is to contribute to the preservation of regional identity and the development of minority language and culture.
    Kaszëbsczi jãzëk jakno regionalny jãzëk je w asymetriczny jeleżnoscë w ùprocëmnieniem do nôrodnëch jãzëków, òsoblëwò w ùprocëmnienim do òglowò znónégò na Kaszëbach pòlsczégò jãzëka. Wëkònywóné dolmaczënczi na regionalny jãzëk mają symbòliczny znaczënk, są wôżné dlô ùchòwaniô kaszëbsczi juwernotë i wparłãcziwają nen jãzëk w midzëkùlturową dwùgôdkã. Na nen ôrt kaszëbsczémù jãzëkòwi jakno docélowémù jãzëkòwi są przëswòjiwóné nowé lëteracczé, kùlturowé i jãzëkowé mòdła. Òkróm tegò ùżëcé w dolmaczënkach regionalnégò jãzëka zrzesziwô do grëpë spòlëznã Kaszëbów.
    Źródło:
    Przekłady Literatur Słowiańskich; 2019, 9, 2; 119-132
    1899-9417
    2353-9763
    Pojawia się w:
    Przekłady Literatur Słowiańskich
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-10 z 10

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