Temat: language teacher development - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: “When a foreign language learner becomes a foreign language teacher…” – A cross-cultural study into the affective domain of teaching
Autorzy:: Kiliańska-Przybyło, Grażyna
Bedir, Hasan
Can, Cem
Powiązania:: https://bibliotekanauki.pl/articles/919872.pdf
Data publikacji:: 2012-12-12
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: narrative inquiry
narratives
foreign language teacher development
novice teachers’ emotions
Opis:: The aim of this paper is to characterize early experiences of future teachers of English in Polish and Turkish contexts; describe their emotions and attitudes as well as analyze their evaluations of the past situations. When a foreign language learner becomes a foreign language teacher…, firstly s/he has to transform from a FL student to a FL teacher, develop the ability to talk about one’s early experiences and relate them to future growth. In this sense, narrative inquiry largely helps in contextualizing and transforming one’s experience. The data collected for the study involve narratives produced by Turkish and Polish teacher trainees.
Źródło:: Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 2; 61-74
0072-4769
Pojawia się w:: Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: The role of a teacher in a CLIL classroom
Autorzy:: Papaja, Katarzyna
Powiązania:: https://bibliotekanauki.pl/articles/915845.pdf
Data publikacji:: 2013-01-01
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: CLIL
bilingual
language classroom
teacher
teaching
language development
Opis:: CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.
Źródło:: Glottodidactica. An International Journal of Applied Linguistics; 2013, 40, 1; 147-153
0072-4769
Pojawia się w:: Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: English medium instruction: Comparing teacher beliefs in secondary and tertiary education
Autorzy:: Briggs, Jessica G.
Dearden, Julie
Macaro, Ernesto
Powiązania:: https://bibliotekanauki.pl/articles/780421.pdf
Data publikacji:: 2018
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: English medium instruction (EMI)
content and language integrated learning (CLIL)
teacher cognition
teacher professional development
Opis:: Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.
Źródło:: Studies in Second Language Learning and Teaching; 2018, 8, 3; 673-696
2083-5205
2084-1965
Pojawia się w:: Studies in Second Language Learning and Teaching
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Trends in European language education policy on teacher education: Teaching foreign languages to young learners
Autorzy:: Komorowska, Hanna
Krajka, Jaroslaw
Powiązania:: https://bibliotekanauki.pl/articles/40054466.pdf
Data publikacji:: 2024
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: kształcenie językowe
nauczanie dzieci
doskonalenie nauczycieli
europejska polityka językowa
language education
teaching Young Learners
teacher development
European language policy
Opis:: Contemporary language education to young learners is seeing an increased focus on individual variation, due to students’ special educational needs and the diversity of contexts in which instruction takes place. This leads to the increased creativity of teachers and the emergence of innovative practices in various areas of teaching languages to children. On the other hand, due to globalization and international cooperation, language teaching experiences a degree of standardization. One source of this may be the impact of European education policy. Due to such influential tools as the Common European Framework of Reference for Languages or the European Portfolio for Pre-Primary Educators, educational systems find it convenient and useful to apply some of these assumptions. Therefore, it is important to make an overview of trends in European education policy in reference to teaching young learners, to indicate what kind of support can be given to language instructors in their work with children. The research question posed in the paper is to what extent the most important European policy documents and tools prove relevant in the practice of young learner educators? The analysis indicates the viability of selected European policy tools, modifications of their use across the years and new forms of implementation in the social media era.
Współczesne kształcenie językowe dzieci staje przed koniecznością indywidualizacji procesu nauczania z uwagi na zróżnicowane potrzeby edukacyjne uczniów oraz różnorodność kontekstów, w których przebiega proces kształcenia. W rezultacie prowadzi to do kreatywności nauczycieli i powstawania innowacyjnych praktyk. Jednocześnie w efekcie procesów globalizacyjnych ma miejsce pewna standaryzacja nauczania, również pod wpływem wdrażania założeń europejskiej polityki językowej. Pojawienie się tak ważnych narzędzi jak Europejski System Opisu Kształcenia Językowego czy Europejskie Portfolio dla Nauczycieli Przedszkolnych ma istotny wpływ na proces kształcenia nauczycieli. Z tego powodu główne pytanie badawcze artykułu brzmi: na ile najważniejsze dokumenty i narzędzia UE / Rady Europy okazują się przydatne w nauczaniu dzieci. Analiza pokazuje istotność wybranych narzędzi, modyfikacje ich zastosowania na przestrzeni lat oraz nowe formy wdrażania w erze mediów społecznościowych.
Źródło:: Glottodidactica. An International Journal of Applied Linguistics; 2024, 51, 1; 27-44
0072-4769
Pojawia się w:: Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:: Biblioteka Nauki

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