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    Wyświetlanie 1-7 z 7
    Tytuł:
    OPEN EDUCATIONAL RESOURCES, ICT AND VIRTUAL COMMUNITIES FOR CONTENT AND LANGUAGE INTEGRATED LEARNING
    Autorzy:
    Cinganotto, Letizia
    Cuccurullo, Daniela
    Powiązania:
    https://bibliotekanauki.pl/articles/955416.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    CLIL
    OER
    virtual communities
    ICT
    informal learning
    Opis:
    The present contribution is aimed at describing one of the latest trends in the European school curricula: the teaching of subject content in a foreign language (CLIL), which is becoming more and more popular all over Europe, also bearing in mind the latest recommendations from the European Commission. Starting with a brief theoretical background on CLIL, the article focuses on OER (Open Educational Resources) and digital tools that have strongly changed and reshaped the educational landscape, offering a lot of opportunities for CLIL teachers and trainers. This scenario has also changed the interaction among teachers, building up virtual communities of practice aimed at sharing ideas and good practices for better quality teaching/learning. Some examples of these CLIL communities are provided.
    Źródło:
    Teaching English with Technology; 2016, 16, 4; 3-11
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    E-learning 2.0 Per apprendere e insegnare l’italiano L2: I social network, Facebook e le tecniche didattiche
    E-learning 2.0 to learn and teach Italian as a second language: social network, Facebook and language activities
    Autorzy:
    Cotroneo, Emanuela
    Powiązania:
    https://bibliotekanauki.pl/articles/446410.pdf
    Data publikacji:
    2013-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Web 2.0, e-learning 2.0, social network, Facebook, Italian, informal
    learning
    Opis:
    Nowadays it would not be possible to plan an Italian language and culture class without considering the opportunity to use ICT. After the evolution from web to web 2.0 and from e-learning to e-learning 2.0, teachers approached a new concept of learning and teaching online. Web 2.0 tools, the social networks in particular, are considered a valuable resource for communicating, interacting and sharing linguistic and cultural contents, in formal and informal learning. Facebook, the most famous social network, becomes a virtual learning environment for students of Italian as a Second Language where posts, images, links and videos can be shared and used as L2 input. The Facebook page Lingua Italiana Per Stranieri (progetto LIPS), that we described it in this article, represents an example of a didactic use of this famous social network.
    Źródło:
    Italica Wratislaviensia; 2013, 4; 37-57
    2084-4514
    Pojawia się w:
    Italica Wratislaviensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L’apprentissage informel au service de l’enseignement de la littérature et de la culture à la philologie française
    Informal Learning for the Teaching of Literature and Culture to French Philology Students
    Autorzy:
    Grabowska, Monika
    Sadkowska-Fidala, Agata
    Powiązania:
    https://bibliotekanauki.pl/articles/28408105.pdf
    Data publikacji:
    2023-12-16
    Wydawca:
    Komisja Nauk Filologicznych Oddziału Polskiej Akademii Nauk we Wrocławiu
    Tematy:
    informal learning
    teaching literature and culture
    French as a foreign language
    mediation
    creativity
    apprentissage informel
    enseignement de la littérature et de la culture
    français langue étrangère
    médiation
    créativité
    Opis:
    The aim of the present study is to examine the extent to which French philology students' informal learning – in the area of multimodal literacies and leisure activities – reinforces the gains in French literature and French history and culture courses through creative mediation. We report on an experiment conducted in the years 2020-2022 in five online courses at the French Philology department of the University of Wrocław during the Covid-19 pandemic. In these courses, students were expected to personally mediate the texts or content studied in class and present them on a group Facebook site. The students' projects are classified according to two criteria (intersemiotic and intrasemiotic mediation; mediation of form and content) and prove that the involvement of informally acquired knowledge and skills not only developed the students' creativity, but also promoted interpretative processes by anchoring the formal learning of the course in personal experience.
    Źródło:
    Academic Journal of Modern Philology; 2023, 20; 83-94
    2299-7164
    2353-3218
    Pojawia się w:
    Academic Journal of Modern Philology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rola nieformalnego uczenia się języków obcych w świadomości studentów filologii francuskiej
    The role of informal language learning in the consciousness of students of French philology
    Autorzy:
    Grabowska, Monika
    Wiater, Aleksander
    Powiązania:
    https://bibliotekanauki.pl/articles/52425852.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    informal language learning
    consciousness
    metacognition
    nieformalne uczenie się języków obcych
    świadomość
    metakognicja
    Opis:
    The aim of this article is to present the results of a survey conducted in the academic year 2021/2022 among students of French Philology Studies at the University of Wroclaw. The subject of interest was the role they attribute to out-of-class language learning (including French) in the process of acquiring communicative competence. The question asked was formulated in such a way as to make students reflect on informal learning situations. Qualitative analysis of the answers indicates a relatively broad spectrum of situations of informal learning, which, due to their complexity, require deeper reflection in order to increase the awareness of not only the effects, but also of the process of lifelong learning and the breadth of learning itself. We postulate that language classes in a formal context have as one of their main purposes the stimulation of such reflection and should invite students to undertake various informal learning activities. This in turn increase the effectiveness of formal teaching/learning, and encourages further reflection on the overall foreign language learning process.
    Źródło:
    Neofilolog; 2023, 60/2; 348-361
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Le rôle de l’apprentissage informel du FLE dans la stimulation de la conscience et de l’autoconscience métacognitive des étudiants de philologie française. Exemple des films et séries francophones
    The role of informal learning of French as a foreign language in stimulating the metacognitive (self-)awareness of French philology students. Example of French-language films and series
    Autorzy:
    Grabowska, Monika Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/15582184.pdf
    Data publikacji:
    2022-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    informal learning
    learning beyond the classroom
    French as a foreign language
    French philology
    films & series
    awareness
    self-awareness
    metacognition
    Opis:
    The research concerns a specific learning environment, namely the Institute of Romance Studies at the University of Wrocław, and attempts to address two questions: 1. To what extent do students of French philology currently benefit from the affordances offered to them by modern digital tools, in particular the various video-on-demand platforms, for informal learning of French via French-language films and series? 2. How does this activity stimulate their metacognitive awareness and self-awareness in the area of learning French as a foreign language? To this end, students of French philology took part in a survey which demonstrated that films and series are an important leisure activity, even if French-language titles represent only 21% of what they are watching. However, these films and series are subjected to important metacognitive reflection.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 87-106
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    On formal and informal notation of calculation during the early learning of arithmetic by young students
    Autorzy:
    Rożek, Bożena
    Powiązania:
    https://bibliotekanauki.pl/articles/748932.pdf
    Data publikacji:
    2016
    Wydawca:
    Polskie Towarzystwo Matematyczne
    Tematy:
    early learning of arithmetic
    symbolic language of mathematics
    constructivist concepts of teaching
    informal notation of calculation
    Opis:
    This article refers to one of the important objectives in teaching mathematics – shaping its formal language. It raises the question of teaching methods in crossing the decimal threshold in addition and subtraction, used in Poland for over 50 years, that are too formal for students of the first educational stage, and that boil down to successive transformations on a symbolic level. On one hand, there will be presented a theoretical analysis of literature concerning the formation of the language of mathematics and inefficient methods associated with a too early transition to the level of symbolic writing, that can lead to the danger of formalism in teaching mathematics. On the other hand, based on fragments of the research, there will be presented extreme difficulties of a second grade student in a primary school in the process of crossing of the threshold of ten in symbolic writing and examples of the use of less formal writing for children, adapted to their natural development. Considerations in the article suggests leaving a rigid school methodology, while encouraging the use of less formal writing in computational mathematics in early childhood education, as a transitional stage in the development of a proper formal language for students.
    Źródło:
    Didactica Mathematicae; 2016, 38
    2353-0960
    Pojawia się w:
    Didactica Mathematicae
    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
      Wyświetlanie 1-7 z 7

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