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    Wyświetlanie 1-4 z 4
    Tytuł:
    THE PERFORMATIVE IN SECOND LANGUAGE EDUCATION: AN EXAMPLE OF THE COMPLEXITY OF THE DISCIPLINE
    Autorzy:
    Blaszk, Martin
    Powiązania:
    https://bibliotekanauki.pl/articles/1037934.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    dyscyplina
    złożoność
    międzykulturowy
    interdyscyplinarny
    zwrot performatywny
    glottodydaktyka performatywna
    discipline
    complexity
    intercultural
    interdisciplinary
    per-formative turn
    performative SLE
    Opis:
    Second language education (SLE) must remain open to developments in the world if it is to be relevant to those who have an investment in it: learners, teachers and researchers. However, the broadening of the interdisciplinary nature of SLE that may occur because of this is not without its problems. New areas will bring ideas and terminology that will make SLE as a discipline even more complex. In addition, the ideas and terminology may be disputed in the fields from which they originate thus compounding the problem of complexity. The article looks at the example of the performative in SLE and how it supports an approach that is interdisciplinary and intercultural. It also looks at some of the problems this causes: the implications of implementing an SLE practice that is performative, the fact that there are different performative practices, as well as variance between seemingly similar performative practices because of national and cultural differences. The article concludes with the description of two studies which show the complex nature of performative SLE as praxis.
    Źródło:
    Neofilolog; 2019, 52/2; 373-387
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The possibility of teaching practices as a community of practice based upon the experiences of student-teachers
    Autorzy:
    Blaszk, Martin
    Powiązania:
    https://bibliotekanauki.pl/articles/442822.pdf
    Data publikacji:
    2020-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    English teaching
    teaching practices
    teaching practice journals
    community of practice
    collaborative practice
    non-collaborative practice
    cooperative development
    nauczanie języka angielskiego zawodowe praktyki nauczycielskie dziennik praktyk nauczycielskich wspólnota praktyków
    współpraca praktyków
    praktyka bez współpracy
    współpraca w rozwoju
    Opis:
    In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), aca-demic supervisor and the academic staff who lead the English teach-ing methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.
    Źródło:
    Neofilolog; 2020, 54/2; 305-316
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    BETWEEN DIDACTICS, THE MENTOR AND THE PUPILS: TRAINEE REFLECTIONS CONCERNING THEIR TEACHING PRACTICES
    Autorzy:
    Blaszk, Martin
    Powiązania:
    https://bibliotekanauki.pl/articles/1036617.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    praktyka nauczycielska
    refleksja dialogowa
    ważni inni
    badania jakościowe
    badania pilotażowe
    teaching practices
    dialogical reflection
    significant others
    qualitative research
    pilot study
    Opis:
    Reflection in teacher development is important as it can help both experienced and novice teachers to better understand the processes they are involved in. It can also be used to aid evaluation processes. This paper presents a small scale study that involved undergraduate English philology students from Gdańsk University who were studying for the teacher specialisation. One of its purposes was to trial a strategy for feedback that could be used to mediate an already existing model of assessment for students’ taught lessons, which previous to the study used only a prescribed set of assessment criteria. Another purpose was to promote a reflective turn in both the student-teacher and academic mentor (myself), which would then inform the discussions that took place after each observed lesson. In addition to this, I was interested to find out if this strategy would generate a suitable quality and quantity of information, so that it might be used for further research. Overall, the strategy proved a useful aid to reflection in relation to the students’ teaching practices. As a research tool, it also generated usable data.
    Źródło:
    Neofilolog; 2015, 45/1; 9-25
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “Borne-Across Humans” – the Migrant Experience as a Way of Viewing Artistic Practice
    Autorzy:
    Blaszk, Martin
    Powiązania:
    https://bibliotekanauki.pl/articles/1834009.pdf
    Data publikacji:
    2018-10-10
    Wydawca:
    Mazowiecka Uczelnia Publiczna w Płocku
    Tematy:
    migrant
    alienation
    event
    Salman Rushdie
    Günter Grass
    Tadeusz Kantor
    Samuel Beckett
    Opis:
    In an essay on Günter Grass, Salman Rushdie suggests that the migrant experiences a triple disruption involving place, language and behaviour. Rather than being disabling, however, Rushdie [1992, p. 278] views it is empowering, where migrants become something magical, “borne-across humans – (…) metaphorical beings in their very essence.” In the first part of the paper it is suggested that Rushdie’s description of Grass as migrant not only gives a useful way of viewing the writer’s work, but also provides a tool for viewing other artists’ work. In doing so, the initial premise is extended to cover the existential alienation of which both Albert Camus and Jean-Paul Sartre write, as well as Gilles Deleuze’s examination of the event. In the second part of the article, in light of these considerations, works by the artist and theatre director Tadeusz Kantor are analysed – Linia Podziału [The Dividing Line, 1966] and Umarła Klasa [The Dead Class, 1975], as well as the writer and playwright Samuel Beckett – Watt [1953], Molloy [1955] and Waiting for Godot [1955]. In the conclusion, it is suggested that even though there may be positive aspects to migrant experience these may not be (or want to be) understood.
    Źródło:
    Społeczeństwo. Edukacja. Język; 2018, 7; 73-86
    2353-1266
    2449-7983
    Pojawia się w:
    Społeczeństwo. Edukacja. Język
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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