Autor: Jazbec, Saša - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Subjective Concepts of Reading Literature Among Future Foreign Language Teachers of German: Implications for Theory and Practice
Autorzy:: Jazbec, Saša
Powiązania:: https://bibliotekanauki.pl/articles/16530385.pdf
Data publikacji:: 2013-12-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: literary reading
reading competence
interview
reading concepts
Opis:: The reading of literary texts has been strongly affected by modern times and media developments. In the development of reading, a proficiency gap can be perceived. In this contribution theoretical starting points are presented for viewing reading from the perspective of scientific disciplines and these are supported by empirical data on the subjective concepts of reading literary texts among future teachers of foreign languages. Teachers, with their inclination or refusal to read and their competences, transmit their views intentionally or unintentionally, consciously or unconsciously to students. At this point their subjective concepts of reading have consequences beyond the subjective. Illustrative segments from interviews and subsequent analysis will allow for a discussion and categorization of concepts held by readers and of guidelines for the education of teachers.
Źródło:: The New Educational Review; 2013, 34; 164-173
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 2.

Tytuł:: Student Heterogeneity and Differentiation: Professional Challenges for Teachers of Foreign Languages
Autorzy:: Jazbec, Saša
Powiązania:: https://bibliotekanauki.pl/articles/1964047.pdf
Data publikacji:: 2021-03-31
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: heterogeneity
homogeneity
diff erentiation
foreign language teaching and learning
Opis:: Student heterogeneity in (foreign language) instruction is a problem and a major professional challenge in both theory and practice. This problem/ challenge will be discussed in the contribution as a paradox of pedagogical and didactic work from its beginnings onwards. This is followed by a reflection on the institutional and structural frameworks for differentiation as a conceptual option for appropriate treatment of student heterogeneity. The empirical part, stimulated by the students’ statements during a didactics seminar, presents the results of a qualitative analysis of statements by foreign language teachers about differentiation, possibilities of differentiation, dilemmas, and pitfalls. Finally, suggestions are presented through which differentiation could find its way from theory to practice.
Źródło:: The New Educational Review; 2021, 63; 137-148
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 3.

Tytuł:: Early Foreign Language Learning from the Children’s Perspective
Autorzy:: Jazbec, Saša
Čagran, Branka
Powiązania:: https://bibliotekanauki.pl/articles/2004918.pdf
Data publikacji:: 2016-09-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: foreign language learning
children
internal motivation
external motivation
Opis:: Many European children begin to learn a (foreign) language at a very early age, and early foreign language learning has thus evolved into a paradigm that seems to have settled as a steady companion of everyday school life. The aim of this contribution, which addresses the topic of early foreign language learning from the participant’s, i.e. the student’s, point-of-view, is to determine students’ reasons for learning a foreign language, as articulated by the students themselves. The research analysis will investigate the motivational aspects that influence learning, and will also illustrate and interpret the research results of a study in which approx. 300 students aged 6-10 years from 9 different countries participated. The analysis will not be country specific, but will highlight common motivational features that recur in all the students’ replies and reveal – as expected-not a linguistic, but a decisively pragmatic focus in the process of language learning.
Źródło:: The New Educational Review; 2016, 45; 124-136
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

Skocz do pozycji: 4.

Tytuł:: “Multilingualism is the Real Thing”: Multilingualism from the Parents’ Perspective
Autorzy:: Jazbec, Saša
Kacjan, Brigita
Powiązania:: https://bibliotekanauki.pl/articles/1967640.pdf
Data publikacji:: 2019-09-30
Wydawca:: Wydawnictwo Adam Marszałek
Tematy:: Multilingualism
language heterogeneity
language learning
parents’ perspective
Kuarki app
Opis:: Language heterogeneity in the classroom is quite a common phenomenon. For experts, it is a challenge; for teachers and parents, it is most often a problem. This challenge or problem will be discussed on the basis of the theory of multilingual education and migration pedagogy. The aim of this contribution is to present an app that can be regarded as a universal tool for fostering multilingualism and explaining it from the viewpoint of parents, since they are an important but often ignored aspect of multilingual education. The research analysis will illustrate and interpret the research results of a qualitative study in which parents from different countries participated. It is not country specific, but it highlights the key aspects that can foster multilingual education and that at least partly match with the underlying theory.
Źródło:: The New Educational Review; 2019, 57; 87-99
1732-6729
Pojawia się w:: The New Educational Review
Dostawca treści:: Biblioteka Nauki

Artykuł

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