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    Tytuł:
    Foreign language teacher preparation in Slovakia and Poland from skills to competences
    Przygotowanie nauczycieli języków obcych na Słowacji i w Polsce od umiejętności do kompetencji
    Autorzy:
    Kováčiková, Elena
    Kic-Drgas, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/40053431.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    foreign language teacher training
    skills
    competences
    Polska
    Opis:
    The paper discusses the challenges of foreign language teacher preparation in Slovakia and Poland resulting from observed tendencies such as digitalisation, mobility and specialisation of disciplines. The background for these reflections on the state of teacher training education is the document European Profile for Language Teacher Education – a Frame of Reference (2004) and DigComp 2.2 The Digital Competence Framework for Citizens (2022), which point out the main fields essential for the development of high-quality foreign language teachers in terms of digital, life and entrepreneurial competences. The authors of the paper analyze example curricula at two universities, one in Poland (Adam Mickiewicz University, Poznań) and one in Slovakia (Constantine the Philosopher University in Nitra) to answer the following research questions: how will future foreign language teachers be supported in developing their competences at the tertiary level? How do the current foreign language teacher training curricula at universities in Slovakia and Poland incorporate the need for the development of new competences? The results of the analysis present the discrepancies at both universities in the way the recommendations concerning competence development are incorporated, however they also reveal the weaknesses and strengths of the existing solutions.
    W artykule omówiono wyzwania związane z przygotowaniem nauczycieli języków obcych na Słowacji i w Polsce wynikające z obserwowanych tendencji, takich jak cyfryzacja, mobilność i specjalizacja dyscyplin. Autorki artykułu analizują przykładowe programy nauczania na dwóch uniwersytetach, jednym w Polsce (Uniwersytet im. Adama Mickiewicza w Poznaniu) i jednym na Słowacji (Uniwersytet Konstantyna Filozofa w Nitrze), aby odpowiedzieć na następujące pytania badawcze: w jaki sposób przyszli nauczyciele języków obcych będą wspierani w rozwijaniu swoich kompetencji na poziomie szkolnictwa wyższego? W jaki sposób obecne programy kształcenia nauczycieli języków obcych na uniwersytetach na Słowacji i w Polsce uwzględniają potrzebę rozwoju nowych kompetencji? Wyniki analizy przedstawiają rozbieżności na obu uniwersytetach w sposobie uwzględniania zaleceń dotyczących rozwoju kompetencji, ale także ujawniają słabe i mocne strony istniejących rozwiązań.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 2; 49-63
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    KONCEPCJA UCZENIA SIĘ PRZEZ NAUCZANIE INNYCH (LDL) W KSZTAŁCENIU NAUCZYCIELI JĘZYKA NIEMIECKIEGO
    The concept of learning by teaching in the training of teachers of German
    Autorzy:
    Białek, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/1036610.pdf
    Data publikacji:
    2019-03-22
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    learning by teaching
    LdL concept
    Jean Pol Martin
    foreign language teacher training
    uczenie się przez nauczanie innych
    koncepcja LdL
    kształcenie nauczycieli języków obcych
    Opis:
    The subject of this article is the concept of learning by teaching used for the training of teachers of German. Foreign language teacher training is currently no doubt one of the most important challenges resulting from the educational policies of countries within the European Union. In Poland, the necessity for remedial, preventive or promotional actions with regard to the teaching of foreign languages seems to pertain first of all to the teachers of German (and their training facilities), as the justification for German’s presence in the Polish schools is increasingly being questioned. Unfortunately, there are numerous examples in school practice which show that the contemporary approach to the teaching ofGerman as a foreign language continues to follow a traditional, transmission model, with great perseverance and consistency.In order to change this situation, it is necessary to find some effective educational solutions for foreign language teacher training. The search should focus on those educational tools which will enable teachers-to be to meet their teaching goals and conduct the teaching process in line with the current theories of language teaching. One of many such tools, which I have decided to examine more closely, is the concept of learning by teaching (Lernen durch Lehren), initiated by Jean Pol Martin.This paper presents the main assumptions of the concept of LdL and describes a training programme (developed following the LdL approach) carried out with the students of faculty of German who are future teachers ofGerman. The conclusions drawn seem quite promising for teacher training.
    Źródło:
    Neofilolog; 2015, 45/1; 57-71
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Umgang mit Heterogenität im (Fremdsprachen-)Unterricht – Rahmenbedingungen im polnischen Bildungssystem
    Dealing with heterogeneity in (foreign language) teaching – framework conditions in the Polish education system
    Autorzy:
    Jaroszewska, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/16463682.pdf
    Data publikacji:
    2022-08-26
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    legislation
    Polish educational system
    heterogeneity
    individualization
    (foreign language) teaching
    (foreign language) teacher training
    akty prawne
    polski system oświaty
    heterogeniczność
    indywidualizacja
    nauczanie (języków obcych), kształcenie nauczycieli (języków obcych)
    Opis:
    The aim of the article is to discuss the main Polish educational legislation aimed at promoting diversity and individualization in the the process of schooling. The focus is on dealing with heterogeneity, which has become frequent in Polish schools and kindergartens. This includes various aspects concerning differentiation in children and young people, such as individual developmentental characteristics, gender, socio-cultural environment, special educational needs or giftedness. Heterogeneity requires individualization of the educational process, which also applies to the teaching of foreign languages. This poses a challenge for many teachers, including foreign language teachers. In many respects Polish legislation regulates how to deal with heterogeneity and individualization in the educational context.
    Źródło:
    Neofilolog; 2022, 58/2; 179-192
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Double responsibility of foreign language teachers: Primary student-teachers’ perceptions of linguistic and cultural content
    Autorzy:
    Sanchez-Sanchez, Gabriel
    Krawiec, Marek
    Ibañez-Lopez, Francisco Javier
    Powiązania:
    https://bibliotekanauki.pl/articles/911830.pdf
    Data publikacji:
    2020-06-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    double responsibility; communication skills; (inter-)cultural education; foreign language instruction; student-teacher; teaching and training
    Opis:
    Scholars all over the world have been arguing for foreign language instruction which combines linguistic and cultural content. Eliminating the cultural side results in a deficient process. This study explored prospective teachers’ perceptions of both constituents, since they will ultimately be responsible for their implementation in the foreign language classroom. To this end, 137 students from three European universities were chosen and asked to fill out an online questionnaire with Likert scale items. Data was collected and interpreted using the free statistics software package R (R Core Team, 2019). The findings confirmed that the relevance of linguistic / cultural issues was unanimously acknowledged (98,5%), speaking was appointed as the most desired target skill (97,1%), interpersonal relations (88,3%) as the most important aspect of socio-cultural knowledge, and lessons with native speakers (94,2%) as the most relevant classroom resource
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 1; 137-159
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Changing Lives, Changing Languages: Societal Impact on Language Teaching
    Autorzy:
    Kitzinger, Arianna
    Powiązania:
    https://bibliotekanauki.pl/articles/454194.pdf
    Data publikacji:
    2017
    Wydawca:
    Akademia Ignatianum w Krakowie
    Tematy:
    change
    educational challenges
    foreign language teaching (FLT)
    good practices
    teacher-training
    Opis:
    1989 was a dividing line in the history of Central & Eastern European countries. Not only political systems were re-organized, but also social and cultural relations had to be revisited. It is valid to education as well because it welcomed new structures, subjects and philosophies, very often in new educational environments. In Hungary, language education was in a special situation: due to the changing social demands it had to face new challenges with the introduction of foreign languages not widely taught up to this time. The three pillars of the study are the analysis of the shift from a socialist regime into capitalism and its reflection in language education, the description of the appearance of different languages in public and higher education, and the introduction of new methods and synergies applied in the new era of FLT (foreign language teaching). Illustrations of present results are provided from the two far ends of education, namely, pre-school education and kindergarten teacher-training.
    Źródło:
    Multidisciplinary Journal of School Education; 2017, 12; 161-179
    2543-7585
    Pojawia się w:
    Multidisciplinary Journal of School Education
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Katarzyna Sowa-Bacia, Artur Kubacki (red.) Wybrane zagadnienia z glotto- i translodydaktyki 1. Wydawnictwo Naukowe UP, Kraków 2018.
    Katarzyna Sowa-Bacia, Artur Kubacki (red.) Selected issues in glottodidactics and translation didactics 1. Wydawnictwo Naukowe UP, Kraków 2018.
    Autorzy:
    Łomzik, Magdalena
    Powiązania:
    https://bibliotekanauki.pl/articles/973407.pdf
    Data publikacji:
    2019-06-24
    Wydawca:
    Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
    Tematy:
    teaching foreign language in kindergarten
    teacher training
    teaching written translation
    training of sworn translators
    Opis:
    The reviewed book comprises six articles on foreign language teaching and written translation as well as the development of academic teachers’ and translators' competences. The book is intended not only for teachers. Students will also find valuable information, consisting an introduction to issues associated with the profession of a teacher and translator. The advantage of the book is the inclusion of different stages of teaching: from teaching a foreign language in kindergarten, through the training of foreign language students and teachers, developing translation skills at the collegiate and academic level, to non-academic education in the field of competence development of a sworn translator.
    Źródło:
    Applied Linguistics Papers; 2019, 26/2; 117-119
    2544-9354
    Pojawia się w:
    Applied Linguistics Papers
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Student Teaching Internships in Russian Language Classes in An Elementary School. Research Conclusions
    Autorzy:
    Karolczuk, Marzanna
    Powiązania:
    https://bibliotekanauki.pl/articles/974049.pdf
    Data publikacji:
    2013-06-01
    Wydawca:
    Uniwersytet Warmińsko-Mazurski w Olsztynie
    Tematy:
    pedagogical internships
    teacher training
    teaching of a second foreign
    language in an elementary school
    Russian language
    Opis:
    The article presents the analysis results concerning the individual evaluation of student internships in Russian language classes in an elementary school. Ninety-nine teachers’ opinions on the completed individual student internships were analyzed. The research has proved that according to these opinions students are prepared to work at school. The analysis has also revealed that some aspects of preparation for the teaching profession require improvement. These are, among others, such issues as the use of new technologies in the classroom, the development of students’ intercultural competence, the character of teaching second foreign language. The author concludes that the questionnaire form should be modified.
    Źródło:
    Acta Neophilologica; 2013, XV/1; 49-60
    1509-1619
    Pojawia się w:
    Acta Neophilologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Professional training of teachers of English language and foreign literature in higher education institutions of Ukraine
    Autorzy:
    Haidai, Iryna
    Suvorova, Liudmyla
    Kosheleva, Marina
    Kukharonok, Svitlana
    Powiązania:
    https://bibliotekanauki.pl/articles/29519765.pdf
    Data publikacji:
    2023-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    foreign language
    philology teacher
    general education
    professional training
    pedagogical practice
    academic disciplines
    normative and variable training
    Opis:
    The purpose of the article is to analyze the content of professional and practical training of future specialists on the example of teacher training in specialty 014 “Secondary education. English language and foreign literature” of Zhytomyr Polytechnic State University. A review of the scientific literature was carried out, which shows that many scientists were engaged in the study of the problem of training a philology teacher in Ukraine. The interpretation of the concepts “training”, “teacher training”, “professional training of a philology teacher”, “professional training of a foreign language teacher” by various scientists was analyzed. The concept of “teacher of philological specialties” is analyzed. The definition of the concept of “professional training of a philology teacher” is given. The concept of training a philology teacher in dual majors, training future teachers of humanities majors is analyzed. The article states that the training of future English language teachers consists of three cycles: general education, professional training and three types of pedagogical practice. In turn, the first two cycles are divided into two parts: educational disciplines of the normative and variable part. The article analyzes in detail the curriculum of specialty 014 “Secondary education. English language and foreign literature” for 2023/2024 academic year. In particular, the disciplines of general and professional training are indicated, the percentage of study time allocated to the study of educational disciplines of the normative and variable part of the cycle of professional training is calculated. A large list of elective subjects that students have the right to choose for their major is presented. A conclusion was made about the balanced professional and practical language training of philology teachers in Ukraine due to the successful distribution of study time for the study of the main philological and methodical disciplines. Optional educational disciplines in the variable part significantly enrich the curriculum and, accordingly, contribute to positive dynamics in the knowledge of students of higher education in specialty 014 “Secondary education. English language and foreign literature”. The analysis of the curriculum for the training of teachers of English language and foreign literature confirmed thorough training in general and special philological disciplines.
    Źródło:
    Pomiędzy. Polsko-Ukraińskie Studia Interdyscyplinarne; 2023, 10(3); 41-48
    2543-9227
    Pojawia się w:
    Pomiędzy. Polsko-Ukraińskie Studia Interdyscyplinarne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Błędy metodyczne w planowaniu i prowadzeniu lekcji
    Methodological mistakes in planning and teaching classes
    Autorzy:
    Janowska, Iwona
    Powiązania:
    https://bibliotekanauki.pl/articles/966823.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    błąd
    nauczyciel języków obcych
    kształcenie nauczycieli
    standardy europejskie
    refleksyjność
    mistake
    foreign language teacher
    teacher training
    european standards
    reflection
    Opis:
    Niniejszy artykuł nie jest repertuarem błędów nauczycielskich, chociaż o nich wielokrotnie mowa. Odwołując się do schematu działań nauczyciela w różnych momentach procesu dydaktycznego, nakreślonego w "Europejskim Portfolio dla studentów – przyszłych nauczycieli języków" koncentrujemy się głównie na takich pytaniach jak: co powinien robić nauczyciel w danej, niekiedy trudnej sytuacji; jaka powinna być jego rola, postawa; czego powinien się wystrzegać, o co szczególnie zabiegać etc. Najbardziej typowe niedociągnięcia i uchybienia (ponieważ wszystkich nikt nie jest w stanie, ani policzyć ani przewidzieć) zostały przedstawione w kontekście negatywnych konsekwencji jakie powodują oraz środków zaradczych, które należy podjąć, by móc uniknąć podobnych nieprawidłowości. Remedium, które okazuje się skuteczne w rozwiązywaniu problemów dydaktycznych spotykanych na co dzień, jest szeroko pojęta refleksja nad własnym warsztatem pedagogicznym oraz doskonalenie zawodowe.
    This paper is not a simple enumeration of teachers’ mistakes although it discusses them often. Referring to the operational framework for teachers at various stages of the didactic process outlined in the European Portfolio for Student Teachers of Languages, we mainly focus on questions such as what teachers should do in specific – sometimes difficult – situations, what their roles or attitudes should be, what they should avoid, what they should pay special attention to, etc. The most typical drawbacks and shortcomings (as they are not countable or predictable) are presented in the context of negative consequences they cause as well as the remedies to be applied in order to prevent such anomalies in the future. A remedy that is often found effective in solving didactic issues we encounter in our daily work is a widely understood reflection on our own educational competencies and professional improvement.
    Źródło:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2015, 22
    0860-6587
    2449-6839
    Pojawia się w:
    Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners
    Autorzy:
    Nosidlak, Katarzyna
    Powiązania:
    https://bibliotekanauki.pl/articles/22446728.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    difficult/problematic student
    foreign language learner
    formal labelling
    informal labelling
    labelling theory
    teacher training
    Opis:
    In accordance with the assumptions of the sociologically grounded labelling theory, an individual’s self-perception and, consequently, their actions, might be influenced by words used to describe them. Also, in the context of education, including the field of foreign language learning, such a process of defining learners in a simplified way, has been proven to have profound consequences of psychological nature. The main purpose of the article is to outline the results of a study in which 37 teachers of English shared the stories of their most “difficult” students. The qualitative analysis of the gathered descriptions allowed the identification of some common features characteristic of, so-called, hopeless cases, among which motivation-related problems are the most often enumerated ones. Additionally, many teachers wrote about their struggles while teaching students with special educational needs. The views expressed by the participants of the study might help understand the way in which opinions about students are formulated as well as point to the need for significant changes to be made in the area of foreign language teacher education and training.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-24
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zwischen den Welten: Digitale Kompetenzen und Tools in der Fremdsprachendidaktik am Beispiel des Polnischen und Russischen
    Between the worlds: Digital competences and tools in foreign language didactic on the example of Polish and Russian
    Autorzy:
    Mróz, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/28408454.pdf
    Data publikacji:
    2023
    Wydawca:
    Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
    Tematy:
    digital tools
    foreign language didactic
    media in didactic
    teacher media training
    Game-Based-Learning
    Opis:
    The article aims to present the results of the Interreg project “DPL digital” at the Department of Slavonic Studies at the University of Greifswald and the implementation of digital tools in foreign language pedagogy on the example of Polish and Russian. The project was carried out in the seminar “Media Use in Foreign Language Teaching Didactics”. The essence of the project was to familiarize students with selected online tools that can be used in teaching foreign languages. It was conducted as part of the seminar “Use of media in foreign language teaching”, whose didactic assumption was strengthening the digital competences of future teachers through project work. Nowadays, practice-oriented media pedagogy is an integral component of teacher training and an essential prerequisite for modern teaching in schools (Bäsler 2021:431). DPL digital follows the Game-Based-Learning approach when presenting or assessing linguistic content in a playful way. Recent analyses of the use of online tools in teaching Polish as a foreign language indicate that the effectiveness of learning process in the treatment group increases by 17% (Kaźmierczak 2020:46).
    Źródło:
    Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft; 2023, 12; 203-215
    2299-4122
    2657-4799
    Pojawia się w:
    Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Merytoryczne, psychopedagogiczne i dydaktyczne aspekty kształcenia nauczycieli języków obcych. Rozważania teoretyczne z aneksem empirycznym
    Substantive, psycho-pedagogical and didactic aspects of foreign language teacher education. Theoretical considerations with an empirical extension
    Autorzy:
    Aleksander, Zdzisław
    Powiązania:
    https://bibliotekanauki.pl/articles/1398077.pdf
    Data publikacji:
    2019-12-31
    Wydawca:
    Ateneum - Akademia Nauk Stosowanych w Gdańsku
    Tematy:
    foreign language teacher
    psycho-pedagogical competence
    teachers’ training
    nauczyciel języka obcego
    psychopedagogiczne kompetencje
    kształcenie nauczycieli
    Opis:
    When looking at the relationship between substantive education and the pedagogical background of a teacher (foreign language teacher included) there has been an eternal disagreement both in the academia, as well as among prospective employers. The most essential controversy pertains to the degree of expertise a teacher should possess in the field they teach versus how much psycho-pedagogical and educational knowledge they should have and the mutual relationship of the two. Another area of dispute and debate within the teachers’ education specialism seems to occur between two parties: proponents of theoretical research and the narrow circle of practical education advocates. The empirical annex, which points to the level of vocational preparation of a language teacher, focuses on the choice of didactic activities, the quality of their execution, and the working conditions which are under a teacher’s control.
    W poglądach na kształcenie nauczycieli, także nauczycieli języków obcych, zarówno w środowisku akademickim jak i wśród potencjalnych pracodawców, od lat nie ma zgodności co do relacji między kształceniem merytorycznym (filologicznym), a przygotowaniem pedagogicznym. Zasadnicza kontrowersja dotyczy tego, na ile nauczyciel powinien być specjalistą w zakresie nauczanego przedmiotu, na ile zaś powinien opanować wiedzę psychopedagogiczno-metodyczną oraz jakie są relacje między wiedzą specjalistyczną i pedagogiczną a umiejętnościami zawodowymi nauczyciela. Inny obszar sporów i dyskusji dotyczącej kształcenia nauczycieli odbywa się między zwolennikami studiów teoretycznych, a rzecznikami kształcenia wąsko praktycznego. W artykule w oparciu publikacje naukowe, rozporządzenia ministerialne i raporty z badań prezentowane są te stanowiska i argumenty ich zwolenników. W aneksie empirycznym dotyczącym poziomu przygotowania zawodowego nauczycieli języków obcych skupiono się na doborze czynności dydaktycznych, na jakości ich wykonania i na warunkach pracy na lekcji zależnych od nauczyciela.
    Źródło:
    Forum Filologiczne Ateneum; 2019, 7, 1; 243-255
    2353-2912
    2719-8537
    Pojawia się w:
    Forum Filologiczne Ateneum
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    El perfil del profesor de español como lengua extranjera: dimensión formativa, dimensión técnica y dimensión afectivo-emocional
    Spanish as a Foreign Language Teacher’s Profile: Formative Dimension, Technical Dimension and Affective-Emotional Dimension
    Autorzy:
    Casal, Isabel Iglesias
    Powiązania:
    https://bibliotekanauki.pl/articles/1048778.pdf
    Data publikacji:
    2016-09-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Spanish as a foreign language
    teacher training processes
    teachers’ competence
    attitudes
    values and emotional factors
    Opis:
    In this article we will reflect on the three dimensions that constitute key areas in the professional development of teachers of Spanish as a foreign language (ELE): the formative dimension, the technical dimension and affective-emotional dimension. We focus on the context of educational practice, an area from which we can invite reflection, to analyze the beliefs of teachers or change the direction of their work in the classroom.
    Źródło:
    Studia Romanica Posnaniensia; 2016, 43, 3; 67-83
    0137-2475
    2084-4158
    Pojawia się w:
    Studia Romanica Posnaniensia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Second language learning for vulnerable adult migrants: The case of the Italian public school
    Autorzy:
    Deiana, Igor
    Spina, Stefania
    Powiązania:
    https://bibliotekanauki.pl/articles/911703.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    adult foreign language education
    vulnerable adult migrants
    second language adult learners
    illiterate students
    teaching Italian as a second language
    second language teachers
    language teacher training
    language testing and assessment
    Opis:
    Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a large number of teenagers without any adult caregivers and women. A significant partof them is placed in the Italian language courses for foreigners organised by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thispaper addresses the exploration of the language testing and assessment of the courses organized by this institution. With the aim of evaluating these aspects, the paper concentrates on the CPIA,its teachers, and its students. Focusing on CPIA’s language courses, we investigate the language testing and assessment carried out at the beginning and at the end of the language courses. Thanks to these observations, the paper tries to identify some critical aspects and to understand their causes.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 67-81
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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