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Tytuł:
The English School’s theory of International Society: a valuable concept to understand International Relations
Teoria społeczeństwa międzynarodowego szkoły angielskiej: cenna koncepcja dla zrozumienia stosunków międzynarodowych
Autorzy:
Travasoni, Silvia
Powiązania:
https://bibliotekanauki.pl/articles/32443991.pdf
Data publikacji:
2022
Wydawca:
Fundacja PSC
Tematy:
IR
English School
International Society
UNFCCC
Opis:
This article aims to explore International Relations through the lenses of the English School and through the case study of the United Nations Framework Convention on Climate Change (UNFCCC) and Cop26. In particular, the article aims to analyse the most notable concept created by the English School: International Society. To do so, the article starts off with a brief overview of the English School to cover its history and its place in IR, and then presents its three main concepts: International System, International Society, and World Society. Focusing on International Society, the article proceeds to describe the two main theoretical approaches of the International Society, that is Pluralism and Solidarism. Moreover, the article presents the debate between Order and Justice within the International Society. Finally, the article presents the existing international cooperation coping with climate change through the case study of the United Nations Framework Convention on Climate Change (UNFCCC) and Cop26. The article presents it by applying the principles of the International Society and aims to demonstrate the reasons why the English School and International Society are better suited concepts than the more traditional theories of IR to understand why there exists international cooperation to deal with climate change.
Źródło:
Alcumena. Pismo Interdyscyplinarne; 2022, 2(10); 5-11
2719-9851
Pojawia się w:
Alcumena. Pismo Interdyscyplinarne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ochrona i konserwacja ruin - przemiany metod na przykładzie Mazowsza
Protection and preservation of ruins - changes in the methods used in the Mazovian region
Autorzy:
Lewicki, Jakub
Powiązania:
https://bibliotekanauki.pl/articles/114030.pdf
Data publikacji:
2018
Wydawca:
Politechnika Lubelska. Polski Komitet Narodowy Międzynarodowej Rady Ochrony Zabytków
Tematy:
zamki
rekonstrukcja
ruiny
angielska szkoła konserwacji ruin
Iłża
Czersk
Ciechanów
Gostynin
Liw
Brok
Pułtusk
Szydłowiec
Castles
reconstruction
ruins
English school for the ruins’ preservation
Ilza
Opis:
W pracy przedstawiono problematykę konserwacji ruin zamków na Mazowszu, omawiając ich losy i stan współczesny oraz zaprezentowano zastosowane metody ochrony w XX wieku. Wśród mazowieckich zamków można wyróżnić kilka grup. Są to budowle będące w stanie ruiny (Iłża, Czersk, Brok) częściowo odbudowane (Liw, Ciechanowiec) oraz te, które odtworzono w zmodyfikowanej formie i adaptowano do nowych funkcji (Gostynin, Pułtusk i Szydłowiec). W omówionych zamkach stosowano różne metody ochrony i konserwacji. Większość wykonanych prac odbiega od zasad angielskiej szkoły konserwacji ruin. Zastosowanie czystych zasad angielskiej szkoły konserwacji ruin było stosowane sporadycznie (Iłża, częściowo Czersk, Brok). Było to efektem wypracowania własnych, lokalnych rozwiązań, a nie wzorowania się na angielskich przykładach. Częściej stosowano częściową odbudowę zniszczonych zamków (Liw), odbudowę z elementami współczesnymi (Ciechanów, Pułtusk) lub całkowicie swobodną odbudowę (Gostynin), co spowodowało utratę autentyzmu zamków lub ich ruin. Wyraźną tendencją spotykaną na Mazowszu były i są swobodne odbudowy zamków, co przyczynia się do utraty autentyzmu tych zabytków. Jednak największym mankamentem wykonanych prac są widoczne uzupełnienia murów zamków nową cegłą o odmiennym kolorze i fakturze (np. mury zamku w Czersku).
The article presents the problem of preservation of the ruins of castles in Mazovia, discussing their fate and state of affairs and presenting the methods of protection used in the 20th century. Several groups can be distinguished among Mazovian castles. These are buildings in ruins (Ilza, Czersk, Brok), partially rebuilt (Liw, Ciechanowiec) and those that were reconstructed in a modified form and adapted to new functions (Gostynin, Pultusk and Szydlowiec). Various preservation and conservation methods were used in the castles discussed. Most of the work done deviates from the rules of the English school for the preservation of ruins. The application of the pure principles of the English school for the preservation of ruins was sporadical (Ilza, partly Czersk, Brok). It was the result of working out own, local solutions, not to follow English examples. More often, partial reconstruction of damaged castles was used (Liw), reconstruction with contemporary elements (Ciechanow, Pultusk) or completely unrestricted reconstruction (Gostynin), which resulted in the loss of the authenticity of castles or their ruins. A clear tendency observed in Mazovia was and are the unrestricted reconstruction of castles, which contributes to the loss of the authenticity of these monuments. However, the biggest drawback of the works are visible additions to the castle walls with new bricks of a different color and texture (eg the walls of the castle in Czersk).
Źródło:
Ochrona Dziedzictwa Kulturowego; 2018, 6; 117-134
2543-6422
Pojawia się w:
Ochrona Dziedzictwa Kulturowego
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Comparison of EFL Elementary School Learners’ Vocabulary Efficiency by Using Flashcards and Augmented Reality in Taiwan
Autorzy:
Tsai, Cheng-Chang
Powiązania:
https://bibliotekanauki.pl/articles/1972184.pdf
Data publikacji:
2018-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
elementary school students
Augmented Reality
English flash cards
English vocabulary learning
Opis:
With the rapid development of Augmented Reality (AR), an increasing number of studies has been conducted to explore the effectiveness of this technology in the field of education. Few, however, have examined how AR might influence EFL (English as a Foreign Language) learners’ vocabulary learning efficiency. To fill in this gap in the literature, the purpose of this study is to compare traditional English flash cards with the vocabulary learning method of Augmented Reality to see which English vocabulary learning is more efficient for elementary school students. The study was conducted at an elementary school in Taiwan, and the participants were 66 third grade pupils in total. The study was conducted at two stages in terms of data collection. At the first stage, the control and experimental groups took the same English vocabulary test without any teacher instruction as a pretest. At the second stage, the control group used flashcards to learn 20 target English words by themselves in 30 minutes. The experimental group adopted the Augmented Reality 3D effect of 20 target words by themselves in 30 minutes. After that, both groups took the same English vocabulary test again as a posttest. On the whole, Augmented Reality teaching effects apparently excel the effects of the traditional vocabulary learning methods. The results of this study have shown that the learning method of Augmented Reality was more efficient than the learning method using English flash cards at various proficiency levels (high, intermediate, and low) in terms of English vocabulary learning. The learning method of English flash cards had significant differences in high and low level groups as well as intermediate and low level groups, with the exceptions of high and intermediate level groups. It is worth improving children’s English vocabulary learning by using Augmented Reality in their daily lives in terms of mobile learning.
Źródło:
The New Educational Review; 2018, 51; 53-65
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bilingual geography education models through the English language in Polish schools
Autorzy:
Byca, M.
Powiązania:
https://bibliotekanauki.pl/articles/2084565.pdf
Data publikacji:
2011
Wydawca:
Uniwersytet Warszawski. Wydział Geografii i Studiów Regionalnych
Tematy:
geographic education
education model
English language
Polish school
Opis:
The history of bilingual education in Poland has its beginning in 1991, when first the French language, and later German, English and Spanish were introduced at schools at secondary level. Geography is one of the most popular subjects taught in bilingual system. In Polish schools we can observe different approaches towards bilingual education at secondary level. They are usually connected with several criteria, according to which schools in Poland organize bilingual classes. One of the most common criteria of organizing this kind of teaching is the syllabus (Polish or international) and the proportion of native and foreign languages used during lessons (usually given in percentages). Bilingual education nowadays is without doubt one of the attempts to adjust curricula to contemporary educational standards existing in Europe. A justification for encouraging bilingual approach in teaching is connected with the European Union directive, according to which all secondary school graduates should speak two foreign languages fluently. Such an idea of contemporary bilingual education is formulated in CLIL Programme (Content and Language Integrated Learning), which promotes full integration of the geography content and language learning. This is based on an assumption that during bilingual geography lessons one of the teaching goals is to practice and develop language skills, which geography teachers seem to forget. This article is an attempt to classify Polish bilingual geography education models and indicate their weaknesses and strengths.
Źródło:
Prace i Studia Geograficzne; 2011, 48; 187-196
0208-4589
Pojawia się w:
Prace i Studia Geograficzne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enhancing the role of pragmatics in primary English teacher training
Autorzy:
Glaser, Karen
Powiązania:
https://bibliotekanauki.pl/articles/912405.pdf
Data publikacji:
2018-12-07
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
EFL
English Language Teaching
pragmatics
pragmatic awareness
language teacher training
primary school
Primary English Language Teaching (PELT)
Opis:
Teaching EFL in primary school is no longer a novelty but firmly established in the education landscape throughout Europe and many countries worldwide. Primary English language teaching (PELT) is a unique branch of ELT insofar as it entails both the teaching of children and beginners. While PELT teachers and PELT teacher educators largely agree that this concurrence of ‘young plus beginning’ requires a focus on vocabulary, speaking and listening, introduced and practiced through songs, games, stories, roleplaying and embodiment techniques such as Total Physical Response, pragmatic aspects often take a backseat in PELT teacher training and by extension in the PELT classroom, even though it has been established that pragmatics instruction is necessary and feasible on all proficiency levels, right from the beginning. This article discusses possible reasons for this omission and illustrates with authentic examples why pragmatics should play a bigger role in the training of primary English teachers
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 119-131
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Popularization of English Language Learning in Primary Schools in Poland
Autorzy:
Nazaruk, Stanisława Katarzyna
Tokarewicz, Ewa
Klim-Klimaszewska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/454184.pdf
Data publikacji:
2017
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
student
primary school
popularization of English language learning
motivation to learn.
Opis:
Accession of Poland to the European Union induced a variety of changes in different areas of life, including education. A second language was introduced as a compulsory subject in kindergarten and primary school and two compulsory foreign languages in general lower and upper secondary schools. English is the most popular of all languages in all types of schools, regardless of the level of education they represent. Globalization of the English language, the process which can be observed nowadays, has a significant impact on actions taken by schools to popularize learning this language. Therefore, the research was performed with a view to achieving a better understanding of the popularization of English language learning in primary schools in the larger context of a variety of factors. Basing on the analysis of research results, the conclusions reflecting real needs of learners as far as the more effective English language learning is concerned have been drawn. Sharing the research findings with the primary schools which participated in the research will contribute to their practical application.
Źródło:
Multidisciplinary Journal of School Education; 2017, 12; 181-196
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Assumptions vs the reality – a case study on developing writing in a foreign language at the level of early school education in Poland and Lithuania
Autorzy:
Budzyńska, Paula
Mazlaveckiene, Gerda
Powiązania:
https://bibliotekanauki.pl/articles/1387073.pdf
Data publikacji:
2019-06-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
early school education
English language
Lithuania
Polska
textbooks
foreign language writing skills
Opis:
The study aims at providing a potential answer to the question about the extent to which selected currently available ELTs for early school education in Poland and Lithuania allow developing pupils’ writing skills in English described in the most recent academic studies and official regulations at both European (e.g. the CEFR Volume Companion) and national level (e.g. the Core Curriculain the countries in question). The analysis of selected ELTs is performed with the use of a model created by the authors and based on the scientific background and the aforementioned documents. The study demonstrates changes that should be introduced to the content of the examined textbooks in order to make them possibly the most compliant with researchers’ stands and valid recommendations, for instance, (1) it would apparently be beneficial to diversify the types of writing activities included in the chosen ELTs, and (2) pupils could significantly benefit from introducing to the analysed textbooks more writing activities referring to their experience.
Źródło:
Problemy Wczesnej Edukacji; 2019, 45, 2; 102-112
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“Not For An Age, But For All Time:” Autobiography and a Re-origin of Shakespeare Studies in Canada
Autorzy:
Solá Chagas Lima, Eduardo
Thompson, Julie
Powiązania:
https://bibliotekanauki.pl/articles/39766257.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
William Shakespeare
Shakespeare studies
Autobiographical theory
Canadian English curriculum
Secondary school
Literature
Opis:
Despite independence as a country, Canada belongs to the Commonwealth and has deep colonial roots and the British educational system was key in creating Canadian curricula. Given the centrality of Shakespeare’s work in the British literary canon, it follows that it would also figure heavily in the academic requirements for Canadian students. At the dawn of the Confederation (1867), the high school curriculum used Shakespeare to emphasize a “humanist” approach to English literature using the traditional teaching methods of reading, rhetoric, and recitation. Presently, Shakespeare continues to be the only author in the high school curriculum to whom an independent area of study is dedicated. The origin of Shakespeare in Canada through curriculum and instruction is, thus, a result from the canonic tradition imported from Britain. This traditional model no longer fits the imperative of multiculturalism, as reflected in the Canadian Constitution Act (1982). Yet, with the appropriate methodology Shakespeare’s texts can be a vehicle for multiculturalism, social justice, and inclusivity. In light of recent disillusionments concerning the relevance of Shakespearean texts in high school curricula, this paper proposes an alternative pedagogical approach that envisages changing this paradigm and fostering a re-origin of Shakespeare studies in Canada through an intentional pedagogical process grounded in individual experience. Scholarship has highlighted the importance of autobiographies in the learning process and curriculum theorists William Pinar and Madeleine Grumet designed a framework that prioritizes individual experience. Our approach to teaching Shakespeare’s works aligns with the four steps of their currere method, presented as: (1) contemplative, (2) translational, (3) experiential, and (4) reconceptual, fostering an opportunity for self-transformation through trans-historical social themes present in the text. The central argument is that Shakespeare’s text can undergo a re-origin when lived, given its initial conception as embodied, enacted narrative in the early modern period. In this method, students immerse themselves in Shakespeare’s text through films and stage productions and then manifest their interpretations by embodying the literature based on their autobiographical narratives. To undergo a re-origin in the Canadian secondary curriculum, current pedagogical approaches to teaching Shakespeare require a paradigm shift.
Źródło:
Multicultural Shakespeare: Translation, Appropriation and Performance; 2023, 27, 42; 161-177
2083-8530
2300-7605
Pojawia się w:
Multicultural Shakespeare: Translation, Appropriation and Performance
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Musée imaginaire: Fontanes Gemäldegalerie
Musée imaginaire: Fontanes picture gallery
Autorzy:
Fischer, Hubertus
Powiązania:
https://bibliotekanauki.pl/articles/927340.pdf
Data publikacji:
2017-04-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Theodor Fontane
picture
visual memory
pictorial perception
English arts
Dusseldorf School of Painting
Opis:
This paper tends to explore ,Fontane's picture gallery' referring to its genesis, characteristic and effect. In doing so the art critic Fontane is improving a distinctive image as an expert especially of English art und of the at that time in Germany leading Dusseldorf School of Painting (Düsseldorfer Malerschule). Furthermore it will be set out how the writer Fontane is acting in his work with pictures and pictorial perception. Eventually there is a suggestion for recovering ,Fontane's picture gallery' to make it possible for the contemporary audience to read Fontane's works in a wider and subtly differentiated manner.
Źródło:
Studia Germanica Posnaniensia; 2016, 37; 109-120
0137-2467
Pojawia się w:
Studia Germanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
O poezji cmentarnej (graveyard poetry) – Robert Blair i Edward Young
On graveyard poetry – Robert Blair and Edward Young
Autorzy:
Kasperski, Edward
Powiązania:
https://bibliotekanauki.pl/articles/2012211.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
literatura angielska
Robert Blair
Edward Young
poezja grobów
English literature
Graveyard School of Poetry
Opis:
The term ‘graveyard poetry’ or Graveyard School of Poetry is used in the history of literature to refer to a collection of English poems of the 18th century whose character is primarily meditative and refl exive. The graveyard poets chose intensely emotional lyric genres such as dramatised and full of strong emotions meditative monologue, elegy or last will. They allowed the authors to express deeply subjective and intimate feelings, which revealed the supressed and hidden in the social discourse unoffi cial aspect of their psyche. They led to poetry which is direct, personal, confessional, intimate and reaching out of the rigour of Neoclassical convention. The compositions refl ected on mortality and immortality, passing of time, fragility of human life, horror of death, interment, grave, ‘coffi n bed’ after death, symbolism of the dead, decomposing bodies and bleak cemetery night and silence. They were full of sorrow, lugubriousness, grievance, dispair and melancholy caused by irreparable loss of a close person who passed away. They asked dramatic questions about the sense of life and death, about the meaning of the symbolism of graves for the living and the postmortem ‘what’s next’. The graveyard poetry literary and artistically wise ennobled and canonised the motif of grave and cemetery, which changed into meaningful and symbolic scenery. The Graveyard School of Poetry might have appeared to be a reaction to modern and scientifi c conversion of the world and universe image and therefore might have seemed to be a regressive and nostalgic turn towards Middle Ages and Baroque. In fact, it was paving the way for the future as well as for the romantic, radical revaluation and changes in literature, especially through opening towards subjective, extreme emotions of an individual, striving for direct poetic form of expression and by virtue of concentrating on boundary existential refl ection. The history of literature features above others the names of two poets who were the fi rst to compose poems initiating the graveyard poetry movement as a collective historical-literary phenomenon and infl uencing the successors – a Scottish poet, Robert Blair, the author of The Grave and Edward Young, the author of The Complaint, or Night Thoughts on Life, Death, and Immortality.
Źródło:
Prace Filologiczne. Literaturoznawstwo; 2012, 2(5); 179-198
2084-6045
2658-2503
Pojawia się w:
Prace Filologiczne. Literaturoznawstwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EKSPERYMENTALNA GLOTTODYDAKTYKA OKULOGRAFICZNA NA PRZYKŁADZIE BADAŃ WŁASNYCH
Experimental eyetracking glottodidactics (based on author’s research)
Autorzy:
Andrychowicz-Trojanowska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/443041.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
eyetracker
glottodidactics
textbook
English language
school student
dyslexia
okulograf
glottodydaktyka
podręcznik
język angielski
uczeń
dysleksja
Opis:
The aim of this paper is to present a possible technological support for glottodidactic research. To do this the author shortly characterises eyetracking in relation to the humanities, especially glottodidactics. She introduces and describes the idea of experimental eyetracking glottodidactics on the basis of her own eyetracking research for EFL textbooks, and presents the basic results of the research and general conclusions.
Źródło:
Neofilolog; 2018, 50/1; 127-142
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching materials for English in the primary education – also for the pre-school education?
Autorzy:
Olpińska-Szkiełko, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/914950.pdf
Data publikacji:
2015-12-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
teaching materials
early English learning
language sensitivity period
natural language learning situation
pre-school education
kindergarten.
Opis:
The objective of the article is to analyse some selected materials for teaching English as a foreign language, designed mainly for grade 1–3 of the primary school, with the goal to answer the question whether these materials could be also used successfully and efficiently with 3–5-year old children. Early English learning materials are compared with Polish integrated learning materials. The analysis results in some conclusions for the didactic process in kindergartens. In accordance with the theoretical issues some principles for the shaping of didactic materials, teaching forms and activities, adequate tasks and contents of a language lesson are described.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2015, 42, 2; 61-72
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How authentic is language included in English and German language textbooks for primary education in Poland? A case study
Autorzy:
Budzyńska, Paula
Powiązania:
https://bibliotekanauki.pl/articles/913255.pdf
Data publikacji:
2018-09-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
corpus stylistics method
early school education in Poland
English language textbooks
German language textbooks
literary materials in textbooks
Opis:
This study aims at investigating the authenticity of vocabulary and grammar structures included in two selected English language textbooks (hereafter ELTs) and two German language textbooks (hereafter GLTs) for the first stage of education in Poland. In order to achieve the assumed objective, the author examined literary materials, that is, songs, rhymes, or short stories, included in selected ELTs and GLTs in accordance with the principles of the corpus stylistics method developed, for example, by Semino & Short (2004), Mahlberg (2014), or McIntyre (2015). With the support of BYU-BNC and DWDS corpora, the performed analysis indicated, for instance, that in the case of both types of textbooks studied, the number of authentic words that children are to learn seems to be rather insufficient. The outcomes of the study enable suggesting certain modifications targeted at the increase of the authenticity of language that the analysed textbooks include.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 1; 27-40
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Angielski po daltońsku; czyli plan daltoński na lekcjach języka angielskiego
Teaching English in the Dalton Way; i. e. the Dalton Plan in English Lessons
Autorzy:
Kwella, Marta Natalia
Powiązania:
https://bibliotekanauki.pl/articles/478697.pdf
Data publikacji:
2020
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
plan daltoński
Helen Parkhurst
język angielski
nauczanie
uczenie się
edukacja wczesnoszkolna
English lesson
teaching
learning
early school education
Dalton Plan
Opis:
The Dalton Plan’s pedagogy was established by H. Parkhurst 100 years ago; but it is still valued and commonly applied in preschool and early school education. In this article; I intend to present different ways of implementing the Dalton Plan into teaching English at these stages. First; I will discuss the history of the Dalton Plan; and then I shall describe its founder and outline the main assumptions of the concept. Next; I will present how the Dalton Plan has developed worldwide; in particular in Poland; and I will discuss the current application of the Dalton Plan in the school environment. In the second part; I will present H. Parkhurst’s practical teaching strategies which can be effectively used in teaching English to children. I intend this article to be not only an inspiration for teachers teaching different foreign languages but also as an encouragement for practitioners to reflect on their work and perhaps expand their practice with new teaching strategies that would promote independence; responsibility; cooperation and reflection. Applying the Dalton Plan in everyday teaching allows teachers to personalise children’s learning and supports the development of children’s linguistic and social skills; which; in turn; facilitates the main objective of education.
Mimo że pedagogika planu daltońskiego stworzona została przez H. Parkhurst sto lat temu; to nadal jest użyteczna i chętnie wykorzystywana w pracy z dziećmi zarówno w wieku przedszkolnym; jak i wczesnoszkolnym. W niniejszym artykule zaprezentowano sposoby wykorzystania elementów planu daltońskiego na lekcjach języka angielskiego. W jego pierwszej części przedstawiony jest zarys historyczny powstania planu daltońskiego; krótkie przybliżenie postaci twórczyni oraz główne założenia koncepcji. Następnie opisano rozwój idei na świecie i w Polsce oraz przybliżono współczesną realizację filarów planu daltońskiego. W drugiej części artykułu podano praktyczne rozwiązania; możliwe do wykorzystania na lekcjach języka angielskiego; zgodne z założeniami koncepcji H. Parkhurst. Założeniem autorki jest zainspirowanie nauczycieli języków obcych do poszukiwania nowych metod i zachęcenie ich do poszerzenia swojego warsztatu o narzędzia rozwijające u dzieci samodzielność; odpowiedzialność; współpracę oraz refleksję. Praca zgodnie z założeniami tej koncepcji pozwala na indywidualizację pracy ucznia oraz rozwój zarówno językowy; jak i społeczny; co zmierza do realizacji nadrzędnego celu; jakim jest wspieranie wszechstronnego rozwoju dziecka.
Źródło:
Edukacja Elementarna w Teorii i Praktyce; 2020, 15, 1(55); 117-130
1896-2327
Pojawia się w:
Edukacja Elementarna w Teorii i Praktyce
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Dynamics of Needs in a Course in English Phonetics for In-Service Primary School Teachers of English
Dynamik der Bedürfnisse in den Kursen zur englischen Phonetik für eine Gruppe berufstätiger Englischlehrender
Autorzy:
Kapranov, Oleksandr
Powiązania:
https://bibliotekanauki.pl/articles/1182375.pdf
Data publikacji:
2021-01-18
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
English as a Foreign Language (EFL)
in-service teachers
needs analysis (NA)
phonetics
primary school
englisch als fremdsprache
berufstätige lehrkräfte
bedarfsanalyse
phonetik
grundschule
Opis:
This article presents a study that seeks to explore the dynamics of needs experienced by a group of in-service primary school teachers of English as a Foreign Language (EFL) who are enrolled in a course in English phonetics at a regional university in Norway. The course in English phonetics is designed for the group of EFL teachers (further – participants) who combine working full-time with taking in-service EFL courses. The aim of the study is to explore how the dynamics of the participants’ needs change within the time frame of two semesters. The study is based upon theoretical premises of needs analysis (further – NA) formulated by Hyland (2006), who regards EFL learners’ needs as a continuous process that changes over time. The results of NA indicate that whereas initially the participants explicitly express the need for obtaining tertiary-level education in English to be able to teach English at primary school, their needs change towards the end of the course to involve the focus on becoming role models in an EFL classroom, paying attention to speech fluency, intonation, and conducting English-only EFL classes. These findings will be further discussed in the article.
Dieser Artikel stellt eine Studie zur Dynamik der Bedürfnisse von berufstätigen Lehrenden für Englisch als Fremdsprache (EFL) in der Grundschule vor, die an einem Kurs zur englischen Phonetik an einer regionalen Universität in Norwegen teilnehmen. Der Kurs richtet sich an Englischlehrende (im Weiteren als „Teilnehmer“ bezeichnet), die ihren Vollzeitunterricht mit der Beteiligung an Kursen für Englisch als Fremdsprache verbinden. Ziel der Untersuchung ist es herauszufinden, wie sich die Dynamik der Bedürfnisse der Teilnehmer über einen Zeitraum von zwei Semestern ändert. Die Forschung basiert auf den theoretischen Prämissen der Bedarfsanalyse (NA) von Hyland (2006), der die Bedürfnisse von Fremdsprachenlernenden als einen kontinuierlichen Prozess betrachtet, der sich im Laufe der Zeit ändert. Die Ergebnisse der Bedarfsanalyse verweisen darauf, dass die Teilnehmer am Anfang ein starkes Bedürfnis nach Abschluss des Sprachunterrichts auf einem höheren Niveau zum Ausdruck bringen, um eine Fremdsprache an der Grundschule zu unterrichten. Diese Einstellung entwickelt sich jedoch gegen Ende des Kurses dahingehend, dass der Rolle des Lehrers, der als nachzuahmendes Vorbild für Lernenden im Bereich der Geläufigkeit, der Intonation und des Unterrichtens nur in der Fremdsprache fungiert, mehr Gewicht beigemessen wird. Diese Beobachtungen bilden eine Basis für weitere Überlegungen in dieser Arbeit.
Źródło:
Theory and Practice of Second Language Acquisition; 2020, 6, 2; 107-132
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 20

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