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Tytuł:
Trends in European language education policy on teacher education: Teaching foreign languages to young learners
Autorzy:
Komorowska, Hanna
Krajka, Jaroslaw
Powiązania:
https://bibliotekanauki.pl/articles/40054466.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
kształcenie językowe
nauczanie dzieci
doskonalenie nauczycieli
europejska polityka językowa
language education
teaching Young Learners
teacher development
European language policy
Opis:
Contemporary language education to young learners is seeing an increased focus on individual variation, due to students’ special educational needs and the diversity of contexts in which instruction takes place. This leads to the increased creativity of teachers and the emergence of innovative practices in various areas of teaching languages to children. On the other hand, due to globalization and international cooperation, language teaching experiences a degree of standardization. One source of this may be the impact of European education policy. Due to such influential tools as the Common European Framework of Reference for Languages or the European Portfolio for Pre-Primary Educators, educational systems find it convenient and useful to apply some of these assumptions. Therefore, it is important to make an overview of trends in European education policy in reference to teaching young learners, to indicate what kind of support can be given to language instructors in their work with children. The research question posed in the paper is to what extent the most important European policy documents and tools prove relevant in the practice of young learner educators? The analysis indicates the viability of selected European policy tools, modifications of their use across the years and new forms of implementation in the social media era.
Współczesne kształcenie językowe dzieci staje przed koniecznością indywidualizacji procesu nauczania z uwagi na zróżnicowane potrzeby edukacyjne uczniów oraz różnorodność kontekstów, w których przebiega proces kształcenia. W rezultacie prowadzi to do kreatywności nauczycieli i powstawania innowacyjnych praktyk. Jednocześnie w efekcie procesów globalizacyjnych ma miejsce pewna standaryzacja nauczania, również pod wpływem wdrażania założeń europejskiej polityki językowej. Pojawienie się tak ważnych narzędzi jak Europejski System Opisu Kształcenia Językowego czy Europejskie Portfolio dla Nauczycieli Przedszkolnych ma istotny wpływ na proces kształcenia nauczycieli. Z tego powodu główne pytanie badawcze artykułu brzmi: na ile najważniejsze dokumenty i narzędzia UE / Rady Europy okazują się przydatne w nauczaniu dzieci. Analiza pokazuje istotność wybranych narzędzi, modyfikacje ich zastosowania na przestrzeni lat oraz nowe formy wdrażania w erze mediów społecznościowych.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2024, 51, 1; 27-44
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Bot byłby tańszy od polonisty
A bot would be cheaper than a Polish teacher
Autorzy:
Gajosowa, Paulina
Powiązania:
https://bibliotekanauki.pl/articles/28763166.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
ChatGPT
AI
Polish language education
teacher work
artificial intelligence
edukacja polonistyczna
praca nauczyciela
sztuczna inteligencja
Opis:
W publikacji omówiono możliwości ChatuGPT, który jest narzędziem opartym na systemie sztucznej inteligencji przeznaczonym do generowania tekstów, tłumaczeń, analizy języka naturalnego i innych zadań związanych z przetwarzaniem języka naturalnego. W artykule pojawia się pytanie, czy ChatGPT może w najbliższej przyszłości zastąpić nauczycieli języka polskiego. Choć ChatGPT może być pomocnym narzędziem dla nauczycieli, nie może zastąpić ich w nauczaniu uczniów rozumienia i stosowania reguł gramatycznych, słownictwa i struktur językowych, a także kształtowania ich umiejętności komunikacyjnych i kulturowych. ChatGPT może generować odpowiedzi oraz tworzyć teksty, a efekty jego pracy stają się precyzyjniejsze, jeśli instrukcje są bardziej szczegółowe. Jednak narzędzie to nie może zastąpić relacji międzyludzkich, indywidualnego podejścia i motywacji, które nauczyciele zapewniają uczniom.
The article discusses ChatGPT, a project developed by OpenAI, an organization focused on the development of artificial intelligence. ChatGPT is a type of Generative Pre-trained Transformer, a model of artificial intelligence designed to generate texts, translations, natural language analysis, and other tasks related to natural language processing. The article raises the question of whether ChatGPT can replace Polish language teachers soon, to which the answer is that it cannot. While ChatGPT can be a helpful tool for teachers, it cannot replace their role in teaching students to understand and apply grammar rules, vocabulary, and language structures, as well as shaping their communicative and cultural skills. ChatGPT can generate summaries or notes based on the provided text, and its results will be more precise if the  instruction is more specific. However, the tool cannot replace the human relationship, individual approach, and motivation that teachers provide to students.
Źródło:
Polonistyka. Innowacje; 2023, 17; 135-148
2450-6435
Pojawia się w:
Polonistyka. Innowacje
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education
Autorzy:
Farrell, Angela
Masterson, Mary
Daly, Michelle
Powiązania:
https://bibliotekanauki.pl/articles/15000332.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Diversity
inclusion
multilingualism
language-sensitive teaching
teacher professional needs
teacher education
language support teachers
whole-school approach
Opis:
The 21st century has been characterised by an unprecedented growth in transnational migration with education systems in many countries challenged to address the implications of this ongoing global phenomenon. This paper reports on a recent study that was undertaken amongst teachers and school managers in post-primary state schools in Ireland to explore the current position regarding language-sensitive teaching as an emergent response to the growing reality of linguistic diversity in schools. Bottom-up research of this kind is vital as it can shed light on the perceptions and experiences of the key stakeholders involved in order to determine their related professional needs and shape future directions in teacher education in this area. The key findings show that language-sensitive teaching remains in its infancy in the Irish post-primary educational context with an urgent need for teacher awareness-raising and upskilling in relation to this approach and its implementation in different subject classrooms. The research has also indicated that language support teachers can play a central role in developing language-sensitive teaching at the whole school level but this potential remains largely under-exploited in the Irish post-primary educational context.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 77-95
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Preparation of Foreign Language Graduates to Teach English for Specific Purposes at the Academic Level
Przygotowanie absolwentów studiów filologicznych do nauczania specjalistycznych odmian języka angielskiego na poziomie akademickim
Autorzy:
Linkiewicz, Patrycja Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/31804178.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
ESP
foreign language teachers
teacher competencies
Polish education system
język angielski specjalistyczny
nauczyciele języków obcych
kompetencje nauczycieli języków obcych
edukacja filologiczna w Polsce
Opis:
Introduction: Contemporarily it is not enough to be able to use English solely for general purposes. Thus, foreign language teachers have to obtain a great deal of competences, among which some researchers point to the skills and knowledge from the specialist field. Research aim: The objective of the article consists in analysing if foreign language teachers are sufficiently prepared to teach English for Specific Purposes (ESP) to students of higher education institutions. Evidence-based Facts: The graduates of philology are fully unprepared to teach ESP, while graduates of applied linguistics are partially prepared to undertake such tasks. The main problem with teaching ESP lies, however, in the lack of appropriate didactic materials. Thus, foreign language teachers are left with no other choice than to create their own materials, apply creative teaching methods (e.g. presentations prepared by the students), or to search for the materials loosely connected with a given discipline. Summary: The practical solutions to the problem depicted in the article are suggested, and they are as follows: incorporation of “specialist foreign language methodology” into academic curricula, organisation of courses from a specific field for foreign language teachers, researching the scale of the problem, mutual exchange of experience and materials between the teachers, improvement of the hitherto created coursebooks and materials with account taken of the communicative approach towards language learning, creation of specialist coursebooks.
Wprowadzenie: We współczesnych realiach edukacyjnych, społecznych, zawodowych znajomość tzw. ogólnej angielszczyzny jest niewystarczająca do skutecznej komunikacji. Lektorzy języka angielskiego muszą zatem nabyć kompetencje pozwalające na kształcenie językowe w takim kierunku, wśród tych kompetencji jest m.in. nauczanie języków specjalistycznych. Cel badań: Celem niniejszego artykułu jest przeanalizowanie stopnia przygotowania nauczycieli języków obcych do nauczania języka angielskiego specjalistycznego w instytucjach edukacyjnych na poziomie akademickim. Metoda badań: W badaniu wykorzystano metodę analizy dokumentów. Wyniki: Absolwenci filologii nie są wystarczająco przygotowani do nauczania języka angielskiego specjalistycznego, podczas gdy absolwenci lingwistyki stosowanej są w nieco wyższym stopniu przygotowani do podejmowania takich zadań. Główny problem w nauczaniu języka angielskiego specjalistycznego dotyczy braku odpowiednich materiałów dydaktycznych. W rezultacie nauczyciele języka angielskiego muszą opracowywać własne materiały, wdrażać kreatywne metody nauczania albo korzystać z materiałów luźno powiązanych z daną dyscypliną. Wnioski: Przedstawiono praktyczne rozwiązania problemu zarysowanego w artykule, takie jak: włączenie modułu „specjalistycznej metodyki języka obcego” w program ścieżki nauczycielskiej, organizowanie kursów z konkretnych dziedzin dla nauczycieli języka obcego, zbadanie skali problemu, wzajemna wymiana doświadczeń i materiałów pomiędzy nauczycielami, udoskonalenie  dotychczas stworzonych podręczników i materiałów z uwzględnieniem podejścia komunikacyjnego, stworzenie podręczników specjalistycznych.
Źródło:
Lubelski Rocznik Pedagogiczny; 2023, 42, 3; 71-87
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
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:
The Role of Compassion during the Shift to Online Teaching for Language Teacher Wellbeing
Autorzy:
Mairitsch, Astrid
Babic, Sonja
Mercer, Sarah
Sulis, Giulia
Shin, Sun
Powiązania:
https://bibliotekanauki.pl/articles/22446704.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
compassion
self-compassion
language teacher wellbeing
education
COVID-19 pandemic crisis
Opis:
Research on compassion has received increasing attention over the past decades (Seppälä et al., 2017). However, empirical studies focusing on the role of compassion for teachers still remain sparse to date. This paper reports on a study designed to investigate the wellbeing of 21 language teachers across the globe during the first wave of the COVID-19 pandemic crisis. In particular, the study sought out to examine the ways in which compassion and self-compassion contributed to the wellbeing of language teachers during this time. Data were generated through in-depth, semi-structured individual online interviews and were analyzed from a Grounded Theory perspective (Charmaz, 2006). Findings revealed that acts of compassion in the workplace and in the private lives of the teachers played a crucial role in shaping our participants’ wellbeing during this time of crisis. Furthermore, self-compassion emerged as an important factor influencing the wellbeing of teachers during the pandemic crisis. Indeed, compassion and self-compassion served as core elements in their teaching and appeared to affect their relationships with their students, colleagues, and headteachers. In the absence of compassion, the stressful and challenging situation they were already experiencing was exacerbated. These findings imply the potential benefits of compassion and self-compassion training for teachers, administrators, and policymakers to support and promote wellbeing in the educational workplace.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-22
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy możliwe jest kształtowanie postaw proklimatycznych na lekcjach języka polskiego? Wyniki badań ankietowych
Is it possible to shape pro-climate attitudes in Polish language lessons? Survey results
Autorzy:
Guzy, Anna
Ochwat, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/28395248.pdf
Data publikacji:
2022
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
humanistyka środowiskowa
lekcje języka polskiego
kryzys klimatyczny
edukacja dla klimatu
postawy proekologiczne
nauczyciele języka polskiego
badania ankietowe
environmental humanities
Polish language lessons
climate crisis
education for the climate
pro-environmental attitudes
Polish language teacher
survey
Opis:
W artykule zostały zaprezentowane wyniki badań ankietowych przeprowadzonych wśród nauczycieli języka polskiego (n = 120) na temat sposobów, możliwości oraz barier w zakresie realizacji humanistyki środowiskowej w polskich szkołach. Z analizy zebranego materiału wynika, że badani poloniści czują się odpowiedzialni za kształtowanie postaw proklimatycznych uczniów, a lekcje języka polskiego mogą wzmacniać u uczniów ich poczucie sprawczości w czasach kryzysu klimatycznego.
The article presents the results of a survey conducted among Polish language teachers (n = 120) on the methods, possibilities, and barriers to implementing environmental humanities in Polish schools. The analysis of the collected material shows that the surveyed Polish language teachers feel responsible for shaping the pro-climate attitudes of their students, and Polish language lessons can strengthen students’ agency in times of the climate crisis.
Źródło:
Z Teorii i Praktyki Dydaktycznej Języka Polskiego; 2022, 31; 1-22
0208-5011
2353-9577
Pojawia się w:
Z Teorii i Praktyki Dydaktycznej Języka Polskiego
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes
Autorzy:
Nijakowska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/16464220.pdf
Data publikacji:
2022-08-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
special educational needs
foreign language teacher education
inclusive teaching practices
teacher concerns
teacher preparedness
kształcenie nauczycieli języków obcych
włączające praktyki w nauczaniu
przygotowanie nauczycieli
obawy nauczycieli
specjalne potrzeby edukacyjne
Opis:
The study was conducted in a group of second year university students – pre-service teachers of English as a foreign language (EFL). The aim of the study was to investigate how the trainee teachers’ participation in a compulsory SEN-dedicated course delivered online impacted their self-reported concerns and preparedness to implement inclusive teaching practices with foreign language (FL) learners with special educational needs (SEN). A semester-long course was designed and conducted as part of emergency remote instruction during the COVID-19 pandemic. Data was collected online via before and after course questionnaires. Principal component analysis of the preparedness and concerns scales led to a two-factor (F1 – self-efficacy beliefs and knowledge and F2 – attitudes) and a single factor solution (concerns) respectively. The pre- (N=113) and post-course (N=86) online survey responses were compared with regard to all the factors. The analysis showed that the participants’ post-course attitudes were more positive than at the beginning of the course, but the difference was not statistically significant. We observed a statistically significant increase in the trainee teachers’ post-course self-efficacy beliefs and knowledge of inclusion and SEN, with a large effect size. This change was paired with a statistically significant increase in their post-course concerns, with medium effect size for the change. A series of one-way MANOVAs showed that the effect of demographic variables (gender, teaching experience other than during practicum, experience with learners with SEN) on all factors across the two datasets was not statistically significant.
Źródło:
Neofilolog; 2022, 58/2; 161-178
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Konzeptionelle Erweiterungen im reflexiven Handeln im Modus des forschenden Lernens. Einblicke in die transformativen Lernprozesse am Beispiel des Seminars Unterrichtsforschung für DaF
Conceptual Developments in Reflexive Action through Research-Based Learning: Insights into Transformative Learning Processes in the Seminar ‘Classroom Research for Teachers of German as a Foreign Language’
Autorzy:
Lazovic, Milica
Powiązania:
https://bibliotekanauki.pl/articles/2231350.pdf
Data publikacji:
2022-12-19
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
second language teacher education
research-based learning
practical research
Opis:
This article analyses transformative processes, initiated through research-based learning, in the context of the seminar ‘Classroom Research for Prospective Teachers of German as a Second Language’. Starting from a theoretical insight into the relevance and dynamics of research-based learning, several aspects are considered from an ethnomethodological perspective: on the one hand, self-awareness and transformative self-reflexivity in the research-based learning process and, on the other, transformative processes, identified in student presentations and project work.
Źródło:
Academic Journal of Modern Philology; 2022, Special Issue, 16; 157-170
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Origins of modern language teacher education: The influence of related disciplines on the educational breakthrough of the 1990s. Bridging past and future
Autorzy:
Komorowska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/16467682.pdf
Data publikacji:
2022-04-27
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
language teaching
teacher education
educational change
training programmes
related disciplines
nauka języka
reforma edukacji
kształcenie nauczycieli języków
dyscypliny pokrewne
Opis:
The article aims at identifying the roots of the dramatic changes which took place in the philosophy, curricula and methods of pre- and in-service teacher education in the early 1990s. Integration of teacher training programmes with university education, balanced introduction of theory and field experience, skills- and competence-based professional development of language teachers based on the concept of the reflective practitioner, trainee-centred teaching methodology, i.e. innovative solutions marking the breakthrough in language teacher education of the last decade of the 20th century were the result of advancements in the educational sciences, sociology, anthropology, psychology and philosophy. The main directions of influence exerted by each of these disciplines on teacher training programmes in the United States, Great Britain and countries of Central and Eastern Europe are discussed with special emphasis on developments which shape the language policy of the main European institutions at present and which are likely to continue exerting an impact in the near future.
Źródło:
Neofilolog; 2022, 58/1; 9-25
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teacher language awareness or language teacher awareness?
Autorzy:
Komorowska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/15015407.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
awareness
consciousness
language learning
language teaching
teacher education
Opis:
The paper outlines the development of the concept of awareness across various academic disciplines and examines terminological problems involved in analysing human cognition. Approaches to awareness in philosophy, developmental psychology, neuroscience and linguistics are discussed, as well as the career of the concept in Second Language Acquisition and Foreign Language Teaching (SLA / FLT). Learners’ and teachers’ language awareness is presented as a basis for the enrichment of the awareness concept by a number of psychological, sociological and pedagogical factors. Special attention is given to neglected aspects of teacher awareness, such as awareness of learners’ thinking processes and teachers’ awareness of classroom decision-making. Implications are sought for pre-service teacher education.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 125-140
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The image of a vocational school teacher in the eyes of students and its relationship with the effectiveness of education
Autorzy:
Pardej, Katarzyna
Waszkowski, Robert
Powiązania:
https://bibliotekanauki.pl/articles/36786100.pdf
Data publikacji:
2022-05-09
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
vocational education
vocational teacher
effective teaching
Natural Language Processing
sentiment analysis
machine learning
Opis:
The article discusses the competencies of vocational education teachers, as well as discusses the results of own research, which aimed to determine three types of teachers conceptualized by students - the most liked, the least liked, and the dream one. The research used the interview method, where the research technique was an interview, and the research tool was an interview questionnaire. The students' statements were analyzed using the Python Natural Language Toolkit used for natural language processing. In this way, the most common words used by students in describing teachers were selected. As a result, the personal qualities and pedagogical competencies of mechatronic teachers that students approve and disapprove of, as well as those that they lack and which would make a difference to the effectiveness of education, were identified.
Źródło:
Studia z Teorii Wychowania; 2022, XIII(1(38)); 121-140
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uczniowie z autyzmem, w tym z zespołem Aspergera, na lekcji języka angielskiego w szkole podstawowej. Aspekt teoretyczny i praktyczny
Students with Autism Spectrum Disorder (ASD) and Asperger’s Syndrome (AS) During English Lessons in Polish Elementary Schools. Theoretical and Practical Aspect
Autorzy:
Jopek-Bizoń, Małgorzata
Zawada, Anna
Powiązania:
https://bibliotekanauki.pl/articles/29520250.pdf
Data publikacji:
2022-12-20
Wydawca:
Uniwersytet Bielsko-Bialski
Tematy:
autyzm
zespół Aspergera
zaburzenia ze spektrum autyzmu
specjalne potrzeby edukacyjne
edukacja wyłączająca
nauczyciel języka angielskiego
Autism
Asperger’s syndrome
Autisim spectrum disorders
education
inclusive educational needs
English language teacher
Opis:
Contemporary education presents a lot of new challenges for teachers, students and their parents. Undoubtedly, teaching a foreign languages to children diagnosed with the autism spectrum constitutes one of the challenges within the framework of inclusive education. In the case of students with disabilities, it should be remembered that appropriate conditions for students’ educational development and their individual needs are essential. In addition, the teacher must take into account the individual abilities of the student and his willingness to work, and this can only be released if the teaching process is well planned and organized. The article presents current educational regulations related to students with Autistic spectrum disorder, the characteristics of these students, the relationships in inclusive education, the tasks and competences of the English teacher, with particular emphasis on his cooperation with the supporting teacher.
Źródło:
Świat i Słowo; 2022, 38, 1; 401-421
1731-3317
Pojawia się w:
Świat i Słowo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English language teaching in times of crisis: teacher agency in response to the pandemic-forced online education
Autorzy:
Thumvichit, Athip
Powiązania:
https://bibliotekanauki.pl/articles/2085228.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
teacher agency
English language teaching
online teaching
higher education
COVID-19
Opis:
Teacher agency occurs when teachers demonstrate a capacity to solve pedagogical and curriculum challenges. This article delves into how tertiary English teachers in Thailand practice their agency in response to the abrupt conversion to online teaching amid the COVID-19 pandemic. This study drew on teachers’ responses to a questionnaire (n=162) and semi-structure interviews (n=3) to identify their positioning and agentic actions. The results suggest that teachers’ positioning as being professionally responsible for students’ learning outcomes remains intact, even though the situation restricted them from going beyond their fundamental responsibilities. From a pedagogical standpoint, teachers’ agentic actions identified were endeavoring to create an interactive learning environment; implementing social media platforms to compensate for the loss of face-to-face communication; working with students to adjust their teaching practices; promoting autonomous learning; and incorporating formative assessment approaches. Teachers might find themselves struggling to achieve their pedagogical goals, but once they become familiar with the new learning environment and master suitable teaching methods, online learning can be a viable option for formal language education, even in the normal situation.
Źródło:
Teaching English with Technology; 2021, 21, 2; 14-37
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Foreign language education in rural schools: Struggles and initiatives among generalist teachers teaching English in Mexico
Autorzy:
Izquierdo, Jesús
Aquino Zúñiga, Silvia Patricia
García Martínez, Verónica
Powiązania:
https://bibliotekanauki.pl/articles/1047082.pdf
Data publikacji:
2021-03-29
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language policy
language planning
English as a foreign language
rural education
teacher education
Opis:
In many countries, English as a foreign/second language (L2) teaching has become compulsory in urban and rural public schools. In rural areas, the challenges for the implementation of this state-sanctioned policy have been explored among L2 teaching specialists. However, this mixed-methods study considered a different teacher group and examined the struggles and initiatives of generalist teachers who are obligated to teach English in rural schools. To this end, data were collected from 115 teachers in 17 rural secondary schools in the Southeast of Mexico. First, the participants completed a survey with closed-ended questions that elicited information about teacher education, teaching experience and knowledge of the rural school system. Then, a subsample of participants completed an individual thematized semi-structured interview. They were selected on the basis of L2 teacher education involvement. In the survey data, response patterns were identified using frequency analyses. The interview data were analyzed using categorical aggregation. The data revealed that the generalist teachers struggle with L2 professionalization, sociocultural and instructional challenges. Nonetheless, only few participants have been engaged in L2 teacher education which could help them overcome these challenges. Instead, they rely upon limited strategies to counteract the day-to-day challenges at the expense of effective L2 teaching practices.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 1; 133-156
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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