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Tytuł:
English language teachers’ conceptualizations of one-to-one private tutoring: An international phenomenographic study
Autorzy:
Werbińska, Dorota
Bozyiǧit, Elif
Guerra, Luis
Ekiert, Małgorzata
Kӧse, Serhan
Powiązania:
https://bibliotekanauki.pl/articles/911931.pdf
Data publikacji:
2019-12-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English private tutoring
henomenography
language teachers
teachers’ conceptualizations
Opis:
Private English tutoring, understood as the paid English teaching service offered to students to supplement their learning of English at school or prepare them for an examination in English, has become a popular out-of-school learning activity. In order to obtain deeper insights into its intricacies, the need arises to examine the experience of one of its pivotal stakeholders – the private tutors. This article is based on a phenomenographic study with a view to investigating the conceptions of private tutoring held by 15 English teachers from three countries (Poland, Portugal, and Turkey) who offer private teaching services in English in their local contexts. The findings suggest that there are at least three conceptions according to which private tutoring can be experienced by the participants: as a source of income, as helping, and as professional development. The study also poses the question if there is space for formal training of private tutors and calls for further research into English private tutoring
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 2; 175-196
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Context-related Beliefs about L2 Language Learning and Teaching of the Millennial Pre-service EFL Teachers as a Prognosis for Future Classroom Actions
Autorzy:
Szyszka, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/22446697.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
pre-service language teachers
beliefs
language teaching
language learning
Opis:
The qualitative study presented in this paper aimed to collect beliefs about learning and teaching English as a foreign language (EFL) from individual representatives of the generation frequently referred to as the millennials. The participants were 47 pre-service EFL trainee teachers from four socio-cultural contexts: Finnish, Israeli, Polish, and Spanish. Their voices have been considered because beliefs are dynamically related to actions and soon the millennial EFL teachers may implement them in the course of their teaching. The contextual approach, followed in this research, provided opportunities for discussing similarities and differences in the beliefs of Finnish, Israeli, Polish, and Spanish pre-service teachers. The identified similarities lead to outlining a tentative picture of a universal, future, post-pandemic EFL classroom.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 1; 1-20
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Raising student bilingualism through foreign language (English) teacher professional involvement
Autorzy:
Kawałek, Alicja
Polok, Krzysztof
Przybysz- Zaremba, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2194696.pdf
Data publikacji:
2022-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
bilingualism
foreign language teachers
learners
linguistic/didactic abilities and competences of language teachers
teacher-student interdependence
matriculation examination
Opis:
The bilingual process is widely observed among many people and many cultures. Out of the many different forms of bilingualism, the form of bilingualism that most often appears is the subsequent one, being the result of learning a second language in school settings. When developing this type of bilingualism, both the language competences of language teachers and the quality of their teaching talent are very important. In order to assess this type of interdependence, a study that focuses on the teachers’ skills and competences, on the one hand, and the impact L2 teachers have on students, on the other hand, was designed. The study involved 50 teachers and 100 students taught by them, all of them attending vocational secondary schools in southern Poland. All participants of the study (i.e. both the teachers and the students) were to answer six verification questions included in the Matura exam 2018. The results obtained during the research indicate the existence of an interdependence between the actual level of proficiency of foreign language (FL) teachers and the final evel of L2 proficiency presented by their students. Generally, the students led by language teachers with a higher overall level of communicative competence showed an overall better command of English in the survey. 
Źródło:
Kultura-Społeczeństwo-Edukacja; 2022, 22, 2; 73-91
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The role of in-service training for language teachers in the domain of language competence
Autorzy:
Pawlak, Mirosław
Powiązania:
https://bibliotekanauki.pl/articles/919704.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
second language teacher education
language competence
teacher training
in-service second language teachers
Opis:
Foreign language teachers’ language competence is one of the key factors contributingto the success of instruction as it ensures the provision of a good model of the target language,enables teachers to address the problems learners encounter, and makes teaching more creative. For this reason, improving this facet of a teacher’s expertise is indispensible in in-service teacher training, either in the form of stand-alone courses or modules incorporated into more comprehensive teacher education programs. The main aim of the present paper is to emphasize the importance of language teachers’ proficiency in the language they teach, describe its dimensions, presentthe possible goals of in-service teacher education in this area, and discuss issues involved inconducting and organizing training of this kind.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 21-30
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kompetencje społeczne do zawodu nauczyciela języka na przykładzie studiów pierwszego stopnia
Social education of foreign language teachers-to-b. Bachelors case study
Autorzy:
Pietrzak, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/540885.pdf
Data publikacji:
2015
Wydawca:
Mazowiecka Uczelnia Publiczna w Płocku
Tematy:
social competences
higher education
language teachers
National Framework of Qualifications
Opis:
The article describes the latest changes in the system of higher education of language teachers in Poland. The author concentrates on the social competences indispensable for language educators based on the National Framework of Qualifications. They are considered to be the prerequisite of success in both language teaching and pedagogy. The article also presents an example of good practice of constructing a list of social competences in the Institute of Humanities and Social Sciences for philology in the State School of Higher Education in Płock.
Źródło:
Społeczeństwo. Edukacja. Język; 2015, 3; 67-72
2353-1266
2449-7983
Pojawia się w:
Społeczeństwo. Edukacja. Język
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Quality Assurance in Teacher Education
Autorzy:
Komorowska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/913372.pdf
Data publikacji:
2017-08-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
the European educational policy
language teaching
quality assurance
language teachers
teacher education.
Opis:
Quality in general education has been defined through aims, key qualifications, organisational standards, didactic requirements, but also learning outcomes which depend on students’ proficiency in the language of schooling and their cognitive academic skills. New challenges bring about changes in responsibilities of schools and teachers and have a strong impact on approachesto quality assurance in teacher education, a complex process not devoid of controversies, the most important of which will be identified in the present text. Implications for the curricular content of pre- and in-service language teacher education will also be sought.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2017, 44, 1; 23-38
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Perspectives for foreign language teachers’ professional development in the German-Polish border region
Autorzy:
Lis, Tomasz
Janachowska-Budych, Marta
Powiązania:
https://bibliotekanauki.pl/articles/911737.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
German-Polish border region
professionalisation of teachers
foreign language teachers
trans-border educational activities
foreign language
neighbouring language
Opis:
The aim of the paper is to identify key areas as well as to offer an overview of significant topics that should be addressed within training for foreign language teachers, enabling them to use the educational potential of the German-Polish border region in intercultural foreign languages teaching. In order to achieve this goal, in the first part of the paper the main concepts of pupiloriented education in a border region will be described (i.e. cross-border cooperation, learner-orientation, region-orientation, participation, sustainability, and competence for successful living and communicating in a border region), as they give insights into the essential fields of knowledge and skills that should be aimed at in terms of teacher-oriented activities during the process of professionalisation. On this basis, in the second part of the article, concrete recommendations on priority topics within the professional development of foreign language teachers will be made, according to the specific educational potential of the German-Polish border region.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 153-168
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English Language Attrition in Teachers: Questions of Language Proficiency, Language Maintenance and Language Attitudes
Autorzy:
Wlosowicz, Teresa Maria
Powiązania:
https://bibliotekanauki.pl/articles/783097.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
language attrition
advanced users of English as L2
English language teachers
language maintenance
Opis:
The present study aims to investigate the attrition of English in English language teachers whose native language is Polish. It focuses on the attrition of more advanced vocabulary and structures which are taught in English Philology departments at universities, but which may not be necessary for teachers who teach at the lower levels of education and, as a consequence, they may be especially prone to attrition. At the same time, the study includes a questionnaire aiming to reveal the participants’ attitudes towards linguistic correctness and their strategies of language maintenance. As the results show, some attrition can indeed be observed, yet it must also be remarked that the teachers do try to maintain their proficiency levels in English by using the language in various ways, such as reading books and articles in English, watching films in English, talking to native speakers, etc.
Źródło:
Theory and Practice of Second Language Acquisition; 2017, 3, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Optimization of University Department Management: The Increase of Foreign Language Teachers’ Self-Efficacy by Preventing Job Burnout
Autorzy:
Topuzov, Oleh M.
Malykhin, Oleksandr V.
Aristova, Nataliia O.
Shamne, Anzhelika V.
Powiązania:
https://bibliotekanauki.pl/articles/1963515.pdf
Data publikacji:
2020-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
university department management
self-effi cacy
job burnout
foreign language teachers
Opis:
The paper aims to present theoretical and empirical research on investigating the optimization of university department management by preventing job burnout in university teaching staffwhich resulted in increasing their self-efficacy. The research sample was selected with the use of a non-random sampling technique. All foreign languages teachers invited agreed to take part in the study. To collect the empirical data from 205 foreign languages teachers a mixed methods approach was applied. The quantitative data were collected using the questionnaire on general self-efficacy created by R. Schwarzer and M. Jerusalem (1995) and the Maslach Burnout Inventory (1996). The qualitative methods included observations and interviews. The obtained data were then analysed by means of Statistical Package for the Social Sciences (SPSS software).The authors theoretically substantiated and practically demonstrated the efficiency of the proposed programme aimed at optimizing university department management by preventing job burnout in foreign language teachers.
Źródło:
The New Educational Review; 2020, 59; 59-71
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Foreign Language learning and teaching Enjoyment: Teachers’ Perspectives
Autorzy:
Mierzwa, Ewelina
Powiązania:
https://bibliotekanauki.pl/articles/628625.pdf
Data publikacji:
2019
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
Key words: foreign language enjoyment, foreign language teachers, enjoyment, SLA, gender differences, positive psychology
Opis:
Aim. The primary objective of the present study was to investigate the level of Foreign Language learning Enjoyment and Foreign Language teaching Enjoyment experienced by foreign language teachers in Poland. The secondary aim of the study was to investigate the sources of FLE from the perspective of FL teachers.  Methods. The informants of the study were Polish educators teaching foreign languages at different educational levels (from primary to tertiary education). To compute the obtained quantitative data, the statistical program STATISTICA was used. Standard descriptive and inferential statistics were used to report means, median and standard deviation for sociodemographic and baseline characteristics of the sample. The t-Test and one-way ANOVA were used to show mean differences in the score data. Results. The results of the study revealed that foreign language teachers experienced a relatively high lvel of both Foreign Language learning Enjoyment) and Foreign Language teaching Enjoyment (FL teaching Enjoyment), regardless of independent variables (e.g. place of residence, level of education, language being taught, the years of experience). The result revealed a significant gender difference in FL learning Enjoyment in favor of females, while there was no gender difference in FL teaching Enjoyment. A qualitative analysis of participants’ emotional experiences in FL classroom confirmed previous research on FLE to a certain degree. That is, FLE is more related to learner-internal and teacher-specific variables than to the behavior of the peers and the atmosphere created in the FL classroom. Conclusion. The originality of the present study lies in the choice of a mixed method approach (both of a qualitative and quantitative nature) using a relatively large sample in a field characterized by case studies. To the best of my knowledge, this is the first study on foreign language enjoyment among teachers within the Polish educational context.
Źródło:
Journal of Education Culture and Society; 2019, 10, 2; 170-188
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wykorzystanie duoetnografii jako innowacyjnego podejścia w rozwijaniu refleksji przyszłych nauczycieli języka obcego
Using duoethnography as an innovative approach in developing pre-service language teachers’ reflective skills
Autorzy:
Werbińska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/442923.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
duoethnograph; reflection development; preservice language teachers
duoetnografia; rozwijanie refleksji; przyszły nauczyciel języka obcego
Opis:
Duo-ethnography is a research methodology, through which people of difference reconceptualise their histories of a particular phenomenon in juxtaposition with one another. Although initiated by researchers, duo-ethnographies can also be used as an innovative pedagogic tool that develops deep reflection in teacher candidates. After discussing the efficacy of duo-ethnography, a one-semester-long duo-ethnographic study is described, which was conducted by the author with six preservice English teachers. In the study, the participants worked in pairs (duo) and reflected on their own understandings of language teaching and learning (stage one), themselves as learners and future language teachers on the basis of the data from stage one (stage two), their conversational partners as learners and teachers on the basis of the data from stage one (stage three) and, finally, on the value of the duo-ethnographic project in language teacher preparation courses from their own perspective (stage four). The presentation ends with the author’s remarks about the project as a learning tool that undoubtedly encourages students to reflect but, on the other hand, has limitations that have to be acknowledged if duo-ethnography is employed as a pedagogic instrument in the classroom context.
Źródło:
Neofilolog; 2018, 51/1; 59-73
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dilemmas in language teaching and teacher education
Autorzy:
Komorowska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/914678.pdf
Data publikacji:
2016-06-20
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
language education
foreign language teaching
pre-service teacher education
language teachers’ dilemmas
quality in education
barriers
enabling institutions.
Opis:
The article analyses disappointing data concerning the status of the teaching profession and teachers’ self-perceptions revealed in recent TALIS, EURYDICE and EUROSTAT reports. Reasons for teachers’ difficulties are then analysed vis-à-vis criteria for the evaluation of quality in education. Emphasis is given to decision-making processes and the type of dilemmas encountered by teacher trainers working in the academic context and foreign language teachers employed in school systems of EU member states. Implications for educational policies of the future are sought and an attempt is made to examine the role of enabling institutions such as the Council of Europe and the European Centre for Modern Languages in Graz.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2016, 43, 1; 81-95
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Technology as a Method of Teaching and Learning Foreign Languages
Autorzy:
Softa, Velbona
Powiązania:
https://bibliotekanauki.pl/articles/2152911.pdf
Data publikacji:
2022-12-22
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
English language teachers
digitalisation effect
foreign language environment
students` performance in foreign languages
digital natives
foreign language classes
Opis:
Technology is by far an inseparable tool to foreign language learning. Computer assistance language learning, (CALL) presented in the sixties was only the beginning of a new era in foreign language learning, to be ensued by information and communication technology (ICT) in the form of e-learning and the Internet in the recent decades. This paper aims at investigating how commonly is technology used in the foreign language classes in Albanian education system and what English language teachers (ELT) state about digitalisation effect in the learning environment and the students` performance according to personal experience. By using “ Eight Questions to Ask Yourself”, (Hockly N., 2011b) questionnaire adopted into test mode, comprising eight items to respond in a Likert scale, coded from 1-6, it resulted that the vast majority of ELT (91-95%) state that digitalization is time and effort effective and it facilitates the lesson presentation and is a crucial tool to enhance the foreign language environment. 42 % of ELT have a range of tools and repertoire of techniques to draw on and only 33 % design effective task types for the tool. They rely on internet application as a resource in foreign language classes. However they consider that technology is both stimulating and distracting to students, who are reportedly digital natives.
Źródło:
Intercultural Communication; 2022, 7, 1; 81-90
2451-0998
Pojawia się w:
Intercultural Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Autoconscience professionnelle des enseignants de langues étrangères – comment outiller les étudiants en formation initiale ?
Professional self-awareness of language teachers – how to equip pre-service students?
Autorzy:
Sujecka-Zając, Jolanta
Szymankiewicz, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/15582181.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
self-awareness
self-evaluation
self-regulation
competences
foreign language teachers
vocational education
practical tools
Opis:
The aim of the text is to discuss the possibilities of developing professional self-awareness at the stage of initial education of foreign language teachers. The first part of the article presents theoretical considerations on teachers’ professional self-consciousness, distinguishing three areas of it: professional competence as goals to be achieved, self-evaluation and self-regulation, and teachers’ cognitive, emotional and communicative functioning in professional situations. The second part of the text contains an analysis of selected practical tools that serve to develop teachers’ professional self-awareness, such as The European Portfolio for Student Teachers of Languages, and the European Profiling Grid, tools inspired by E. Berne’s concept of Transactional Analysis, and the author’s reflection grids. The conclusions of the analysis indicate the possibility of the coherent use of available tools and creation of additional tools within the context of education, so that the process of developing teachers’ self-awareness is multifaceted and leads to a sense of professionalism.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 197-215
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Лингводидактическая культура будущего учителя иностранного языка и её составляющие
Lingvodidactic culture of future foreign language teachers and its constituents
Autorzy:
Глазырина, Елена
Powiązania:
https://bibliotekanauki.pl/articles/443157.pdf
Data publikacji:
2011
Wydawca:
ADVSEO
Tematy:
CULTURE AS A PHENOMENON
PEDAGOGICAL CULTURE
COMPETENCE
LINGVODIDACTIC COMPETENCE
LINGVODIDACTIC CULTURE OF FUTURE FOREIGN LANGUAGE TEACHERS
Opis:
A definition to the term “lingvodidactic culture of future foreign language teachers” is inferred in the article. The phenomena of culture and lingvodidactic culture are analyzed. The constituents of the complex notion of “lingvodidactic culture of future foreign language teachers” are also considered and scrutinized.
Źródło:
General and Professional Education; 2011, 1; 13-16
2084-1469
Pojawia się w:
General and Professional Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
KOMPETENCJE POCZĄTKUJĄCEGO NAUCZYCIELA JĘZYKA ANGIELSKIEGO W ŚWIETLE MODELU KARDS B. KUMARAVADIVELU
Competences of the novice English teacher in the light of B. Kumaravadivelu’s KARDS model
Autorzy:
Werbińska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1036903.pdf
Data publikacji:
2019-10-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
preservice language teachers
creativity
French as a FL
przyszli nauczyciele języka obcego
twórczość
francuski jako język obcy
Opis:
This article focuses on first-year English teachers’ competences from the perspective of teachers themselves. The point of reference is offered by B. Kumaravadivelu’s (2012) language teacher education KARDS model (KNOWING, ANALYSING, RECOGNIZING, DOING and SEEING), which is based on cognitive and social constructivism. Providing an answer to progressing economic and educational globalization, the model stresses the need for verification of what contemporary language teachers’ competences constitute, For this reason the study described in the article seeks to find out how the competences of first-year teachers, as seen by the teachers themselves, match the requirements suggested in the model. 
Źródło:
Neofilolog; 2013, 40/2; 319-332
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BELIEFS AND ATTITUDES ABOUT LANGUAGE LEARNING AND TEACHING AMONG LEARNERS IN LOWER SECONDARY SCHOOL IN POLAND
Autorzy:
Ellis, Melanie
Powiązania:
https://bibliotekanauki.pl/articles/1037089.pdf
Data publikacji:
2019-10-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
media literacy
intercultural competence
language teachers and students
kompetencja medialna
kompetencja interkulturowa
uczniowie i nauczyciele języka obcego
Opis:
Artykuł omawia założenia i metodologię badań, przeprowadzonych na reprezentatywnej próbie w szkołach gimnazjalnych w Polsce, których celem było opisanie postaw i poglądów na temat uczenia się i nauczania języków obcych w szkołach. Niezbędne do przeprowadzenia analizy dane zostały zebrane za pomocą kwestionariusza, w którym około 4000 respondentów wyraziło swoje opinie, dotyczące 60 zagadnień, w pięciostopniowej skali Likerta. Niniejszy artykuł prezentuje wybrane wyniki badań.
Źródło:
Neofilolog; 2013, 40/2; 219-236
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rola szkolnego opiekuna praktyk w świetle analizy rozmów pohospitacyjnych z przyszłymi nauczycielami języka francuskiego
The role of the mentor teacher during the practicum in the light of the analysis of mentoring dialogues with prospective teachers of French as a foreign language
Autorzy:
Szymankiewicz, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/52408124.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
mentoring
pre-service foreign language teachers
practicum
mentoring dialogue
przyszli nauczyciele języka obcego
praktyki szkolne
rozmowa pohospitacyjna
Opis:
The practicum is an important part of the training of prospective foreign language teachers. The reflections proposed in this article deal with the assumptions of mentoring when confronted with its practical implementation, with a particular focus on learning through mentoring dialogues. The text provides an overview of the main models of mentoring in order to show the complexity of the tasks faced by the mentor teacher. Characteristics of the mentoring dialogue are also presented. This theoretical base is referred to in the study, which consisted of a qualitative analysis of mentoring dialogues and comments made afterwards by prospective teachers of French as a foreign language. The aim of the study was to identify the supervisory style, dialogue activity and mentoring roles performed by the mentor teachers. The analysis was also intended to show what kind of mentoring behavior is expected by the pre-service students. The findings show that the majority of mentor teachers dominate the conversation and prefer a directive supervisory style, which seems to meet the trainees’ expectations and needs. The pre-service students emphasize the importance of mentoring dialogues as a learning opportunity, and appreciate constructive criticism, positive reinforcement and concrete guidance on how to teach. The implication of the findings is discussed at the end.
Źródło:
Neofilolog; 2023, 61/1; 50-68
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
KSZTAŁTOWANIE POSTAWY OTWARTOŚCI INTERKULTUROWEJ NAUCZYCIELI JĘZYKÓW OBCYCH W ŚWIETLE ZALECEŃ UNII EUROPEJSKIEJ I NA PRZYKŁADZIE ASYSTENTURY COMENIUSA
The development of intercultural competences of foreign language teachers in the context of the European Union recommendations – the case of Comenius Assistantships
Autorzy:
Grabowska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1036952.pdf
Data publikacji:
2019-10-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
personal theories
pre-service language teachers
reflection-on-action
teorie osobiste
przyszli nauczyciele języka obcego
refleksja-nad-działaniem
Opis:
Learning a foreign language is not only limited to the development of linguistic competences. Learning a language also means learning about the culture and life of another country, which very often may be a future destination for educational or professional purposes for foreign language learners. Teaching intercultural competences within foreign language education is a subject of academic research. Official documents of the European Union, which affect the national language education strategies, also confirm the importance developing intercultural competence. Experts agree that foreign language teachers play a crucial role in building intercultural awareness of their pupils. Thus, in order to act as intercultural mediators they should acquire intercultural skills and competences themselves. This article analyses the development of future foreign language teachers’ intercultural competences as a consequence of their participation in Comenius Assistantship, a component of the Lifelong Learning Programme.
Źródło:
Neofilolog; 2013, 40/2; 265-277
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BIOGRAFIA ZAWODOWA JAKO ŹRÓDŁO WIEDZY – AUTOBIOGRAFICZNE REFLEKSJE EMERYTOWANYCH NAUCZYCIELEK JĘZYKA OBCEGO
Professional biography as a source of knowledge: Autobiographic reflections of retired language teachers
Autorzy:
Werbińska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1036677.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
biographies
reflection
foreign language teachers
retired teachers
reactivity-emotivity-agency
Polska
biografie
refleksja
nauczyciele języka obcego
nauczyciele emerytowani
reaktywność-emotywność-sprawczość
Polska
Opis:
This article reports a qualitative research project focused on examining the professional biographies of four post-service Polish teachers of foreign languages. The main objective was to find out what experiences in their professional biographies the participants perceived as the most critical, and to see if those memories were roughly similar in the participants’ accounts. Following Karol Wojtyła’s (1994) anthropological views connected with a person’s structure and their dynamism, the study discusses the subjects’ experiences relating to teacher reactivity, emotivity and agency against the socio-political background of Poland in the period before and after political transformation.
Źródło:
Neofilolog; 2014, 43/1; 125-140
1429-2173
Pojawia się w:
Neofilolog
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
Tytuł:
The role of positive institutions in language teachers’ well-being
Rola pozytywnych instytucji w kreowaniu dobrostanu nauczycieli języków obcych
Autorzy:
Osuch, Aleksandra
Majchrzak, Ola
Powiązania:
https://bibliotekanauki.pl/articles/37518849.pdf
Data publikacji:
2023
Wydawca:
Akademia Humanistyczno-Ekonomiczna w Łodzi
Tematy:
positive psychology
language teachers
positive institution
well-being
primary school
psychologia pozytywna
nauczyciele języków obcych
pozytywna instytucja
dobrostan
szkoła podstawowa
Opis:
Positive psychology was established on three fundamental principles: positive emotions, positive character traits that lead to a fulfilling life, and positive institutions that foster an environment for growth and prosperity. However, positive emotions and character traits have mostly been the focus of psychological research, while positive institutions, the organisations that support such growth, have received noticeably less attention. We tried to fill the gap by taking a closer look at a primary school in Lodz, Poland – SP 81, which calls itself a positive institution (Budząca się Szkoła). The purpose of the study is to ascertain whether SP 81, a positive institution, has an effect on language teachers’ well-being. Additionally, it was intended to determine whether a positive institution plays a significant role in the lives of language teachers and what that role is. The way school influences the teachers’ well-being is examined from three different perspectives: the physical aspect, the pedagogical approach and the psychological aspect, by means of one-to-one interview with each teacher. The results demonstrate that the institution and all three different perspectives have a significant impact on language teachers’ well-being. The study is hoped to have contributed to positive psychology research by demonstrating what it means to be a positive institution in practice.
Psychologia pozytywna opiera się na trzech filarach: pozytywnych emocjach, pozytywnych cechach charakteru, które prowadzą do spełnionego życia, oraz pozytywnych instytucjach, które sprzyjają środowisku, w którym można się rozwijać. Pozytywne emocje i pozytywne cechy charakteru były do tej pory głównymi przedmiotami badań psychologicznych, natomiast pozytywne instytucje skupiały wiele mniej uwagi. Niniejsze badanie ma na celu wypełnić tę lukę, przyglądając się bliżej Szkole Podstawowej nr 81 w Łodzi, która określa się jako pozytywna instytucja (Budząca się Szkoła). Celem badania było ustalenie, czy SP 81, będąca pozytywną instytucją, wpływa na dobrostan nauczycieli języków obcych i jeśli tak, w jaki sposób. Zostało to zbadane z trzech różnych perspektyw: fizycznej, psychologicznej oraz pedagogicznej. Wyniki pokazują, że SP 81 jako pozytywna instytucja oraz wszystkie jej aspekty mają istotny wpływ na dobrostan nauczycieli języków obcych. Intencją niniejszego artykułu jest wskazanie właściwego kierunku tworzenia pozytywnych instytucji edukacyjnych, ale również zachęcenie do dalszych badań w tym zakresie.
Źródło:
Językoznawstwo; 2023, 19, 2; 249-267
1897-0389
2391-5137
Pojawia się w:
Językoznawstwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ocenianie kompetencji studentów – przyszłych nauczycieli języka obcego przez nauczycieli – opiekunów praktyk
Evaluation of the competence of student teachers of foreign language by their teachers/teaching practice supervisors, on the example of French
Autorzy:
Grabowska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/442941.pdf
Data publikacji:
2019-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
assessment
foreign language teachers’ competences
teaching practice
French as a foreign language
ocenianie
kompetencje nauczyciela języka obcego
praktyki nauczycielskie
język francuski jako obcy
Opis:
The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of the trainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.
Źródło:
Neofilolog; 2019, 53/2; 195-211
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Habermasian Approach to the Examination of Language Teachers’ Cognitive Interests
Habermas‘sche Theorie in der Forschung zu kognitiven Interessen von Fremdsprachenlehrern
Autorzy:
Villalobos-Buehner, Maria
Powiązania:
https://bibliotekanauki.pl/articles/1182360.pdf
Data publikacji:
2021-01-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
pre-service language teachers
cognitive interests
technical interests
practical interests
emancipatory interests
Habermas
künftige lehrer
vorstellungssystem
jürgen habermas
kognitive interessen
Opis:
Language teacher educators train pre-service teachers in numerous theories and pedagogical practices of language learning and language teaching. They expect that their student teachers will translate this conceptual and practical knowledge into action during their practicum. However, in the process of determining pre-service teachers’ readiness for the field experience and the profession in general, methods classes measure only their conceptual knowledge and omit looking at their student teachers’ belief system about language teaching and learning. This belief system is a strong indicator of how the students organize their knowledge for application (Borg, 2003) and may help teacher educators gauge students’ read ness in the use of new pedagogies that these pre-service teachers may not have experienced before. Using two reflective essays and a piece of authentic assessment as instruments to gather data, as well as Jürgen Habermas’s theory on cognitive interests as a framework to explore the espoused beliefs of nine pre-service language teachers at the end of a methodscourse, this qualitative study addressed the following questions: What levels of cognitive interests do the nine pre-service world language and ESL teachers exhibit prior to student teaching? To what extent do the students’ levels of cognitive interests change during the methods course called Teaching a Second Language? What are the most common cognitive interests regarding such areas of teaching performance, such as methodology and assessment among the participants? The results show that the nine pre-service teachers held mostly technicaland some practical cognitive interests at the beginning of the semester. In the end, most of the participants held practical interests, and three out of the nine pre-service teachers held elementary emancipatory beliefs. One pedagogical recommendation is to include experiences in the training of pre-service teachers that promote emancipatory beliefs that could support teachers in their pursuit of transforming challenging social conditions while examining and adopting new pedagogies.
Die Ausbildung zum Fremdsprachenlehrer umfasst sowohl theoretische und praktische Kurse, als auch pädagogische Praktika in der Schule (engl. practicum). Es wird erwartet, dass künftige Lehrer bei der Lehrtätigkeit während Praktikumszeit ihr konzeptionelles und praktisches Wissen einsetzen. Allerdings bei der Beurteilung ihrer Bereitschaft zur Lehrerarbeit wird lediglich das konzeptionelle Wissen in Betracht gezogen, während ihr Vorstellungssystem bezüglich Fremdsprachenlernen und -lehren ganz unberücksichtigt bleibt. Das erwähnte Vorstellungssystem bietet nicht nur einen wichtigen Einblick darin, wie sie ihr unterrichtsbezogenes Wissen organisieren, sondern weist auch auf ihre Offenheit für neue pädagogische Methoden hin. Im vorliegenden Artikel wird eine auf Grundlage der Theorie von Jürgen Habermas zu kognitiven Interessen konzipierte Untersuchung dargestellt, die sich auf die Analyse der Vorstellungen von neun künftigen Fremdsprachenlehrern zum Abschluss ihres methodischen Kurses bezieht. Die Analyse basiert auf Reflexionsessays betreffend un ter anderem kognitive Interessen der künftigen Lehrer sowie die Unterrichtsmethoden und Leistungsbeurteilung im Fremdsprachenlehren. Aus der Analyse ergibt sich, dass man bei der Bildung künftiger Lehrer die vorstellungsfördernden und auf den Verselbstständigungsprozess bezogenen Erfahrungen berücksichtigen sollte. Dies könnte die künftigen Lehrer bei den Bestrebungen unterstützen, ihre Autonomie im Bereich der Bewältigung von schweren Umweltbedingungen zu entwickeln oder die neuen pädagogischen Methoden umzusetzen.
Źródło:
Theory and Practice of Second Language Acquisition; 2021, 7, 1; 11-31
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
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:
REFLECHIR SUR LES TICE EN CLASSE D’ANGLAIS: CAS DES ENSEIGNANTS EN FORMATION INITIALE
New technologies in the classroom: The case of prospective language teachers
Autorzy:
Kotuła, Krzysztof
Powiązania:
https://bibliotekanauki.pl/articles/1036682.pdf
Data publikacji:
2019-09-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
reflective practice
CALL
ludic strategies
training prospective foreign language teachers
designing foreign language lessons
refleksyjna praktyka
TIK
strategie ludyczne
kształcenie przyszłych nauczycieli języka obcego
planowanie lekcji języka obcego
Opis:
The goal of the present paper is to question the validity of the claim which sees reflection as an important part of the work of an efficient language teacher. A quasi-experiment was conducted by the author in order to determine whether reflection is a factor which can in some way influence the teacher’s capacity to plan a FL lesson effectively, incorporating new technologies. A reflective thinking questionnaire (RTQ, Kember et al., 2000) was administered to assess the level of reflective thinking in 47 university students. Next, their lesson projects were evaluated by two independent experts. The correlational study seems to show that reflection may indeed be a factor which influences the quality of the work of a foreign language teacher in an important way.
Źródło:
Neofilolog; 2014, 43/1; 81-93
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education
Autorzy:
Wilden, Eva
Porsch, Raphaela
Powiązania:
https://bibliotekanauki.pl/articles/780663.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L1 use
L2 use
primary school
teacher’s language proficiency
Opis:
This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 631-655
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Veränderungen im Bereich des Lehrens und Lernens von Sprachen und deren Konsequenzen für die Aus- und Fortbildung von Fremdsprachenlehrerinnen
Changes in the sphere of foreign language learning and teaching and their consequences for the education and development of foreign language teachers
Autorzy:
Krumm, Hans-Jürgen
Powiązania:
https://bibliotekanauki.pl/articles/442943.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
foreign language learning and teaching; education and development of foreign language teachers; linguistic and cultural diversity; plurilingualism
uczenie się i nauczanie języków obcych; kształcenie i doskonalenie nauczycieli języków obcych; różnorodność językowa i kulturowa; różnojęzyczność
Opis:
The world is changing. Is the teaching of foreign languages also bound to change? The answer to the question is not about confirming that almost all learners have their smartphones now. After all, language teaching is not aimed at following all new fashion trends. The decisive factor is the fact that today's learners are different from those 10 or 15 years back. They are characterised by growing linguistic (and usually also cultural) diversity, their network of contacts with the world, family relationships and personal experiences are more diversified and colourful. Also, requirements towards them change: they need to be able to adapt to the rapidly developing world, the world of globalisation and of nationalistic tendencies. How can foreign language education contribute to their finding their place in a society of open borders, linguistic and cultural diversity, and new possibilities offered to each of them? In response to the question, the author encourages everyone to ponder on the following topics: 1. How do learners contribute to the learning process and foreign language instruction: diversity as capital 2. Plurilingualism is the main principle of language education and school development 3. Action-based vs. task-based: how autonomous can learners be? 4. Learning on the Web: foreign languages are learnt not only during lessons 5. Professional development and reflection as the essence of teaching competence in a contemporary school
Źródło:
Neofilolog; 2018, 51/1; 11-27
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja zdrowotna w kształceniu językowym w świetle analizy podstawy programowej i podręczników do nauki języków obcych
Autorzy:
Buczak, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/606989.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
health education, language training, core curriculum, teachers
edukacja zdrowotna, kształcenie językowe, podstawa programowa, nauczyciele
Opis:
According to the current core curriculum, the leading role in the school health education is played by physical education. To ensure greater efficiency in health-related learning content should be constantly present in other school subjects. Excellent conditions for the implementation of health education create foreign language lessons. This is shown not only in an analysis of the curriculum of the subject, but also in suggestions of methodologists, and above all, the analysis allowed for use in schools textbooks. The realization of health education in the framework of a modern foreign language depends largely on the decision of the teacher. It is, therefore, necessary to sensitize teachers, and especially students of foreign philology, specializing in teaching, to the need for integrating health-related content with a program of language learning. International studies have shown that this practice is not only improving the health of students, but also increases the educational achievements of students.
Zgodnie z aktualną podstawą programową wiodącą rolę w szkolnej edukacji zdrowotnej pełni przedmiot wychowanie fizyczne. W celu zapewnienia większej efektywności kształcenia treści prozdrowotne powinny być stale obecne w innych przedmiotach szkolnych. Doskonałe warunki do realizacji edukacji zdrowotnej stwarzają lekcje języka obcego. Wskazuje na to nie tylko podstawa programowa tego przedmiotu, ale także sugestie metodyków, a przede wszystkim analiza podręczników dopuszczonych do użytku w szkołach. Sposób realizacji edukacji zdrowotnej w ramach języka obcego nowożytnego zależy w dużej mierze od decyzji nauczyciela. Należy zatem uwrażliwić dydaktyków, a zwłaszcza studentów filologii obcych o specjalności nauczycielskiej na konieczność zintegrowania treści prozdrowotnych z programem kształcenia językowego. Badania międzynarodowe wykazały, że taka praktyka służy nie tylko poprawie zdrowia uczniów, ale także zwiększeniu ich osiągnięć szkolnych uczniów.
Źródło:
Lubelski Rocznik Pedagogiczny; 2016, 35, 3
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
CZEGO POWINNIŚMY UCZYĆ A CZEGO UCZYMY – ROZWAŻANIA O EDUKACYJNYCH ZŁUDZENIACH
What we should teach and what we teach – a consideration of educational illusions
Autorzy:
Zawadzka-Bartnik, Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/1036644.pdf
Data publikacji:
2019-03-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
educational illusions
goals and their current implementation
education of foreign language teachers
“hidden curriculum”
educational effectiveness
złudzenia edukacyjne
cele a ich realizacja
kształcenie nauczycieli języków obcych
„ukryty program”
efektywność edukacji
Opis:
The aim of this article is to point out significant differences between the planned goals of education and their current implementation as indicated by research in schools (by students and teachers) and in institutions of further education which prepare future teachers for the profession. I refer to the notion of the “hidden curriculum” and its influence on students and teachers, which are (among others): an instrumental approach to the teaching and learning process, curricular and organizational inadequacies, and our unconscious attitudes, which are the essential cause of educational illusions. The article ends with suggestions on how to improve effectiveness in education.
Źródło:
Neofilolog; 2015, 44/2; 139-153
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Specjalne potrzeby edukacyjne – samoocena wiedzy, umiejętności i postaw w przekonaniach przyszłych nauczycieli języków obcych przed i po szkole letniej
Special educational needs – self-reported beliefs about knowledge, skills and attitudes of future foreign language teachers before and after a summer school
Autorzy:
Stasiak, Patrycja
Kałdonek-Crnjaković, Agnieszka
Molska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/52566841.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
special education needs
inclusive education
education of foreign language teachers
self-reported knowledge, skills and attitudes
specjalne potrzeby edukacyjne
edukacja włączająca
edukacja nauczycieli języków obcych
samoocena wiedzy, umiejętności i postaw
Opis:
The study involved students of the Faculty of Modern Languages at the University of Warsaw (FML UW), who attended a course within a summer school (SL) on special educational needs in language education. The study aimed to observe the changes in participants’ knowledge and skills in the area of special educational needs (SEN), as well as their attitudes towards teaching students with dyslexia, attention-deficit/hyperactivity disorder, and on the autism spectrum. The second aim of the study was to check the participants’ satisfaction with the SL organization with the view of continuing this initiative at FML UW. Data were collected using a pre- and post-questionnaire with closed- and open-ended questions and post-SL interviews. Data were presented using descriptive and interferential statistics. Interviews were transcribed and coded thematically in the scope of the research questions. Findings showed that SL was a successful initiative. The participants gained knowledge and skills at a significant level (p < 0.05). The participants believed that teaching students with SEN was challenging but they remained uncertain whether working with students with SEN was stressful. The participants reported a significantly more satisfactory attitude after the SL. Pedagogical implications of the findings are discussed considering the agency and well-being of language teachers.
Źródło:
Neofilolog; 2024, 62/2; 444-460
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Towards research-literate language educators: Unveiling difficulties and delineating pathways of evidence-informed practice
Rozwijanie umiejętności badawczych u nauczycieli języków: zobrazowanie trudności i wyznaczanie kierunków praktyki wspieranej badaniami
Autorzy:
Bednarek, Dorota
Cybulska-Gomez de Celis, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/2085382.pdf
Data publikacji:
2022-07-11
Wydawca:
Akademia Humanistyczno-Ekonomiczna w Łodzi
Tematy:
research literacy
evidence-informed practice
evidence-based practice
efficacy research in education
language teachers
language education
umiejętność prowadzenia badań
praktyka nauczania wspierana badaniami empirycznymi
praktyka oparta na dowodach
badania skuteczności w edukacji
nauczyciele języków
kształcenie językowe
Opis:
The aim of our text is to show the potential benefits of developing research literacy of teachers in general and language teachers in particular. We argue that research-literate teachers may effectively draw upon empirical studies and make informed decisions in the classroom, which has the potential to optimise students’ benefits. We emphasise the fact that, by referring to their experiential knowledge, teachers can also assume the role of active researchers who communicate their observations and validate particular teaching techniques or activities for different contexts and needs. By attempting to clarify basic misunderstandings, we see the need for ‘evidence-informed’ practice in teaching, which stems from an ‘evidence-based’ approach popular in medicine, psychology and psychotherapy. Finally, we demonstrate the suitability of various designs of empirical studies to answer different types of research questions, which we exemplify by high-quality studies from language education. Concluding, we call for tighter cooperation and bidirectional exchange of the know-how between teachers and academics.
Celem tekstu jest pokazanie potencjalnych korzyści płynących z rozwijania umiejętności badawczych nauczycieli w ogóle i nauczycieli języków w szczególności. Sądzimy, że nauczyciele, którzy nabyli umiejętności badawcze, są w stanie efektywnie czerpać z badań empirycznych przy podejmowaniu decyzji w klasie, co może zoptymalizować korzyści uczniów. Podkreślamy fakt, że odwołując się do swojego doświadczenia zawodowego, nauczyciele mogą również pełnić rolę aktywnych badaczy dzielących się swoimi obserwacjami i weryfikujących skuteczność poszczególnych technik nauczania lub działań w różnych kontekstach i dla indywidualnych potrzeb edukacyjnych. Próbując wyjaśnić podstawowe nieporozumienia, dostrzegamy potrzebę praktyki nauczania wspieranej badaniami empirycznymi, która wywodzi się z podejścia „opartego na dowodach”, popularnego w medycynie, psychologii i psychoterapii. W ostatniej części tekstu pokazujemy przydatność różnych metod badań empirycznych do odpowiedzi na różnorodne pytania badawcze, podając jednocześnie przykłady wysokiej jakości badań z zakresu edukacji językowej. Podsumowując, apelujemy o ściślejszą współpracę i dwukierunkową wymianę know-how między nauczycielami a naukowcami.
Źródło:
Językoznawstwo; 2022, 16, 1; 111-133
2391-5137
Pojawia się w:
Językoznawstwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczyciele języków obcych: Iluzje – fakty – badania
Language teachers – illusions – facts – research results
Autorzy:
Komorowska, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/52407705.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
language teachers
status
quality
efficiency
teacher appraisal
teacher self-awareness
challenges
decision-making
teacher education
teacher development
nauczyciel
język obcy
funkcjonowanie nauczyciela
ocena nauczyciela
samoświadomość
wyzwania
podejmowanie decyzji
kształcenie nauczycieli
Opis:
The article aims to analyze meanings underlying the popular concepts of a good teacher, efficient teacher, novice, expert and experienced non-expert from a diachronic perspective. Criteria used across developmental stages of second language acquisition/ foreign language teaching in the process of teacher accreditation are examined, as well as social contexts influencing teacher evaluation. Reasons for teachers’ dissatisfaction with European school systems are presented, as well as coping strategies employed by frustrated teachers. New challenges springing from economic, social and cultural student diversity are also discussed. Implications are sought for pre- and in-service teacher education.
Źródło:
Neofilolog; 2023, 61/1; 31-49
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Od dystansu do poufałości. Formuły powitalne listów elektronicznych kierowanych przez nauczycieli do rodziców
From Formality to Familiarity: Greeting Formulas in Emails Written by Teachers to Parents
Autorzy:
Piechnik, Anna
Powiązania:
https://bibliotekanauki.pl/articles/32388018.pdf
Data publikacji:
2021
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
email
official style
linguistic politeness
language of teachers
changes in linguistic politeness
list elektroniczny
styl oficjalny
grzeczność językowa
język nauczycieli
przemiany grzeczności językowej
Opis:
The purpose of the article is the analysis of greeting formulas in emails written by teachers to parents. The linguistic material is based on 513 email messages sent to parents by means of an online parent portal (e-dziennik). The messages in question were sent by teachers representing a number of schools in Lesser Poland Province. The formal relationship between the participants of the communication and the written form of the exchanges clearly pertains to the traditional formality of the situation; as a result, expectations are raised in terms of the official style of utterances produced under these circumstances. The analysis of the obtained material indicates that greeting formulas used in emails diverge significantly from those used in official paper-based correspondence. Traditional formulas such as Szanowni Państwo (Dear Sir/Madame, Dear Sirs) are clearly replaced by formulas originating from direct verbal communication (Dzień dobry, Witam). There is an apparent tendency to become familiar with recipients by using emoticons or the language formulas present in private correspondence between people who have a close relationship. In addition to the lack of text segmentation, the overall linguistic layout and spelling strategies that prevail in both greeting formulas and the entire body of letters indicate a negligent attitude in terms of text layout.  
Celem artykułu jest analiza formuł powitalnych w listach elektronicznych nauczycieli do rodziców. Bazę materiałową stanowi 513 e-maili kierowanych przez nauczycieli wybranych szkół w południowej Polsce do rodziców za pośrednictwem dzienników elektronicznych. Formalny typ relacji między uczestnikami komunikacji oraz pisemna forma komunikatu stanowią tradycyjnie jaskrawy wykładnik oficjalności sytuacji i – co za tym idzie – powodują oczekiwanie oficjalnego stylu komunikatu powstającego w takiej sytuacji. Analiza materiału pokazuje, że formuły inicjalne listów elektronicznych znacząco odbiegają od grzecznościowych form powitalnych stosowanych w oficjalnej korespondencji papierowej. Nad tradycyjnym Szanowni Państwo wyraźnie dominują formuły zaczerpnięte z bezpośredniej komunikacji ustnej (Dzień dobry, Witam). Daje się zauważyć skłonność do przełamywania dystansu w postaci stosowania zwrotów do adresata, charakterystycznych dla korespondencji prywatnej między osobami będącymi w bliskiej relacji uczuciowej czy używania emotikonów. Kształt językowy i ortograficzny znacznej części formuł inicjalnych (ale i całości listów) oraz brak segmentacji tekstów świadczą o braku dbałości o graficzną stronę wiadomości.
Źródło:
Slavia Meridionalis; 2021, 21
1233-6173
2392-2400
Pojawia się w:
Slavia Meridionalis
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Glottodydaktyczna świadomość lingwistyczna nauczycieli szkół publicznych uczących osoby z doświadczeniem migracji
Metalinguistic awareness of public school teachers teaching people with a migratory background
Autorzy:
Gaze, Mateusz
Powiązania:
https://bibliotekanauki.pl/articles/47032076.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
metalinguistic awareness
functional grammar
education of Polish as a foreign language / second language teachers / lecturers
student with a migratory background
migration
refugee
public school
public education in Poland
świadomość językowa
świadomość lingwistyczna
glottodydaktyczna świadomość lingwistyczna
gramatyka funkcjonalna
nauczyciel
uczeń z doświadczeniem migracji
migracja
uchodźca
szkoły publiczne
Opis:
Celem niniejszego tekstu jest pokazanie wyników badań poziomu glottodydaktycznej świadomości lingwistycznej nauczycieli, którzy prowadzą zajęcia w polskich szkołach publicznych (podstawowych i ponadpodstawowych) z języka polskiego jako obcego/drugiego z osobami z doświadczeniem migracji, głównie z uchodźcami wojennymi z Ukrainy. Badaniem objęto 45 nauczycieli, z którymi przeprowadzono wywiad kwestionariuszowy obejmujący zagadnienia z zakresu gramatyki funkcjonalnej języka polskiego na poziomie A1. Wyniki pokazały, że aż 40% odpowiedzi było niewłaściwych (lub w ogóle ich jej nie było). Jedynie ok. 29% odpowiedzi było właściwych i pełnych. Najgorzej respondenci radzili sobie z zagadnieniami dotyczącymi dystrybucji przyimków (semantycznej i strukturalnej), a najlepiej z problemami fleksji werbalnej, co zapewne uwarunkowane jest uniwersalnym charakterem problemu – duża część języków posiada różne typy koniugacji uwarunkowane strukturą morfologiczną wyrazu. Słabo prezentuje się świadomość lingwistyczna odnosząca się do fleksji imiennej. Przypadki (użycie i dystrybucja końcówek) okazują się być nieuświadomioną częścią wiedzy o języku polskim. Wiemy, jaki powinien być postawiony przypadek w danym zdaniu, ale nie wiemy, dlaczego tak się dzieje, a to wydaje się być kluczowe, jeśli chcemy nauczyć cudzoziemca języka polskiego. Podsumowując, badanie wykazało, że nauczyciele nie byli zaznajomieni z większością terminów i procesów gramatycznych tradycyjnie wprowadzanych na poziomie podstawowym. Aby zachować twarz, wielu wolało podać błędną odpowiedź, niż przyznać, że nie zna prawidłowej. Wśród rozwiązań autor badania zaproponował podniesienie świadomości językowej wszystkich kształcących się nauczycieli i uwrażliwienie ich na glottodydaktyczne aspekty języka polskiego, dzięki czemu nasze szkoły staną się jeszcze bardziej przyjaznym miejscem dla uczniów z doświadczeniem migracji.
The Russian invasion of Ukraine in 2022 created a tremendous impact on the Polish education system. In 2023, Ukrainian refugees represent 4% of all students registered. The current study focused on metalinguistic awareness among 45 public school teachers who taught various subjects to students with a migratory background, mostly refugees from Ukraine. The sample included both elementary and secondary levels of education and the language in question was Polish, here understood as a foreign/second language. A questionnaire interview designed to check the informants’ understanding of Polish functional grammar at A1 level served as a tool for data collection. As it turned out, four out of ten answers were incorrect or there was no answer at all. Alarmingly, only 29% of the responses were accurate. The questions that posed the biggest challenge were the distribution of prepositions (both semantic and structural), as well as noun inflection. Verb conjugation, on the other hand, was among the topics that the teachers knew quite well. Concluding, the study revealed that the teachers were not familiar with the majority of grammar terms and processes traditionally introduced at the elementary level. To keep face, many would rather offer an incorrect answer than admit to not knowing the correct one. Among the solutions, the author of the study suggested raising the linguistic awareness of all teachers in training and sensitizing them to the glottodidactic aspects of the Polish language, making our schools an even more welcoming place for immigrant students.
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2023, 30; 71-87
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotions
Autorzy:
Dewaele, Jean-Marc
Dewaele, Livia
Powiązania:
https://bibliotekanauki.pl/articles/780856.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
foreign language enjoyment
foreign language classroom anxiety
teachers
Opis:
Previous research has considered fluctuations in students’ foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) over months or years (Dewaele & MacIntyre, 2014, 2016). However, there has been no investigation of the effect of the teacher on these emotions at a single point in time. In this study, we investigate the question whether FL learners experience similar levels of FLE and FLCA in the same language if they have two different teachers. Participants were 40 London-based secondary school students studying modern languages with one Main Teacher and one Second Teacher. Statistical analysis revealed that while FLCA was constant with both teachers, FLE was significantly higher with the Main Teacher. Predictors of FLE such as attitudes towards the teacher, the teacher’s frequency of use of the target language in class and unpredictability were also significantly more positive for the Main Teacher. Item-level analysis revealed that the teacher creating a positive emotional atmosphere in class contributed to the higher FLE score. Items that reflected more stable personal and group characteristics varied less between the two teachers. The findings suggest that FLE is more teacher-dependent than FLCA, which is more stable across teachers.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 1; 45-65
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Washback effects of a high-stakes exam on lower secondary school English teachers’ practices in the classroom
Autorzy:
Kılıçkaya, Ferit
Powiązania:
https://bibliotekanauki.pl/articles/606327.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
Washback, Englischlehrer, Prüfung, Tests, Mittelstufenschule
washback, English language teachers, exam, tests, lower secondary schools
l’effet en retour, les professeurs d’anglais, l’examen, les tests, les collèges
последствия, учителя английского языка, экзамен, тесты, начальные классы средней школы
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
Том содержит аннотацию только на английском языке.
The aim of the article is to investigate of the foreign language section of TEOG (Transition Examination from Primary to Secondary Education) on language teacher practices in the classroom. The participants of the study include 32 English language teachers working at lower secondary schools in Turkey. The results of the study indicate that language teacher practices in the classroom are greatly affected by several factors such as the style and content of the language exam. The main harmful washback of this exam is found to be the neglect of teaching several skills such as listening, speaking, and writing as these skills are not assessed, and stakeholders such as students and parents require reasonable level of success on these texts. Some other factors negatively affected have been found to be the selection of course books, the medium of instruction, classroom assessment as well as anxiety.
Le numéro contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2016, 40, 1
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Traits of geometrical language used by future mathematics teachers
Autorzy:
Pietrucha, Anna
Maj-Tatsis, Bożena
Powiązania:
https://bibliotekanauki.pl/articles/749162.pdf
Data publikacji:
2014
Wydawca:
Polskie Towarzystwo Matematyczne
Tematy:
language and communication
geometrical language
pre-service mathematics teachers
Opis:
The paper presents a research on how future mathematics teachers use mathematical language and how they transmit and communicate their reasoning. The aim of the research was to elaborate on the characteristics of geometrical language used by students during transforming verbal information into figural one and vice versa. The results show the difficulty in expressing one’s thoughts by formal language. Meanings can be easily distorted because of the use of colloquial language that causes lots of ambiguities. The conclusions driven from relevant research depict the role that intuition plays in expressing mathematical thoughts. Moreover, it is not as easy as it may appear to transform verbal information into figural one, and figural into verbal one. However, teaching and developing these competences should be an integral part of mathematics education.
Źródło:
Didactica Mathematicae; 2014, 36
2353-0960
Pojawia się w:
Didactica Mathematicae
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Delivering Multilingual Schools – Emergence and Development of Language Beliefs in Immigrant Teachers
Autorzy:
Putjata, Galina
Powiązania:
https://bibliotekanauki.pl/articles/555451.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
multilingual education
immigrant teachers
language biography
Opis:
“How Come We Don’t Deliver?” asks Elana Shohamy in the title of her paper on imagined multilingual schools and tackles the striking issue in education: the need for a paradigm shift towards a multilingual approach. This paper focuses on the role of immigrant teachers in this process. Based on the sociolinguistic framework of linguistic markets and the pedagogical framework of professionalization, it presents a qualitative study on teachers’ language beliefs. Using linguistic biographies, this study reconstructs how beliefs towards multilingualism emerge and develop under different educational settings. The findings indicate significant deviations in the perception of multilingualism and showcase deep insights into the development of these perceptions over time. The results reveal the importance of socio-political setting and contribute to a reflected understanding of linguistic diversity management in multilingual education and the need for teacher professionalization.
Źródło:
Applied Linguistics Papers; 2018, 25/2; 53-69
2544-9354
Pojawia się w:
Applied Linguistics Papers
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching English to adolescents
Autorzy:
Lesiak, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/1193989.pdf
Data publikacji:
2015
Wydawca:
Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
Tematy:
English language
adolescence
adolescents
teachers
teenage learners
Opis:
This thesis deals with a challenging matter which is teaching English language to adolescents. Teaching as a process of transmitting knowledge is very important but habitually, it may be very problematical on the particular age level. Teenage learners differ from other learners as they are thought to be the most disobedient in behaviour and most discouraged to learn. Adolescence is a difficult time in a child's life when a lot of psychological and physical transformations take place. Therefore, it is significant for teachers to become familiar with these changes in order to work effectively. There are plenty of useful and efficient methods that teachers can integrate into their lessons to increase students’ understanding and improve overall comprehension.
Źródło:
World Scientific News; 2015, 7; 223-237
2392-2192
Pojawia się w:
World Scientific News
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Academic Teachers’ Self-Evaluation of English Language Competences and Teaching Methodology
Autorzy:
Pituła, Beata
Wlaźlak, Grzegorz
Powiązania:
https://bibliotekanauki.pl/articles/1963518.pdf
Data publikacji:
2020-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
academic teachers
self-assessment
teaching competence
language competence
Opis:
The article presents research on the linguistic and didactic competences of academic teachers in a technical university as part of an EU project to improve the effectiveness of education of academic teachers. It indicates the relation between language and methodological competences in teaching content classes in English. Participants who rated their teaching competences more highly also rated their language competences more highly. Based on these findings, the authors make suggestions concerning the preparation of stafffor the university.
Źródło:
The New Educational Review; 2020, 59; 35-46
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pupils’ approach to teachers’ role as motivating factor in foreign language classes
Autorzy:
Pukeviciute, Virginija Jurate
Antaneliene, Migle
Powiązania:
https://bibliotekanauki.pl/articles/1387933.pdf
Data publikacji:
2017-02-21
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
teachers’ competencies
pupils’ approach
teacher-student relationships
foreign
language
Opis:
The article researches the pupils’ attitude towards the role of the teacher in the educational process which is revealed through the students-teacher relationships. The study showed that the students appreciate the professional pedagogical and special pedagogical competencies of the foreign language teachers the highest talking of learning and training objectives formulation, the interpretation of training material, the incentive of improvement. Also, students usually appreciate teachers’ personal characteristics positively, emphasizing tactful teacher’ behaviour, patience, objectivity, sense of humour and appropriate speaking tone. Moreover, it turned out that the schoolchildren feel less secure talking of interaction with teachers: they usually turn to the teachers only for subject matters; they do not always feel free in the classroom. Because of a fear to make a mistake the students do not want to express their views openly as they are not always sure that their opinion is important for their teachers.
Źródło:
Problemy Wczesnej Edukacji; 2017, 36, 1; 101-111
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Classroom-based language efficiency assessment: a challenge for EFL teachers
Autorzy:
Wach, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/919795.pdf
Data publikacji:
2012-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Language assessment
Teacher assessment
Teachers’ beliefs
Teacher as assessor
Opis:
This paper attempts to highlight the significant multidimensional role of teachers of English as a foreign language in conducting language assessment in the process of teaching. The study presented in the article aimed to investigate school and university EFL teachers’ (n=87) beliefs about the place of assessment in their teaching practice and their role as assessors. The findings indicated that classroom assessment, though appreciated by the study participants, posed a major challenge to them.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 1; 81-92
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“When a foreign language learner becomes a foreign language teacher…” – A cross-cultural study into the affective domain of teaching
Autorzy:
Kiliańska-Przybyło, Grażyna
Bedir, Hasan
Can, Cem
Powiązania:
https://bibliotekanauki.pl/articles/919872.pdf
Data publikacji:
2012-12-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
narrative inquiry
narratives
foreign language teacher development
novice teachers’ emotions
Opis:
The aim of this paper is to characterize early experiences of future teachers of English in Polish and Turkish contexts; describe their emotions and attitudes as well as analyze their evaluations of the past situations. When a foreign language learner becomes a foreign language teacher…, firstly s/he has to transform from a FL student to a FL teacher, develop the ability to talk about one’s early experiences and relate them to future growth. In this sense, narrative inquiry largely helps in contextualizing and transforming one’s experience. The data collected for the study involve narratives produced by Turkish and Polish teacher trainees.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2012, 39, 2; 61-74
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language Teacher Wellbeing in the Private School Context: A Case Study
Autorzy:
Budzińska, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/22446732.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
private sector
positive psychology
teachers
wellbeing
positive institutions
language education
Opis:
Language teacher wellbeing in the private education sector has almost been completely neglected in research. This study examines a well-functioning institution in the private sector and analyzes the systemic and contextual factors that contribute to the flourishing of its teachers. The case study explores the wellbeing of English language instructors by means of open questionnaires, in-depth semi-structured interviews, and participant observation. The findings reveal a number of facets contributing to positive teacher wellbeing at the systemic, institutional level, such as corporate culture, policies, organization, management, opportunities for professional growth, and social life, as well as adequate resources, and good physical working conditions. Most good practice emerging from the research is universal and can be implemented by language institutions in all contexts. However, some variables that affect language teacher wellbeing at this workplace are specific to the nature of the institution and, therefore, could not be put into practice elsewhere.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-30
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ESP Teachers’ Perspectives on the Online Teaching Environment Imposed in the Covid-19 Era - A Case Study
Autorzy:
Gavranović, Valentina
Prodanović, Marijana
Powiązania:
https://bibliotekanauki.pl/articles/1964265.pdf
Data publikacji:
2021-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
online language teaching at tertiary level
ESP teachers‘ perspectives
COVID-19
Opis:
This paper reports on the results of interviews conducted with ESP teachers examining their attitudes towards different aspects of online language teaching. The aim of this case study is to investigate how confident the teachers feel while teaching online in synchronous mode and to examine whether this emotive attitude is in correlation with their prior experience in both formal and informal online environments. It also aims to establish correlations between the respondents‘ attitudes towards the degree of difficulties and challenges pertaining to teaching all language skills in an online education context. The findings derived from the analysis of the respondents‘ answers point out to the need to investigate the possibilities offered by digital technologies in order to help learners enhance their language skills and competencies.
Źródło:
The New Educational Review; 2021, 64; 188-197
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Problemy i wyzwania nauczycieli uczących dzieci cudzoziemskie we wrocławskich szkołach
Problems and Challenges of Teachers Teaching Foreign Children in Schools of Wrocław
Autorzy:
Majewska, Agnieszka
Northeast, Kathryn
Powiązania:
https://bibliotekanauki.pl/articles/1798445.pdf
Data publikacji:
2020-01-17
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
nauczanie języka polskiego jako obcego; uczeń cudzoziemski w szkole; wyzwania nauczycieli
teaching Polish as a foreign language; foreign student at school; teachers’ challenges
Opis:
W ciągu ostatnich lat możemy zaobserwować wzrastającą liczbę uczniów cudzoziemskich w polskich szkołach. Ten wzrost wiąże się zarówno z powrotem rodzin polskich z emigracji zarobkowej, jak również z podjęciem pracy przez obcokrajowców w Polsce. Artykuł stanowi próbę omówienia wyzwań nauczycieli pracujących z cudzoziemcami we wrocławskich szkołach. Na podstawie ankiety przeprowadzonej w szkołach w 2018 r. autorki tekstu wyodrębniły najważniejsze wyzwania przywołane przez nauczycieli: problem porozumienia się z uczniem wskutek bariery językowej, niedoskonałość organizacji dodatkowych zajęć językowych, poświęcanie dodatkowego czasu i uwagi uczniom cudzoziemskim podczas innych lekcji, brak przygotowania merytorycznego nauczycieli, ograniczony kontakt z rodzicami uczniów, trudności związane z obiektywną oceną pracy ucznia oraz trudności komunikacyjne, emocjonalne i merytoryczne samego ucznia.
‘In recent years, we can observe an increasing number of foreign students in Polish schools. This phenomenon is connected both to the return of Polish families from economic emigration as well as to foreigners coming to work in Poland. The paper is an attempt to discuss the challenges of teachers working with foreigners in schools in Wrocław. On the basis of a survey conducted in schools in 2018, the authors identified the most important challenges raised by teachers: the problem of communicating with the pupil due to language issues, faulty organization of additional language classes, dedicating additional time and attention to foreign students during different subjects, lack of teaching materials, limited contact with the pupils’ parents, difficulties related to an objective assessment of the pupil’s work and emotional and substantive and communication-based difficulties of the students themselves.
Źródło:
Roczniki Humanistyczne; 2019, 67, 10; 83-98
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Language Teacher Identity Outside the State-School Context
Autorzy:
Hempkin, Kirsten
Powiązania:
https://bibliotekanauki.pl/articles/22446741.pdf
Data publikacji:
2023
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Language teacher identity
identity struggle
established teachers
state-school context
private context
Opis:
The importance of understanding language teacher identity is well-established in the existent literature. It has been shown to impact upon many aspects of teachers’ lives both inside and outside the classroom, such as wellbeing (Day & Kington, 2008) and self-efficacy (Canrinus, Helms-Lorenz, Beijaard, Buitink, & Hofman, 2012). The nature of language teacher identity is broadly categorised from a socio-cultural perspective, as dynamic rather than static, as negotiated in social interaction and (potentially) a source of struggle (Barkhuizen, 2017) or friction (Beijaard, Meijer, & Verloop, 2004). As this struggle with identity comes to the fore during periods of transition, when identity is seen to be challenged, the focus of research has largely been trained on pre-service or early-service teachers (Mercer & Kostoulas, 2018). The research in this paper addresses a teaching population who have thus far escaped the research gaze, but aspects of whose identity could be problematic and possible sites of struggle. Drawing upon a narrative approach, in case-study form, I examine how two established teachers (with four years or more service) who have been trained to work in the state-school context and who, for a variety of reasons are now working outside it, construct their language teacher identities. The findings point to the importance of the teachers’ own experiences as learners in their identity formation, and how emotion accompanies and acts as a driver of identity change as they seek stability and status on an uncertain professional path.
Źródło:
Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-22
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What Foreign Language Teachers Should Know about Language Attrition
Autorzy:
Szupica-Pyrzanowska, Małgorzata
Malesa, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/555437.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
foreign language attrition
memory
attention
instructional considerations
FL learner autonomy
FL teachers
Opis:
The long-term goal of foreign language (FL) learners is to reach communicative competence. The objective of language teachers is to assist and support learners in accomplishing this goal. However, the task may be challenging, especially, when considering foreign language taught in the context of instructed learning. The advent of new technologies, the emergence of learner-centered teaching, and the emphasis on authentic language do not always warrant a desirable outcome. Foreign language learners often reach a plateau and do not progress as expected. Loss of non-native language skills in the L1 environment, e.g. loss of foreign languages learned at school, is a fact. Foreign language learners may be prone to attrition due to insufficient input, low frequency of language use outside the classroom or lack of adequate motivation. Therefore, it is imperative to raise FL teachers’ awareness and draw their attention to the problem of language loss occurring in a formal context. Teachers should not only facilitate language learning but also prevent language forgetting which, if prolonged, may cease development and lead to attrition. By drawing attention to FL attrition, we aspire to bridge the gap between linguistic research and language classroom pedagogy. The aim of the current paper is to identify and discuss some of the instructional, cognitive, and personal factors contributing to foreign language attrition. Practical implications are discussed that could not only improve language teaching, but also influence more efficient, attrition-free curriculum design.
Źródło:
Applied Linguistics Papers; 2018, 25/2; 107-121
2544-9354
Pojawia się w:
Applied Linguistics Papers
Dostawca treści:
Biblioteka Nauki
Artykuł
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