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    Wyświetlanie 1-4 z 4
    Tytuł:
    Approaches to the increasing linguistic diversity in Greek and Polish classrooms: Different contexts with similar problems
    Autorzy:
    Papasoulioti, Aspasia
    Fountana, Maria
    Szczepaniak-Kozak, Anna
    Adamczak-Krysztofowicz, Sylwia
    Powiązania:
    https://bibliotekanauki.pl/articles/14981646.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    multilingual learners in Poland
    multilingual learners in Greece
    Greek as a second language
    Polish as a second language
    language of schooling
    supplementary materials for multilingual learners
    Opis:
    The paper discusses key educational issues related to the processes of decision-making and continuous teacher development at the level of the national (educational) authorities in Greece and Poland, regarding the urgency of the needs arising from the intensifying migration in the EU over the last two decades, and in view of the research conducted within the MaMLiSE project. The paper begins by reporting the official decisions and policies which laid the grounds for tackling the considerable linguistic variety that now characterises the school populations in each country, caused by the phenomenon of migration, and with refugee flows included. In addition, country-specific methods and resources used to produce educational materials for pupils from a migration background are presented. Finally, the available educational materials and their suitability to the specificity of each country’s current educational conditions are discussed. The concluding remarks are that a strong need is currently emerging for 1) nominating key-points in the pre- and in-service training of teachers with regard to multilingual classroom management, intercultural awareness and language sensitive subject teaching, 2) extrapolating common features necessary for the production of educational material (e.g. adaptability to new conditions, ease and flexibility of use in class, allowing translanguaging practices), and 3) negotiating shared educational principles (e.g. assessment framework, constructive use of language heritages at schools).
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 161-189
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EFL teacher agency in mediating the socialisation of multilingual learners
    Autorzy:
    Rokita-Jaśkow, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/14997263.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    EFL teachers
    multilingual learners
    socialisation
    teacher agency
    Opis:
    English as a Foreign Language (EFL) teachers are seemingly ideally placed to mediate the successful socialisation of multilingual learners into the new school environment for two major reasons. Firstly, as they have effective command of both L1 and L2 and often have experience of living abroad, they tend to exhibit higher levels of openness to new situations, empathy and understanding of the difficulties faced by multilingual learners. Secondly, the English class can itself be a platform for mutual understanding where learners are able to develop both English communication skills and intercultural competence (cf. Hopp, Jakisch, Sturm, Becker & Thoma 2020; Krulatz, Neokleous & Dahl 2022). As English is the language of instruction, it also has the potential to maintain levels of multilingual competence among those learners who already speak English as their heritage language (Banasiak & Olpińska-Szkiełko 2021), e.g. migrant children returning from the UK/Ireland. Drawing on data from a larger project (Rokita-Jaśkow, Wolanin, Król-Gierat & Nosidlak 2022), which consisted of interviewing 23 primary school EFL teachers in various contexts, this paper analyses the possible factors that impact teacher agency in the socialisation of multilinguals. It has been found that teacher agency in that respect appears to stem from teachers’ plurilingual competence and prior teaching experience. Surprisingly, personal experiences of intercultural encounters (e.g. time spent living abroad) or verbalised empathy, had little impact on teacher agency. This finding implies that even language teachers find it difficult to put themselves in the position of the multilingual learner and need specialist training in order to work with multilingual learners, which may convey an important message for educational decision-makers with reference to the formulation of future teacher education guidelines and curricula.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 1; 191-212
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    My i Oni: O językowych wykładnikach wyrażających stosunek nauczycieli do uczniów cudzoziemców w świetle krytycznej analizy dyskursu
    Us and Them: On linguistic exponents expressing teacher attitudes toward foreign students in the light of critical discourse analysis
    Autorzy:
    Rokita-Jaśkow, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/2174109.pdf
    Data publikacji:
    2022-12-02
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
    Tematy:
    critical discourse analysis
    positioning theory
    multilingual learners
    school context
    krytyczna analiza dyskursu
    teoria pozycjonowania
    uczniowie wielojęzyczni
    środowisko szkolne
    Opis:
    The following study utilises the data from a larger project (Rokita-Jaśkow et al., 2022) with a view to analysing the way in which EFL teachers describe their encounters with multilingual learners in their monolingual classes within critical discourse analysis framework and positioning theory. The analysis showed that the teachers studied position themselves and their students in relation to the newcomers differently depending on the language(s) they speak. The Us and Others distinction was more prominent in relation to English-speaking return migrant children, whom they positioned higher than their monolingual Polish students, and with whom they often struggled to maintain equal, if not superior position. Conversely, other multilinguals were positioned on the same level as Polish learners, yet subordinate to the teacher’s dominant role. It is concluded that such positioning, though marks inclusivity, signals persistent power relations in the educational setting, which may counteract integration of multilinguals.
    Źródło:
    Annales Universitatis Paedagogicae Cracoviensis. Studia Linguistica; 2022, 17; 200-213
    2083-1765
    Pojawia się w:
    Annales Universitatis Paedagogicae Cracoviensis. Studia Linguistica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE ROLE OF THE AFFECTIVE DIMENSION IN SHAPING FOREIGN LANGUAGE LEARNERS’ CONCEPTUAL SYSTEM
    Autorzy:
    Strugielska, Ariadna
    Powiązania:
    https://bibliotekanauki.pl/articles/442837.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    czynniki afektywne
    uczący się języka obcego
    multi-modalny a wielojęzyczny umysł
    affective factors
    foreign language learners
    multimodal and multilingual cognition
    Opis:
    The role of affective factors in the process of foreign language learning and teaching is undeniable. Still, despite growing interest in the role of attitudinal variables in foreign language training, the problem has not been much researched from the perspective of multidimensional cognition. Thus, the focus of the article is the architecture of foreign language learners’ cognition situated within a multimodal framework and shaped by particular socio-linguistic experience. It is postulated that the conceptual system of a foreign language learner is unique in being highly susceptible to processing in terms of affective parameters. This hypothesis is corroborated by the results of a pilot study which show that concrete words in the conceptual systems of foreign language learners are associated with affect more than in the case of native speakers.
    Źródło:
    Neofilolog; 2019, 52/1
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
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