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    Wyświetlanie 1-9 z 9
    Tytuł:
    Innovation strategy at the level of municipal government – the case of inclusive education
    Autorzy:
    Nesterenko, Galyna
    Tereshchenko, Maryna
    Powiązania:
    https://bibliotekanauki.pl/articles/987235.pdf
    Data publikacji:
    2016
    Wydawca:
    Szkoła Główna Gospodarstwa Wiejskiego w Warszawie. Wydawnictwo Szkoły Głównej Gospodarstwa Wiejskiego w Warszawie
    Tematy:
    strategy
    strategic plan
    teaching diversity
    municipal government
    inclusive education
    innovation
    Opis:
    Diversity pedagogy and inclusive education – understood as the integration of the representatives of heterogeneous groups into the educational community – is as an example of a very up-to-date, socially important innovation, which requires serious, systematic approach to its generation and diffusion. The paper shows that successful implementation of such innovation depends not only on what part of the population considers it to be socially useful, but also on the consistent and, in the long term perspective, logical steps taken to implement and disseminate the innovation. Such consistency can be accomplished most effectively within the framework of the strategic plan of innovation implementation.
    Źródło:
    Turystyka i Rozwój Regionalny; 2016, 5; 85-93
    2353-9178
    Pojawia się w:
    Turystyka i Rozwój Regionalny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    How to choose the right English language textbook?
    Autorzy:
    Reid, Eva
    Kováčiková, Elena
    Powiązania:
    https://bibliotekanauki.pl/articles/1387935.pdf
    Data publikacji:
    2017-02-21
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    English language teaching
    criteria for textbooks
    cultural diversity
    linguistic
    diversity
    Opis:
    The book market in Slovakia is overloaded with various language books offered by prestigious publishing houses. The “international” textbooks are rather very general, not paying attention to cultural and language peculiarities which are different for each country and culture. Modern teaching approaches call for cross-curricular relations and the content of teaching might differ in every country. National books have the advantage of including cultural and language specifics of the particular country, connect contents of various schools subjects and take into consideration the needs of “home” language teachers with the aim to improve and develop specifically the sides of language systems and skills that are particularly necessary for students of their country. The paper analyses three English language textbooks for third grade of primary schools. Two textbooks are form major international publishing houses and are the most popular in Slovakia. The third book is written by Slovak authors and is new to the market. The method of document analysis was used to compare contents of linguistic and cultural diversity and supporting development of intercultural awareness and intercultural communicative competences of pupils.
    Źródło:
    Problemy Wczesnej Edukacji; 2017, 36, 1; 87-98
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Ecolinguistic approach to foreign language teaching on the example of English
    Autorzy:
    Wiertlewska, Janina
    Powiązania:
    https://bibliotekanauki.pl/articles/918001.pdf
    Data publikacji:
    2011-01-01
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Ecolinguistics
    Robustness
    Foreign language teaching
    The triad
    Natural language diversity maintenance
    Opis:
    The paper deals with the problem of balance maintenance of natural languages in the context of foreign language teaching. A new paradigm of foreign language teaching in the following triad: native language – global language – second foreign language is proposed. Translingualism is treated as the only means of maintaining linguistic balance between natural languages viewed from an ecolinguistic perspective.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2011, 37, 1; 141-151
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Różnorodność cechą współczesnego świata
    Diversity as an attribute of the present world
    Autorzy:
    Zawadzka-Bartnik, Elżbieta
    Powiązania:
    https://bibliotekanauki.pl/articles/1037702.pdf
    Data publikacji:
    2011-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    tolerance
    intolerance
    diversity
    otherness
    difference
    individualization in teaching
    tolerancja
    nietolerancja
    różnorodność
    inność
    odmienność
    indywidualizacja w nauczaniu
    Opis:
    This paper deals with cultural, ethnic, religious, physical and mental diversity as well with different preferences of value systems, lifestyles, etc. dominating in contemporary societies and presents the resulting educational implications. Because of the specificity of social perception, every single case of variation/strangeness triggers off the process of stigmatization/labelling, manifesting itself in intolerant, discriminating or even hostile behaviour. The paper indicates the negative influence of the so-called „hidden pro-gramme” of the school and emphasizes the need for increased educational efforts aimed at the formation of tolerant attitudes among students.
    Źródło:
    Neofilolog; 2011, 36; 9-19
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Czy jesteśmy gotowi na ekoglottodydaktykę w polskim kontekście edukacyjnym?
    Are we ready for eco-Foreign Language Teaching in the Polish educational context?
    Autorzy:
    Sujecka-Zając, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/442952.pdf
    Data publikacji:
    2020-09-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    eco-linguistics
    foreign language teaching
    language diversity
    language environment ecological-Foreign Language Teaching
    ekolingwistyka
    uczenie się/nauczanie języka obcego
    różnorodność językowa
    środowisko językowe ekoglottodydaktyka
    Opis:
    The trend for eco-linguistics, which has been dynamically develop-ing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does „strong” af-fect the „weak” but “weak” reciprocates? „Weak” has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the „teacher of a code” to the „teacher of meaning”, which has specific didactic consequences in how language activities are ap-proached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT?
    Źródło:
    Neofilolog; 2020, 55/1; 11-26
    1429-2173
    Pojawia się w:
    Neofilolog
    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:
    Non-contextual teaching of sensitive topics focusing on cultural diversity in polish schools
    Bezkontekstowe nauczanie tematów drażliwych z uwzględnieniem różnorodności kulturowej w polskich szkołach
    Autorzy:
    Markowska-Manista, Urszula
    Powiązania:
    https://bibliotekanauki.pl/articles/2081957.pdf
    Data publikacji:
    2021
    Wydawca:
    Lubuskie Towarzystwo Naukowe
    Tematy:
    non-contextual teaching
    sensitive topics
    cultural diversity inPolish schools
    decolonisation
    nauczanie bezkontekstowe
    tematy drażliwe
    różnorodnośćkulturowa w polskich szkołach
    dekolonizacja
    Opis:
    The aim of this article is to capture the specifics and validity of non-contextual teaching of sensitive topics focusing on the increasing cultural diversity in Polish schools. The term ’non-contextual teaching’ refers to teaching about cultural diversity in schools which were non-diverse for a long period of time, but are becoming increasingly culturally diverse. On the one hand, the paper looks at school asymmetries related to school curricula. On the other hand, it describes the needs of diverse groups of students and teachers connected with the decolonisation of educational content in the increasingly diversified world. Due to the limited space available in the paper, the article is only an attempt at signalling certain issues important for the subject at hand that can be a point of departure for further analysis and reflection about the necessity to decolonise school curricula.
    Celem niniejszego artykułu jest uchwycenie specyfiki i zasadności bezkontekstowego nauczania tematów drażliwych z uwzględnieniem rosnącej różnorodności kulturowej w polskich szkołach. Termin „nauczanie bezkontekstowe” oznacza naukę o różnorodności kulturowej w szkołach, które przez długi czas nie były, ale z czasem stają się coraz bardziej kulturowo zróżnicowane. Z jednej strony, artykuł poświęcony jest asymetrii szkolnej związanej z programami nauczania. Z drugiej opisuje potrzeby zróżnicowanych grup uczniów i nauczycieli związane z dekolonizacją treści edukacyjnych w coraz bardziej zróżnicowanym świecie. Ze względu na ograniczoną ilość miejsca artykuł jest jedynie próbą zasygnalizowania pewnych istotnych dla omawianego tematu kwestii, które mogą stanowić punkt wyjścia do dalszych analiz i refleksji nad koniecznością dekolonizacji szkolnych programów nauczania.
    Źródło:
    Rocznik Lubuski; 2021, 47, 1; 141-156
    0485-3083
    Pojawia się w:
    Rocznik Lubuski
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Trudność zadania komunikacyjnego a bogactwo leksykalne wypowiedzi uczniów
    Task difficulty influences learners’ lexical complexity
    Autorzy:
    Róg, Tomasz
    Powiązania:
    https://bibliotekanauki.pl/articles/1921562.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    task-based language teaching
    task difficulty
    lexical diversity
    lexical density
    lexical complexity
    creativity
    podejście zadaniowe
    trudność zadania
    zróżnicowanie leksykalne
    gęstość leksykalna
    bogactwo leksykalne
    kreatywność
    Opis:
    Task-based language teaching has recently become a mainstream research area in second language acquisition studies. One of the underexplored areas is task design and its influence on the measures of complexity, accuracy, and fluency. While most previous research into task design focused on manipulating planning time, note-taking, or task familiarity, one of the promising lines of investigation is how task difficulty may also be conducive to L2 acquisition. Task difficulty is understood as the cognitive burden placed on a learner performing a task. In the current study learners of English as a foreign language (n=28) performed three differently designed oral communicative tasks of increasing difficulty: (1) a brainstorming task, (2) a sorting and ordering task, and (3) a problem-solving argumentative task. Task difficulty, i.e. having to employ higher-order thinking skills improved learners’ L2 lexical complexity as measured by lexical diversity, lexical density, and word-frequency counts.
    Źródło:
    Neofilolog; 2021, 56/2; 337-356
    1429-2173
    Pojawia się w:
    Neofilolog
    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
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