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2017 | 22 | 65-84
Article title

Teacher Autonomy in Languages for Specific Purposes – Reflections on LSP Teacher Development Process

Content
Title variants
Languages of publication
EN
Abstracts
EN
Training teachers of languages for specific purposes is not an easy task, given the complexity of the process, distinctiveness of LSP vs. general language instruction, scarce time available in modern philology curricula and lack of provisions for practicum. However, with increasing popularity of LSP not only in the corporate sector with adults, but also at secondary level in vocational education, the demand for well-trained LSP teachers is going to soar. The present paper shows the specific nature of LSP teacher training and the important place that is occupied in the process by task-based methodology leading to teacher autonomy. The two cases of LSP teacher training implemented at Romance philology of Catholic University of Lublin and Applied Linguistics of Maria Curie-Skłodowska University in Lublin exemplify how to develop teacher autonomy through integration of in-class instruction and fieldwork.
Year
Issue
22
Pages
65-84
Physical description
Dates
published
2017
Contributors
References
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Document Type
Publication order reference
Identifiers
ISSN
2080-4814
YADDA identifier
bwmeta1.element.desklight-79503ce4-f279-4d2b-8eda-db8d93692515
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