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Czy jesteśmy gotowi na ekoglottodydaktykę w polskim kontekście edukacyjnym?

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Sujecka-Zając J.
Neofilolog
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2020
|
issue 55/1
11-26
EN
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?
2
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Pédagogie universitaire rénovée à l’époque de la pandémie: comment passer de l’autre côté de l’écran?

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Sujecka-Zając J.
Neofilolog
|
2021
|
issue 57/2
249-264
EN
The 2020/2021 pandemic year has been difficult for teachers at all levels of education including higher education. There was a need to switch quickly to another type of education that would achieve the same objectives as before. How did the university teachers face this challenge? What consequences have been drawn for university teaching in general? We propose to take a global perspective of the state of current university pedagogy to highlight the need to renovate its approaches and to put the learner at the center of the process so to provide pedagogical support in his learning. We will analyze the results of three surveys concerning remote teaching and learning in Poland and in Europe. Finally, we will show what tools can be used to better monitor students` learning in virtual classes.
3
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ROLA MEDIACJI DYDAKTYCZNEJ W ROZWIJANIU WARSZTATU POZNAWCZEGO UCZNIA NA LEKCJI JĘZYKA OBCEGO

100%
Sujecka-Zając J.
Neofilolog
|
2017
|
issue 48/2
169-181
EN
Each learning is, by its very nature, a situation of conflict as well as cognitive and socio-affective, and its intensity depends on the learner's existential competence (savoir-être) and individual differences. To learn effectively, one must regularly use cognitive tools that constitute the mental equipment of the person. The teacher as a mediator could encourage the learner to better use the tools he or she already has or to develop new tools that are missing for now. The theoretical remarks will be supported by examples from empirical research in which Didactic Dialogue has been used, which is an approach for didactic mediation in the language class.
4
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DIALOG DYDAKTYCZNY W UCZENIU SIĘ JĘZYKA OBCEGO

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Karpińska-Szaj K., Sujecka-Zając J.
Neofilolog
|
2019
|
issue 52/1
61-73
EN
The article presents ‘didactic dialogue’ against the background of other interactive forms of remediation in foreign language learning. Drawing on the works of Antoine de La Garanderie, Reuven Feuierstein and Pierre Vermersch, three didactic approaches have been analyzed. Theoretical considerations have been illustrated with conclusions for-mulated on the basis of own studies on the use of dialogues in differ-ent educational contexts, which included: the diagnosis and remedia-tion of language deficits of special educational needs students, reme-diation in the case of school failure in foreign language learning, and an interview after completing a task of retelling a story.
5
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EGZAMINATORA NA EGZAMINIE USTNYM Z JĘZYKA OBCEGO (NA PRZYKŁADZIE EGZAMINU CERTYFIKACYJNEGO UW Z JĘZYKA FRANCUSKIEGO)

63%
Kucharczyk R., Sujecka-Zając J.
Neofilolog
|
2019
|
issue 53/1
9-27
EN
The purpose of this article is to reflect on the examiner’s mediation skills in the process of certifying speaking ability in a foreign language. In the theoretical part we discuss the principles of language proficien-cy certification in accordance with the guidelines of the Council of Eu-rope and the specificity of certifying speaking ability. Then we present the results of our own research the aim of which was to evaluate the examiners’ mediation skills during the French oral examination at level B2 at the University of Warsaw.
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