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Translanguaging: Implications for the language classroom derived from the revised version of the CEFR

100%
Lankiewicz H. A.
Glottodidactica
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2020
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vol. 47
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issue 2
137-152
EN
One of the basic documents defining, among others, language learning, teaching, and assessment within the EU is the CEFR (2001). Since the moment of its first publication, many political and social changes have occurred which necessitated the reshaping of general language teaching policy to meet the new conditions. There also appeared new theoretical reflections on the process of language learning and language use. Through enhanced mobility a remarkable number of European citizens have become plurilingual, living in multilingual environments. On the other hand, new insights into the process of language learning and teaching accentuated the need for the departure from monolingual approaches in favour of translingual practices (Canagarajah 2013; García & Li 2014). The objective of this article is to present the implications derived from a translingual instinct (Li 2011) for teaching an additional foreign language to plurilingual students. The author of the article derives his reflections from the theoretical underpinnings of multilingualism, his own research on translanguaging and the revised version of the CEFR (2018).
2
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Zastosowanie oraz rola bajek i baśni w nauczaniu języka obcego dzieci w wieku wczesnoszkolnym – wskazania studentów kierunku pedagogiczno-językowego

100%
Krawiec M., Lipiejko M.
Orbis Linguarum
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2019
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issue 53
355-368
EN
The authors of this article concentrate on the use and role of fairy tales in foreign language teaching to primary school children. They discuss these notions on the basis of scholarly literature and questionnaire responses of 2nd- and 3rd-year students of pedagogy and language studies at Wielkopolska University of Social and Economic Studies in Środa Wielkopolska. Apart from pointing to the necessity of introducing fairy tales in education, particularly foreign language education, they identify and describe in their account a number of tools which can be helpful for the presentation and discussion of content from fairy tales in a foreign language class at the primary school level. They also enumerate a number of effects which children’s work with fairy tales brings and in the end they draw conclusions with regard to the subject in question.
3
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Unterricht und Lernen von Geräuschen einer Fremdsprache: Schülerperspektive

100%
Zalisz K.
Linguistische Treffen in Wrocław
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2021
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issue 20
387-400
EN
The following article presents the results of a questionnaire study regarding Polish students’ perceptions of English sounds learning and teaching. In the first part of the article, the theoretical background is delineated. The most crucial definitions of attitudes and beliefs in the context of foreign language learning and teaching are also provided in the introductory section. The article discusses the role of pronunciation training in the foreign language classroom. Namely, what goals and priorities of phonetics should be incorporated in language teaching. The main objective is to present the attitudes towards teaching and learning foreign language sounds from the students’ perspective. The findings provide essential insight into the notion of self-reflection, and its impact on the overall language attainment process. Students’ reflective thoughts on their education experience appears to be highly significant, especially in the current situation of distance and remote learning. Teenage learners, mindful of the communication skills priority, seem to represent positive attitudes towards phonetics training in the classroom. The participants acknowledge not only the necessity of proper foreign sounds imitation in communicative situations, but also the equal status that pronunciation has among all the other language elements taught at schools such as grammar or vocabulary. The study also intend to explore learners’ beliefs about the sufficient level of pronunciation proficiency (comfortable intelligibility vs. native-like pronunciation), as well as preferred phonetic models and favored sound practice techniques. Researching attitudes and beliefs (of both learners and teachers) is contributory to understanding individual differences and educational needs of learners, as well as it is necessary for discerning and establishing appropriate teaching goals and priorities; not only in terms of sounds training, but also in the overall foreign language attainment process.
4
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Strategies of Polish learners in the formal setting for the construction of representations of grammatical aspect in French

81%
Starościak K.
Neofilolog
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2016
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issue 47/2
243-258
PL
In this paper we propose to study, through the results of the reflexive activity of verbalization, cognitive and metacognitive strategies that advanced Polish native learners in French are implementing to construct their representations of the functioning of the French grammatical aspect. The value of the grammatical aspect, expressed in French by the opposition between the passé composé tense and imparfait tense, do not completely coincide with that of the Polish aspectual opposition between perfective and imperfective verbs. Thus, the objective of this research is to analyze the impact of implicit and explicit knowledge from the source language on the construction of the operational rules concerning the grammatical aspect in French. In particular, it will be aimed to characterize the nature of this knowledge and verify how the educational culture of Polish learners affects the processing of grammatical input of the target language.
5
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BADANIA BIOGRAFICZNE JAKO ŹRÓDŁO REFLEKSJI NAD PROCESAMI NAUCZANIA/UCZENIA SIĘ JĘZYKÓW OBCYCH

81%
Jaroszewska A.
Neofilolog
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2014
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issue 42/1
51-61
EN
If reflection is the necessary condition for successful development of all participants of the process of foreign language teaching and learning, as well as for the evolution of the scientific discipline, as we may now call glottodidactics, it is worth looking for all possible examples of it. In the light of this, the author of this article develops the thesis that appropriately designed studies based on biographies may provide rich and useful material for reflection on foreign language learning and teaching. The author also attempts to explain why biographical research is so rarely used in Polish glottodidactic studies and if this state of affairs could be changed.
6
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Paradygmat afektywno-kognitywny w badaniach procesu uczenia się i nauczania języków obcych w kontekście komunikacji specjalistycznej

58%
Jaworska M.
Neofilolog
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2022
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issue 58/1
27-41
EN
Academic discourse has in recent years emphasised the importance of an integrative approach to foreign language learning and teaching in which affective factors are treated equally to cognitive ones. These components are characterised by dynamic interaction where emotions are not viewed as an addition but as an important component of the language learning process that act as a catalyst. The aim of this article is to review theoretical approaches based on the assumption that affective and cognitive processes cannot be perceived as two separate areas of the human psyche, as both jointly shape human actions, including those in language. This view is the starting point of an analysis of the potential use of the affective-cognitive paradigm in preparing for specialist communication. It is assumed that it can become a theoretical framework for empirical research that will allow for a better understanding of the specificity and functioning of individual differences in language communication and allow for a more complete picture of specific factors, taking into account their multidimensional nature, dynamics and embeddedness in the context of specialist communication.
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