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Kontekst nauczania języków obcych w Polsce – glottodydaktyczne implikacje dla drugich języków obcych

100%
Kucharczyk R.
Linguodidactica
|
2016
|
vol. 20
PL
Niniejszy artykuł stawia sobie za cel zdefiniowanie kontekstu nauczania drugich języków obcych w Polsce. Artykuł rozpoczyna opis głównych wytycznych dotyczących europejskiej polityki edukacyjnej, w których na plan pierwszy wysuwa się pojęcie wielojęzyczności. Następnie zostały przedstawione założenia polityki językowej, której głównym celem jest rozwijanie kompetencji różnojęzycznej u uczniów. W kolejnej części artykułu został opisany polski system nauczania języków obcych oraz system egzaminów zewnętrznych z języków obcych nowożytnych, z podkreśleniem miejsca, jakie w nich zajmują drugie języki obce. Artykuł kończy propozycja rozwiązań systemowych, które mogą usprawnić uczenie się i nauczanie drugich języków obcych.
EN
This article aims at defining the context of teaching second foreign languages in Poland. The article begins with a description of the main guidelines for the European education policy, in which the concept of multilingualism is on the foreground. We then present the assumptions of the language policy, whose main objective is to develop student’s plurilingual competence. In the next part of the article, we describe the Polish system of teaching foreign languages and system of external examinations of modern foreign languages, with an emphasis put on the space taken by the second foreign languages. The article ends with a proposal of systemic solutions that can increase the effectiveness in learning and teaching second foreign languages.
2
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ROLA KONTEKSTU SPOŁECZNEGO ORAZ CZYNNIKÓW INDYWIDUALNYCH W ROZWIJANIU KOMPETENCJI RÓŻNOJĘZYCZNEJ POLSKICH GIMNAZJALISTÓW

100%
Kucharczyk R.
Neofilolog
|
2017
|
issue 49/1
43-59
EN
The aim of this article is to reflect on the role of social context and individual factors that influence the development of multilingual competence. The first part of the article deals with the analysis of the definition of the multi-lingual competence and its role in language teaching. The next part is the presentation of the relation between the social and educational context, taking into consideration students’ individual features and multilingual competence. The last part of the article consists of the analysis of the results of the research study conducted among Polish Junior High School students. The aim of the study was to establish the impact of different factors influencing learning French as the second language.
3
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MAPY MYŚLI JAKO NARZĘDZIE BADANIA REPREZENTACJI SPOŁECZNYCH WIELOJĘZYCZNOŚCI – PRZYPADEK PRZYSZŁYCH NAUCZYCIELI JĘZYKA FRANCUSKIEGO

80%
Szymankiewicz K., Kucharczyk R.
Neofilolog
|
2016
|
issue 47/2
187-203
EN
Mind mapping is primarily a learning technique based on creating pictorial notes (Buzan 2003). In the present article, mind maps were used as a tool for the study of social representations, so as to investigate a broad spectrum of ideas, beliefs, and values related to multilingualism. The study involved a group of French Philology students training to become teachers of the French language, and its aim was to determine the extent to which their initial representations of multilingualism were consistent with the theoretical assumptions of the Council of Europe’s language policy. This policy encourages teachers of foreign languages to develop multilingual competence among students. The analysis of mind maps and the transcription of the group interview leads to the conclusion that the respondents show some areas of ignorance and stereotypical beliefs that should be reflected upon in the course of their further education preparing them to the teaching profession.
4
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KOMPETENCJA RÓŻNOJĘZYCZNA W POCZĄTKOWYM KSZTAŁCENIU NAUCZYCIELI

71%
Szymankiewicz K., Kucharczyk R.
Neofilolog
|
2015
|
issue 45/1
73-86
EN
Modern language policy in Europe has put forward the concept of multilingualism,and with this plurilingual competence. The definitions of both phenomenacan be found in numerous documents of the Council of Europe, especiallyin the Common European Framework of Reference for Languages.The authors of this document describe multilingual communication in somedetail, where the native speaker user is beyond the scale. A lot of attention iscurrently being given to issues of multilingualism in education, with numerousarticles, suggestions for teaching activities and tools to develop related skills.This article raises the question of the preparation of future teachers of languageswhich will be taught as the second foreign language (L3) and how plurilingualcompetence can be developed in the classroom. The study, conductedamong students of Romance languages answers the following questions.Are students, who are future L3 language teachers, adequately preparedto develop plurilingual competence in their students? Do they have theappropriate knowledge and practical skills to do this? What are their beliefsregarding the role of different languages when teaching the L3 target language?
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