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SPOSOBY KSZTAŁCENIA NAUCZYCIELI JĘZYKÓW SPECJALISTYCZNYCH: OD RZECZYWISTOŚCI EDUKACYJNEJ DO ROZWIĄZAŃ SYSTEMOWYCH

100%

Gajewska E., Sowa M.

Neofilolog

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2015

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issue 44/2

221-235

EN

The job of the teacher of Language for Specific Purposes (LSP) requires the ability to teach learners of diverse profiles. Diversity of target groups in training entails diversity of language and learning needs. This paper aims to answer the question: how should LSP teachers be educated so that they can fulfil these needs and expectations? It is suggested that this can be done by preparing and implementing a suitable teaching programme which takes into account the specific character of different educational contexts. The reflections presented here are based on analysis of the Polish educational situation in LSP training. On the basis of these observations, several practice-oriented proposals will be formulated, which could be implemented in the process of language teacher training. Consideration is given, among other issues, to the pedagogical instruction that future LSP teachers need (which depends on the educational context of their future work), the scope of specialist knowledge in the given field that they will find indispensable, and the amount of knowledge of discourse and genre analysis with which they have to be equipped.

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Enhancing the role of pragmatics in primary English teacher training

85%

Glaser K.

Glottodidactica

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2018

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vol. 45

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issue 2

119-131

EN

Teaching EFL in primary school is no longer a novelty but firmly established in the education landscape throughout Europe and many countries worldwide. Primary English language teaching (PELT) is a unique branch of ELT insofar as it entails both the teaching of children and beginners. While PELT teachers and PELT teacher educators largely agree that this concurrence of ‘young plus beginning’ requires a focus on vocabulary, speaking and listening, introduced and practiced through songs, games, stories, roleplaying and embodiment techniques such as Total Physical Response, pragmatic aspects often take a backseat in PELT teacher training and by extension in the PELT classroom, even though it has been established that pragmatics instruction is necessary and feasible on all proficiency levels, right from the beginning. This article discusses possible reasons for this omission and illustrates with authentic examples why pragmatics should play a bigger role in the training of primary English teachers

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Second language learning for vulnerable adult migrants: The case of the Italian public school

71%

Deiana I., Spina S.

Glottodidactica

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2020

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vol. 47

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issue 2

67-81

EN

Over the last years, thousands of asylum seekers and refugees have arrived in Italy, including a large number of teenagers without any adult caregivers and women. A significant partof them is placed in the Italian language courses for foreigners organised by the Provincial Centre for Adult Education, commonly called CPIA (Centro Provinciale per l’Istruzione degli Adulti). Thispaper addresses the exploration of the language testing and assessment of the courses organized by this institution. With the aim of evaluating these aspects, the paper concentrates on the CPIA,its teachers, and its students. Focusing on CPIA’s language courses, we investigate the language testing and assessment carried out at the beginning and at the end of the language courses. Thanks to these observations, the paper tries to identify some critical aspects and to understand their causes.

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2 Glottodidactica

1 Neofilolog

1 Deiana I.

1 Gajewska E.

1 Glaser K.

1 Sowa M.

1 Spina S.

1 2020

1 2018

1 2015

SPOSOBY KSZTAŁCENIA NAUCZYCIELI JĘZYKÓW SPECJALISTYCZNYCH: OD RZECZYWISTOŚCI EDUKACYJNEJ DO ROZWIĄZAŃ SYSTEMOWYCH

Enhancing the role of pragmatics in primary English teacher training

Second language learning for vulnerable adult migrants: The case of the Italian public school