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1

ПІДГОТОВКА МАГІСТРІВ АНГЛІЙСЬКОЇ МОВИ ТА ЛІТЕРАТУРИ ЯК ПРОБЛЕМА ПОРІВНЯЛЬНОЇ ПЕДАГОГІКИ

100%

Заслужена А.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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issue 2(56)

85-95

EN

This article offers some results of research peculiarities for Masters’ training in English as a problem of comparative pedagogics. The aim of the study is to show forms, methods, content of Masters’ training in English language and literature in the system of higher education in Switzerland. Thesis that masters’ training should focus on deep fundamental knowledge and innovation including scientific field is significant in the context of mainstreaming issue their training. To achieve these goals orientation of education and professional training programs to modern educational standards, introduction of new educational technology of teaching in higher education are needed. Provision of high-quality masters' training to innovative professional work includes: methods mastering to perform their researches and training sessions; task with scientific information; computer technologies mastering; acquisition of skills in organization scientific and pedagogical work; accumulation of experience in planning and organization of research during research practice, preparation for publishing scientific papers etc.; participation in scientific conferences etc. participation in the implementation of research in scientific groups parallel with educational process. The experience of Swiss universities concerning the implementation of this problem in master's training in English language and literature, which programs meet modern educational standards is evident. Educational qualification requirements for Masters program students, conceptual framework and orientation of this training to European standards of higher education have been determined. A list of competencies subjects to the Common European Framework of Reference, which masters in English acquire at universities in Switzerland has been specified. The significance of plurilingual competence for successful professional realization of masters-foreign philologists in multicultural environment and polylingual Switzerland has been found. The practicability of using a personality oriented and natural approaches based on the principles of tolerance, cultural correspondent, natural correspondent and intercultural sensitivity to improve this training has been proved.

2

Is content and language integrated learning congruent with plurilingualism?

100%

Catroux M.

Annales Neophilologiarum

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2012

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issue 6

151-162

EN

CLIL, or Content and Language Integrated Learning refers to educational situa-tions where a language other than the learners’ mother tongue is used to teach content subjects. Despite the fact that recent research has shown a positive impact of CLIL methodology on the content subject and language competence of the learners, the strongest criticism of this teaching approach is directed to the fact that it strengthens the global hegemony of English. While, in theory, any second or foreign language can be chosen as the CLIL teaching language, in actual learning environments, English strongly dominates the scene. This paper looks into the apparent conflict existing between the development of plurilingualism and the implementation of CLIL. It considers whether CLIL approaches are congruent with linguistic pluralism and can hinder the goal of preserving an effective multilingual practice alongside the dominant lingua franca.

PL

CLIL, czyli Zintegrowane Nauczanie Tematyczne i Językowe (z ang. Content and Language Integrated Learning) odnosi się do sytuacji, w których język inny niż język ojczysty uczniów wykorzystywany jest do nauczania treści przedmiotów takich, jak np. geografia, fizyka, itd. Chociaż ostatnie badania wykazały pozytywny wpływ CLIL na nauczanie treści przedmiotowych oraz kompetencje językowe uczniów, najostrzejsza krytyka tego podejścia do nauczania spowodowana jest faktem, że wzmacnia on glo-balną hegemonię języka angielskiego. Teoretycznie, dowolny język obcy może być użyty w CLIL, jednakże w rzeczywistości pozycja języka angielskiego staje się dominująca. Poniższy artykuł opisuje widoczny konflikt pomiędzy rozwijaniem pluralingualizmu i stosowaniem CLIL. Artykuł próbuje rozstrzygnąć czy CLIL jest zbieżny z zasadą plurilingualizmu i czy nie przeszkadza we wprowadzaniu efektywnego nauczania wielojęzykowego w kontekście dominacji języka angielskiego.

3

Kształtowanie indywidualnej różnojęzyczności na wczesnych etapach w opinii nauczycieli wychowania przedszkolnego

88%

Kotarba-Kańczugowska M.

Kultura i Edukacja

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2014

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issue 3(103)

206-234

EN

The article contains the overview of research on the beliefs of pre-school and primary school teachers (n = 100) about developing the plurilingual competence in children. Research shows that the teachers highly appreciate the scientific, practical and motivational values of developing the plurilingual competence, but they lack knowledge about the teaching methods and tools and organizational forms that can be used for the development of plurilingual competence in the early stages of education. When discussing the results I analyze i.a. (a) the reasons for not taking actions aimed at the development of individual plurilingualism indicated by the respondents and (b) the actions taken declaratory by the respondents in the context of the objectives of plurilingual education.

4

L’autonarration en tant que méthode d’investigation sur la compétence plurilingue

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Kucharczyk R., Szymankiewicz K.

Studia Romanica Posnaniensia

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2019

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vol. 46

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issue 2

81-97

EN

This article proposes a reflection on the usefulness of the autonarration method for research in language didactics and plurilingualism. Starting from a definition of the autonarration relating to the field of teaching / learning of languages and cultures, we then explain the specificity of the plurilingual competence to justify the choice of the autonarration as a method well adapted to the study of learning to aim at the development of such a competence. We then present the types of autonarration practised and their functions as well as possible difficulties for research. Our words are supported by examples of research whose purpose was to examine the impact of plurilingual competence in the teaching / learning languages.

5

United in Multilingualism. A Few Words About the Didactics of Multilingualism.

75%

Kucharczyk R.

Lublin Studies in Modern Languages and Literature

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2017

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vol. 41

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issue 2

DE

Der Band enthält die Abstracts ausschließlich in englischer Sprache.

EN

Multilingualism is intrinsically linked with the European Union. Therefore, many European documents contain recommendations concerning its promotion, especially in the context of education. This paper describes the main axes of the European language policy. It also presents a suggested strategic model of developing plurilingual competence, which is one of the principal objectives of contemporary language teaching. The central point of the proposed model is the acquisition by pupils of the ability to make a conscious inter-language transfer, which requires them to create a set of strategies based on the resources of the language repertoire. This implies directing the didactic activities to the development of the ability to learn and emotional management that accompanies it, which requires the student to adopt a reflective attitude.

FR

Le numéro contient uniquement les résumés en anglais.

RU

Том не содержит аннотаций на английском языке.

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KOMPETENCJA RÓŻNOJĘZYCZNA W POCZĄTKOWYM KSZTAŁCENIU NAUCZYCIELI

62%

Szymankiewicz K., Kucharczyk R.

Neofilolog

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2015

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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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1 Annales Neophilologiarum

1 Kultura i Edukacja

1 Lublin Studies in Modern Languages and Literature

1 Neofilolog

1 Studia Romanica Posnaniensia

1 Педагогічні науки: теорія, історія, інноваційні технології

3 Kucharczyk R.

2 Szymankiewicz K.

1 Catroux M.

1 Kotarba-Kańczugowska M.

1 Заслужена А.

1 2019

1 2017

1 2016

1 2015