Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

THE PERFORMATIVE IN SECOND LANGUAGE EDUCATION: AN EXAMPLE OF THE COMPLEXITY OF THE DISCIPLINE

100%
Blaszk M.
Neofilolog
|
2019
|
issue 52/2
373-387
EN
Second language education (SLE) must remain open to developments in the world if it is to be relevant to those who have an investment in it: learners, teachers and researchers. However, the broadening of the interdisciplinary nature of SLE that may occur because of this is not without its problems. New areas will bring ideas and terminology that will make SLE as a discipline even more complex. In addition, the ideas and terminology may be disputed in the fields from which they originate thus compounding the problem of complexity. The article looks at the example of the performative in SLE and how it supports an approach that is interdisciplinary and intercultural. It also looks at some of the problems this causes: the implications of implementing an SLE practice that is performative, the fact that there are different performative practices, as well as variance between seemingly similar performative practices because of national and cultural differences. The article concludes with the description of two studies which show the complex nature of performative SLE as praxis.
2

Pupil passive, learner active in schooling and the work of fiction: William Golding’s Lord of the Flies

100%
Blaszk M.
Beyond Philology: An International Journal of Linguistics, Literary Studies and English Language Teaching
|
2017
|
issue 14/3
219-239
EN
In connection with a traditional model of schooling, John Dewey describes the pupil as a “theoretical spectator”, someone who absorbs knowledge rather than being involved in experience. The consequence of this, meanwhile, is that the child is often unable to make sense of what she/he is given let alone apply it in the world outside of school. As an alternative to this Dewey puts forward a vision of schooling in which the learner (rather than pupil) is actively engaged in experimentation in the classroom, constantly prompted to understand and give meaning to what she/he is doing. In terms of contemporary schooling these ideas can be related to developmental and social constructivist models which, similarly, place the learner as an active constructor of knowledge, either with or without the help of an adult (teacher). In the article a brief outline of traditional schooling in contrast to contemporary practices is given. Following on from this, the question as to what extent works of fiction show these models of education in the attitudes and actions of their protagonists is posed. In doing so, a number of events from William Golding’s Lord of the Flies are considered.
PL
W związku z tradycyjnym modelem nauczania, John Dewey opisuje ucznia jako „teoretycznego widza”, kogoś, kto absorbuje wiedzę, a nie angażuje się w doświadczenie. Konsekwencją tego jest to, że dziecko często nie jest w stanie zrozumieć, co otrzymuje, ani zastosować tego w świecie poza szkołą. Jako alternatywę Dewey przedstawia wizję nauki, w której uczeń aktywnie angażuje się w eksperymenty w klasie, nieustannie zachęcany do zrozumienia i nadania znaczenia temu, co robi. Pod względem współczesnej edukacji koncepcje te mogą być związane z modelami konstruktywistycznymi: rozwojowymi i społecznymi, które podobnie przedstawiają ucznia jako aktywnego konstruktora wiedzy, z pomocą lub bez pomocy osoby dorosłej (nauczyciela). W artykule podano krótki zarys tradycyjnego szkolnictwa w porównaniu z współczesnymi praktykami. Potem pojawia się pytanie, w jakim stopniu dzieła fikcyjne ukazują te modele edukacji w postawach i działaniach bohaterów. Jako przykład posłużyła powieść Władca much Williama Goldinga.
3
Publication available in full text mode
Content available

The possibility of teaching practices as a community of practice based upon the experiences of student-teachers

100%
Blaszk M.
Neofilolog
|
2020
|
issue 54/2
305-316
EN
In pre-service training for teachers of English opportunities for dialogic interaction (Skidmore and Murakami, 2017) with a mentor are seen to play an important role in professional awareness and development (Wallace, 1993; Gabryś-Barker, 2012; Howard and Donaghue, 2015). To fulfil the demands of their practices student-teachers work with a number of different people: a school teacher (mentor), aca-demic supervisor and the academic staff who lead the English teach-ing methodology course (Blaszk, 2015). This being the case, it was hypothesized that teaching practices might exist as a community of practice within which student-teachers in interaction with these different people would be supported in their professional development. The aim of the qualitative research reported in this paper was to discover how the student-teachers in a particular institution perceived their teaching practices and whether or not those practices could be viewed as a community of practice that supported the students.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.