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Los marcos fundamentales de la integración en el sistema educativo AICLE (CLIL) Parte 3: Las competencias personales integradas del alumno

100%
Majewska R.
Forum Filologiczne Ateneum
|
2022
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vol. 10
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issue 1
265-290
ES
El artículo constituye la tercera parte de la serie de artículos sobre los marcos fundamentales de la integración en el sistema educativo AICLE (CLIL). Para empezar, la autora recuerda su modelo de cuatro marcos de integración en CLIL, ordenados según la perspectiva del alumno, dedicando el presente texto a las competencias personales integradas del alumno. A continuación, se presentan los conceptos más importantes de las competencias del alumno: competencia comunicativa personal de Wilczyńska, competencias según el MCER, competencias clave, el carácter integrativo de la competencia comunicativa según Celce-Murcia, refiriéndolas todas al contexto educativo CLIL. Para terminar, la autora propone un modelo propio de las competencias personales integradas del alumno en CLIL y expone las conclusiones.
EN
The article constitutes the third part of a series of articles pertaining to the basic perspectives of integration in the CLIL educational system. At the beginning, there has been recalled the author’s original concept of the four perspectives of integration in CLIL, ordered according to the student’s perspective, dedicating the present text to the student’s integrated competence perspective. In the subsequent part of the article the author reviews the most important concepts of the student’s competence, namely: the personal communicative competence of Wilczyńska, competences according to CEFR, key competences, the integrating role of the discursive competence according to Celce-Murcia, referring them all to the CLIL educational context. The work is ended with the author’s own model of the student’s integrated competence perspective in CLIL and with the conclusions.
2
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Los marcos fundamentales de la integración en el sistema educativo AICLE (CLIL) Parte 21: La perspectiva del profesor

100%
Majewska R.
Forum Filologiczne Ateneum
|
2019
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vol. 7
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issue 1
281-300
ES
El artículo constituye la segunda parte de una serie de artículos dedicados a los marcos fundamentales de integración en el sistema educativo CLIL. Al principio, se ha vuelto a presentar el concepto original de la autora de los cuatro marcos de integración en CLIL, ordenados de acuerdo con la perspectiva del estudiante. A continuación, la autora analiza en detalle el segundo marco, es decir, el de carácter didáctico y pedagógico (actuación del profesor) y analiza los principales aspectos de la integración didáctica en CLIL: (1) por la terminología, (2) por el discurso, (3) por las tareas basadas en el procesamiento profundo de los contenidos (4) por las comparaciones interculturales, (5) por el andamiaje con el uso de materiales auténticos. Finalmente, se presentan las conclusiones.
EN
The article constitutes the second part of a series of articles pertaining to the basic perspectives of integration in CLIL educational system. At the beginning, the author’s original concept of four perspectives of integration in CLIL was presented, ordered according to the student’s perspective, the present didactic and pastoral perspective, i.e. the teacher’s. In the subsequent part of the article the author discusses in detail the second perspective, as well as indicates the main aspects of didactic integration in CLIL: (1) by terminology, (2) by discourse, (3) by higher order processing tasks, (4) by intercultural comparison, (5) by authentic materials’ scaffolding. Finally, the conclusions are presented.
3
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"Lilla Weneda" Juliusza Słowackiego a romantyczna teoria podboju. Problem z lekturą historiozoficzną dzieła

100%
Majewska R.
Świat Tekstów. Rocznik Słupski
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2011
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issue 9
35-57
EN
The author of this article tries the revision of the historiosophic interpretation of the piece read in the light of the so called theory of the conquest. The analysis of the language spoken by the figures of the drama reveals that Lilla Weneda by Juliusz Słowacki is not alone the vision of the 19th century theory of the genesis of Polish country and nation, but alongside the romantic myth puer-senex narrated by the poet. The interpretation of the author of this article, the above myth emerged from the transformation of the traditionally understood topos puer-senex (its characteristics was presented basing on the thesis forwarded by Hillman and Curtius) that has been performed on the instance of the replicas of the Mythology of the North. The author’s estimation is, that Słowacki does not determine who embodies puer and who embodies senex in the drama (Lechi/Lachi or Venedi) or who embodies both puer and senex in the same time. The complete texture of the drama indicates the conclusion that Słowacki abandons the theory of Lewestam and did not declare to follow any historiosophic interpretations. On the contrary he endows both, the Lechi and Venedi, with the features of the people of the North creating his own vision of historiography derived from the poetry. Having adopted such interpretation the problem with the text of Lilla Weneda, read solely from perspectives of the romantic theory of the conquest, remains supposedly in the accordance with the fantasy of the poet – sine solutione.
4
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Autonomia w klasach dwujęzycznych: sprawozdanie z badań jakościowych

100%
Majewska R.
Forum Filologiczne Ateneum
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2018
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vol. 6
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issue 1
171-185
EN
The aim of the article is to reflect on the autonomy development in the CLIL context in Poland. The research question is: How does the task-oriented didactics – using the example of comparison – influence the development of learners’ personal communicative competence in the conditions of semi-autonomy in the CLIL system? The article constitutes a short qualitative research report with the description of its educational context and theoretical background related to autonomy in CLIL. It also presents aims of the research, its course, the data collection techniques, as well as analysis and general conclusions.
5
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Sprawozdanie z badań jakościowych prowadzonych na zlecenie CODN w klasach dwujęzycznych z językiem hiszpańskim w polskich gimnazjach i liceach

63%
Majewska R., Tatoj C.
Neofilolog
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2009
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issue 33
227-238
EN
The paper presents the results of a qualitative study, contained in the evaluative report prepared in 2008 and commissioned by the National In-service Teacher Training Centre [Centralny Ośrodek Doskonalenia Nauczycieli, CODN]), conducted in bilingual classes with Spanish as a second language in Polish junior high schools and high schools. This report highlights the basic features of these classes in which Spanish is taught as a second language, discusses the basic needs, gives an outline of future recommendations as well as proposes some fundamental changes.
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