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1

Lessons of English in Polish schools: a third-grade lower secondary school perspective

100%
Gajewska+Dyszkiewicz A., Kutyłowska K., Kulon F., Paczuska K., Rycielska L., Szpotowicz M.
Edukacja
|
2014
|
issue 6(131)
81–96
EN
Results from the European survey on Language Competences (ESLC) show that regular exposure to a foreign language for many Polish pupils is limited to language classes at school. in this light, the authors of this article took a closer look at the Polish ESLC findings. With a discussion on current theoretical approaches, good practice in foreign language teaching and national core curriculum requirements, the paper presents an analysis of student responses to a questionnaire about English lessons at lower secondary school. it also aims to describe how the school language class, as students describe it, achieves its basic goal in language education – communication in a foreign language.
2
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Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

100%
Bobkina J., Stefanova S.
Studies in Second Language Learning and Teaching
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2016
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vol. 6
|
issue 4
677-696
EN
Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.
3
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Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills

100%
Bobkina J., Stefanova S.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 4
677-696
EN
Drawing on the numerous benefits of integrating literature in the EFL classroom, the present paper argues that the analysis of a fictional work in the process of foreign language acquisition offers a unique opportunity for students to explore, interpret, and understand the world around them. The paper presents strong evidence in favour of reader-centered critical reading as a means of encouraging observation and active evaluation not only of linguistic items, but also of a variety of meanings and viewpoints. The authors propose a model of teaching critical thinking skills focused on the reader’s response to a literary work. The practical application of the method, which adopts the critical literacy approach as a tool, is illustrated through a series of activities based on the poem “If” by Rudyard Kipling.
4

Lekcja języka angielskiego z perspektywy uczniów klas trzecich gimnazjów

63%
Gajewska-Dyszkiewicz A., Kutyłowska K., Kulon F., Paczuska K., Rycielska L., Szpotowicz M.
Edukacja
|
2012
|
issue 3(119)
87-104
PL
Wyniki Europejskiego badania kompetencji językowych (ESLC) pokazały, że w Polsce lekcja w szkole jest dla wielu uczniów jedyną okazją do regularnego kontaktu z językiem obcym. Autorzy niniejszego tekstu podjęli próbę przeanalizowania informacji dotyczących lekcji językowych, a zebranych wśród gimnazjalistów uczestniczących w badaniu ESLC. Celem artykułu jest omówienie danych kwestionariuszowych dotyczących lekcji języka w świetle aktualnego stanu wiedzy teoretycznej i praktycznej związanej z nauczaniem języków obcych oraz założeniami podstawy programowej. Podjęto również próbę odpowiedzi na pytanie, czy lekcja, której obraz wyłania się z odpowiedzi uczniów, pozwala na realizację podstawowego celu edukacji językowej, jakim jest komunikacja w języku obcym.
EN
Results from the European survey on Language Competences (ESLC) show that regular exposure to a foreign language for many Polish pupils is limited to language classes at school. in this light, the authors of this article took a closer look at the Polish ESLC findings. With a discussion on current theoretical approaches, good practice in foreign language teaching and national core curriculum requirements, the paper presents an analysis of student responses to a questionnaire about English lessons at lower secondary school. it also aims to describe how the school language class, as students describe it, achieves its basic goal in language education – communication in a foreign language.
5
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Content available

Issues of power in relation to gender and sexuality in the EFL classroom - An overview

63%
Pawelczyk J., Pakuła Ł., Sunderland J.
Journal of Gender and Power
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2014
|
vol. 1
49-66
EN
Schools in general and classrooms in particular are among society’s primary socializing institutions (Freeman and McElhinny, 1996, p. 261; Adger, 2001). In particular, education, as an institution of Gramsci’s ‘civil society’ (Jones, 2006), can be considered a grassroots space where hegemonic gendered and sexual identities are constructed and regulated. This article looks at the context of the EFL classroom – a discursive space where learners are potentially (re-)constructed in relation to various (gender) roles in society as well as learning the practices, values and rules of a given society at large. In this paper we explore and discuss how the categories of gender and sexuality are represented, (re-)constructed and generally dealt with in this learning environment. We follow Foucault’s (1978, 1979) conceptualization of power as something which “weaves itself discursively through social organizations, meanings, relations and the construction of speakers’ subjectivities or identities” (Baxter, 2003, p. 8) and is enacted and contested in every interaction (see Mullany, 2007). We see power as being produced, reproduced, challenged and resisted in the EFL classroom in connection with the construction of gender and sexuality. The article discusses how views on what/who is ‘powerful’ in the context of the EFL classroom have changed over the years, from the early privileging of textbooks to the currently advocated central role of the teacher in addressing and promoting (or not) traditional and/or progressive discourses of gender and sexuality. Critical pedagogies and queer pedagogies are discussed as offering educators potent insights and tools to deal with heteronormativity and various forms of discrimination in the EFL classroom as well as helpful means for empowering all students by addressing their various identities. It is thus our contention that relationships between gender, sexuality and EFL education are in need of urgent (re)addressing as existing research is outdated, lacks methodological sophistication or is lacking in the Polish context.
6

The influence of personality and social background upon the portrait of an autonomous language learner: The study of Higher Primary foreign language learners

51%
Izabela B.
Roczniki Humanistyczne
|
2015
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vol. 63
|
issue 11: Anglica
21-36
EN
Recent ministerial requirements in the core curriculum of general education, demand of teachers, and particularly language teachers that they create such environment in and beyond the classroom in which learners have an opportunity to gain the ability to plan, organize, evaluate as well as take responsibility for their own learning process. This phenomenon, known as learner autonomy, is the key to successful language learning. Success in foreign language learning evidently correlates with autonomous learning, as evidenced by numerous discussions in literature, Borg and Al-Busaidi (2012), Nunan (1991), Omaggio (1978), Rubin and Thompson (1983). What makes an autonomous and thus successful foreign language learner? This is a highly complex process which encompasses a variety of variable factors such as learner attitude towards a foreign language, learner motivation and organizational skills as well as individual characteristics devoted to age, gender, learner cognitive and learning styles, the choice of learning and communication strategies, intelligence, memory and various disorders which may hamper the development of autonomy. This paper aims at demonstrating how learner personality and social background influence learner autonomy in and off the classroom setting. The paper is supported by the study, carried out in 2013/2014, of various forms of autonomous behaviours generated by four English teachers and 115 English learners at the age of 11, 12 and 13 from two school backgrounds who were intensively observed during English lessons for a period of nine months and interviewed on the basis of the questionnaires. Since the study is devoted to various aspects of autonomous learning, only the data concerning an autonomous language learner is presented in this paper.
PL
W ostatnich latach wymogi ministerialne dotyczące kształcenia ogólnego wymagają od nauczycieli, a w szczególności nauczycieli języków obcych, stworzenia takich warunków pracy w klasie oraz poza szkołą, w których uczeń ma okazję do zdobywania umiejętności planowania, organizowania, oceniania swojej pracy, a także wzięcia odpowiedzialności za proces uczenia się. Tym zjawiskiem jest pojęcie autonomii ucznia, która jest kluczem do osiągnięcia sukcesu w uczeniu się języków obcych. Istnieje bowiem wyraźny związek między odnoszeniem sukcesu w uczeniu się języków obcych a autonomią ucznia, czego dowodzą liczne dyskusje w literaturze poświęconej nauczaniu języków obcych, np. Borg i Al-Busaidi (2012), Nunan (1991), Omaggio (1978), Rubin i Thompson (1983). Kim jest uczeń autonomiczny i jakie czynniki wpływają na jego sukces? Jest to niezwykle złożony proces, na który składają się zmienne czynniki, takie jak stosunek ucznia do języka obcego, motywacja, umiejętności organizacyjne, a także indywidualne cechy uczniów, takie jak wiek, płeć, style poznawcze oraz style uczenia się, wybór strategii językowych, inteligencja, pamięć, a także wszelkie zaburzenia wynikające z zachowania i rozwoju poznawczego, które w tym przypadku mogą utrudniać rozwój autonomii ucznia. Celem niniejszej pracy jest wykazanie wpływu osobowości oraz środowiska rodzinnego ucznia na kształtowanie i rozwój autonomii uczącego się języka obcego w klasie, a także poza nią. Niniejszy artykuł poparty jest badaniami, przeprowadzonymi w dwóch szkołach wiejskich w roku szkolnym 2013/2014, a dotyczącymi autonomii ucznia. W badaniach wzięło udział czterech nauczycieli języka angielskiego oraz 115 uczniów w wieku 11, 12 i 13 lat, których współpraca na lekcji języka angielskiego była intensywnie obserwowana przez okres dziewięciu miesięcy. Po upływie tego czasu respondenci wzięli udział w wywiadach opartych na kwestionariuszach. Z uwagi na to, że badania dotyczą wielu aspektów autonomii ucznia, w niniejszej pracy zostały zaprezentowane dane dotyczące sylwetki ucznia autonomicznego.
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