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Hadrian Lankiewicz, Teacher Language Awareness: A Collaborative Inquiry Based on Languaging. Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego, 2015, ISBN 978-7865-624-1, 368 pages

100%
Gabryś-Barker D.
Theory and Practice of Second Language Acquisition
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2019
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vol. 5
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issue 1
133-136
2
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Factors influencing language teacher cognition: An ecological systems study

75%
Mohammadzadeh Mohammadabadi A., Ketabi S., Nejadansari D.
Studies in Second Language Learning and Teaching
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2019
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vol. 9
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issue 4
657-680
EN
Learning about language teacher cognition (LTC) is useful for understanding how language teachers act in the classroom. Employing an ecological framework, this study aimed to explore the factors influencing language teachers’ LTCs at different levels. To this end, qualitative data using semi-structured interviews and observation were collected from 62 (30 males and 32 females) Iranian EFL teachers. The results indicated that, at microsystem level, factors such as teaching equipment and facilities, teachers’ mood and feelings, their job satisfaction, and language proficiency influenced LTC. At mesosystem level, LTC was influenced by teachers’ prior learning experience, the collaboration and collegiality among teachers working in the language institute, teachers’ self-efficacy, and critical incidents that happened when teaching or learning. Additionally, the results indicated that exosystem level factors including teacher appraisal criteria, the teaching program and curriculum, and teacher immunity affected LTC. Moreover, LTC was subject to the influence of the government’s attitudes about ELT and religious beliefs about self and interaction, and friendliness with students at macrosystem level. More importantly, it was found that the factors influencing LTC were interrelated and interconnected and in several cases, LTC was a product of joint effect of several factors at various ecosystem levels. Finally, findings in this study suggest that language teaching programs provide recent educational technology in the classroom, foster collaboration and collegiality among teachers, and clarify teacher appraisal criteria for teachers in order to help create positive language teaching beliefs.
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GOTOWOŚĆ KOMUNIKACYJNA W PRZEBIEGU ZAJĘĆ Z MÓWIENIA W JĘZYKU OBCYM: WYNIKI BADAŃ

71%
Pawlak M., Mystkowska-Wiertelak A.
Neofilolog
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2015
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issue 45/2
157-172
EN
Willingness to communicate (WTC) in a second language is the outcomeof mutual influences of a wide array of psychological, linguistic, educationaland communicative factors, including those that are dependenton a specific situation, such as the character of a particular class or thetask being performed. All of them can increase or decrease the level ofWTC on a minute-by-minute basis (MacIntyre and Legatto, 2011). Theaim of the study presented in this paper was to obtain greater insightsinto the motives underlying willingness and unwillingness to take partin a conversation in a foreign language with a view to creating in thelanguage classroom conditions that would stimulate communicationand thus contribute to the attainment of greater proficiency. More specifically,an attempt was made to determine and measure factors affectingWTC in one group of English majors, as they were engaged in a conversationclass. The data were collected by means of self-reports, completedduring the class, in which the levels of WTC were indicated ona scale of -10 to +10, as well as short questionnaires filled in right afterwards.A combination of quantitative and qualitative analysis showedthat WTC in a conversation class is subject to constant fluctuations andmade it possible to identify factors responsible for such changes.
4
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Ekologiczna perspektywa we współczesnym nauczaniu Magisterium

71%
Szafulski A.
Teologia i Moralność
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2016
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vol. 11
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issue 1(19)
47-58
EN
Catholic Church expresses opinions about social, political, economic and ecological issues. It is so because these are the issues in which a human being is involved as an intelligent and free being, a subject of rights and obligations. Magisterium Ecclesiae considers natural environment degradation problems from the theological and ethical point of view. The Church emphasizes that the ecological crisis cannot be seen only in economic and political dimensions, because it also contains moral life aspects. To exhibit ecological perspective in the modern teaching of Magisterium the following accents has been presented. The first one considers comprehending creation from the theological point of view. This view is a base for pro-ecological teaching of the Church. The second accent shows the main signs of the ecological crisis. The third one leans on the main reasons of the crisis. The last one in turn contains conclusions and proposals.
PL
Jeżeli Kościół wypowiada się na tematy społeczno-polityczne i gospodarczo-ekologiczne, to tylko z tego powodu, że w tych kręgach działalności główną rolę odgrywa człowiek będący najdoskonalszym stworzeniem. Jest on bowiem istotą rozumną i wolną. Jest tym, co słusznie nazywamy podmiotem praw i obowiązków. Magisterium Ecclesiae problemy degradacji środowiska naturalnego rozpatruje z teologiczno-etycznego punktu widzenia. Zagadnienie istoty i zakresu kryzysu ekologicznego bywa najczęściej sprowadzane do wymiarów czysto ekonomicznych i niekiedy dodatkowo także do płaszczyzny politycznej. Tymczasem zagadnienie to ma o wiele większy zakres, a mianowicie charakteryzuje go odniesienie do natury moralnej. W celu przedstawienia ekologicznej perspektywy we współczesnym nauczaniu Magisterium uwzględnione zostały następujące zagadnienia. Pierwsze z nich podejmuje próbę teologicznego odczytania stworzenia, które jest podstawą proekologicznego nauczania Kościoła. Na drugim miejscu ukazane są główne przejawy wspomnianego kryzysu. Część trzecia poświęcona jest najważniejszym przyczynom powstałego kryzysu w zakresie ochrony naturalnego środowiska człowieka. Całość artykułu zamykają stosowne wnioski i postulaty.
5
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Reimagining Diversity: Moving from A Multicultural Perspective to An Ecological Perspective

63%
Rodriguez A.
Tamara. Journal for Critical Organization Inquiry
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2020
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vol. 18
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issue 1
12-29
EN
In this article, I contend that the multicultural view of diversity found in management diver sity literature and diversity training programs diminishes our understanding of diversity. It reduces diversity to differences and assumes that the goal should be including, bridging, accommodating, and managing these supposed differences. Diversity is psychologized, depoli ticized, and biopoliticized. It becomes merely a means to an end. The end being superior organi zational outcomes in terms of utility and functionality. I contend that an ecological perspective makes for a more constructive and expansive view of human diversity. I discuss the contours of this emergent perspective and the many ways in which it expands our understanding of human diversity. Ultimately, I contend looking at diversity from an ecological perspective makes for a richer understanding of the relationship between diversity and the human experience.
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