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LEARNING ENGLISH WHILE EXPLORING THE NATIONAL CULTURAL HERITAGE: TECHNOLOGY-ASSISTED PROJECT-BASED LANGUAGE LEARNING IN AN UPPER-SECONDARY SCHOOL

100%
Pitura J., Monika B.-K.
Teaching English with Technology
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2018
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vol. 18
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issue 1
37-52
EN
The quality and content of English language courses offered in secondary schools require special attention as they affect many students who learn English as one of their school subjects. Despite curricular provisions prescribing balanced development of language competence and a number of so-called “key competences”, class work in Polish upper-secondary schools heavily focuses on developing students’ selected language skills and language systems, i.e. the areas that are tested during school-exit exams, neglecting civic competences (i.e. group work) and digital skills. It is suggested that technology-assisted project-based language learning can help remedy this situation. Accordingly, the aim of this article is to outline a class project that illustrates the integration of project-based learning approach in language (English) and content (Polish language and culture) learning, the execution of which necessitates collaboration in groups, as well as the use of technology. It is hoped that the presented project will provide inspiration and guidance on how to engage upper-secondary school students in meaningful project work so that the development of target competences can be facilitated.
2
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“CREATING A COMIC STRIP IS VERY CREATIVE AND THANKS TO IT WE LEARN AND REMEMBER” – STUDENT PERCEPTIONS OF A BIOLOGY CHALLENGE IN A GAMIFIED EXTRACURRICULAR CLIL PROJECT

88%
Pitura J., Chmielarz D.
Teaching English with Technology
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2017
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vol. 17
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issue 3
77-95
EN
Upper-secondary school students must prepare for adult life, which – among others – entails acquiring relevant skills and discovering their own potential. Efforts at European and national levels have been made to ensure that students gain the competences, the so-called key competences, which facilitate functioning in the modern world. However, in Polish upper-secondary schools their overall development may be problematic as schoolwork is heavily exam-oriented. In order to address this challenge, a study was undertaken, the aim of which was to investigate the usefulness and feasibility of applying gamification to an extracurricular CLIL project intended to develop key competences in an upper-secondary school. The paper reports on one part of this study, i.e. on how a biology challenge (two tasks) was designed, implemented and evaluated. The results show educational and emotional gains, suggesting the motivational effect of gamification in learning.
3
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“What’s pavement? — Chodník.” Code-switching in Upper-Secondary EFL Classrooms

63%
Kupčíková N.
Studie z aplikované lingvistiky - Studies in Applied Linguistics
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2021
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vol. 12
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issue 2
59-75
EN
The role of the mother tongue in English language teaching has always been a contentious issue. English teachers, prospective teachers, teacher educators, language learners and researchers in the field are divided into two opposing factions over the matter. One advocates for the occasional use of the mother tongue because it has its role and significance in a language classroom, the other promotes the idea of English-only classrooms. That is why this study focuses on code-switching (i.e. the participants’ alternation from English into Czech or vice versa) in English as a foreign language (EFL) classrooms. Since code-switching serves many functions in EFL classrooms, the goal of this conversation-analytic study is to provide insight into how teachers and students code-switch while dealing with word meaning. The data consists of 13 hours and 30 minutes of recordings from five different upper-secondary schools in the Czech Republic. In each school, three to five consecutive English language lessons were recorded in the final year. All students and their teachers spoke Czech, therefore Czech could be used to explain word meanings and everybody would understand. The analysis shows that Czech is commonly used in EFL classes to deal with word meaning, even though the teacher maximizes the use of the target language and uses English as the main language in the classroom. It also demonstrates how teachers’ questions may influence students’ language choice in their answers. The study thus reveals the intricacies of language choice and language use in foreign language classrooms.
CS
Používání mateřštiny ve výuce anglického jazyka je stále kontroverzním tématem. Rozděluje vyučující anglického jazyka, studentky a studenty učitelství anglického jazyka, vyučující podílející se na jejich vzdělávání, samotné studenty jazyka i výzkumníky na dva tábory. Jedna skupina zastává názor, že občasné použití mateřštiny má ve výuce své místo, druhá skupina podporuje myšlenku vedení hodin pouze v cílovém jazyce. Tato práce se proto zaměřuje na přepínání kódů, tedy přechody mluvčích z jednoho jazykového systému do druhého, během frontální výuky anglického jazyka na středních školách. Data pochází z 5 různých středních škol v České republice, na nichž byly pořízeny videonahrávky 3 až 5 po sobě jdoucích vyučovacích hodin v posledním ročníku studia (celkově třináct a půl hodiny nahrávek). Analýza ukazuje, že čeština je v hodinách angličtiny běžně používána pro vyjednávání významu slov, a to i přesto, že učitelé a učitelky vedou hodiny v cílovém jazyce. Dále ukazuje, že vhodnou formulací otázky mají vyučující v rukou nástroj, kterým mohou studenty dovést k odpovědi v mateřštině nebo cílovém jazyce. Cílem tohoto článku je tedy odkrýt roli jazykového kódu ve výuce angličtiny a motivy jeho volby.
4

Wizerunek męskości w podręcznikach języka polskiego w gimnazjum. Odczytanie postkolonialne

63%
Popow M.
Teraźniejszość – Człowiek – Edukacja
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2014
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vol. 65
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issue 1
73-91
PL
Celem niniejszego tekstu jest analiza wizerunku męskości przedstawionego w podręcznikach języka polskiego dla szkół gimnazjalnych. Przeprowadzona została krytyczna analiza dyskursu podręczników, a następnie interpretacja uzyskanych wyników za pomocą narzędzi teorii postkolonialnej. W rezultacie określone zostały znaczenie oraz funkcja kreowanych w analizowanym materiale męskich tożsamości, zawarte w nich obszary wykluczeń oraz znaczenie tych tożsamości w szerszym kontekście społecznym i kulturowym.
EN
The aim of this paper was to analyze the representations of masculinity in the Polish literature textbooks for upper-secondary schools. A critical discourse analysis was conducted and, subsequently, the findings were interpreted in the light of the postcolonial theory. Consequently, meanings and functions of male identities in the textbooks and spaces of exclusion in the representations of masculinity were specified. Their meaning in broad socio-cultural context was presented.
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