Rozwój glottodydaktyki a kształcenie nauczycieli języków obcych

• Authors: Komorowska Hanna

Title variants

EN

On the development of glottodidactics and foreign language teachers training

Abstracts

EN

The article presents the results of the latest research in glottodidactics that can be used while planning and organizing professional training for foreign language teachers. It raises questions that have not been fully discussed yet and presents expectations about teachers’ abilities as well as training needs of teachers working in Poland and abroad. The author of the article analyses a development of foreign language teachers training in Poland over past twenty¬¬ five years pointing out its strengths and weaknesses. The author presents the conclusions that could improve teacher education and meet specific needs of foreign language teachers.

Keywords

PL

glottodidactics; research; foreign languages; teacher education

• Publisher: Wydawnictwo Uniwersytetu Śląskiego
• Journal: Postscriptum Polonistyczne
• Year: 2015
• Issue: 2(16)
• Pages: 11-29

Contributors

author

Komorowska Hanna

• Uniwersytet Warszawski, Warszawa, Polska

References

• Armstrong P.W., Rogers J.D., 1997, Basic skills revisited: The effects of foreign language instruction on reading, math and language arts, „Learning Languages”, vol. 2, No. 3.
• Bateson G., 1972, Steps to an Ecology of Mind, New York.
• Bialystok E., 2001, Bilingualism in Development: Language, Literacy and Cognition, Cambridge.
• Bialystok E., Craik F.I.M., Klein R., Viswanathan M., 2004, Bilingualism, aging, and cognitive control: Evidence from the Simon task, „Psychology and Aging”, No. 19 (2).
• Byram M., 2012, Reflecting on teaching ‘culture’ in foreign language education, w: Newby D., Insights into the European Portfolio for Student Teachers of Languages (EPOSTL), Newcastle.
• Council of Europe, 1998, Recommendation no R (98) 6 of the Committee of Ministers to Member States concerning Modern Languages, Strasbourg.
• Cummins J., 2000, Language, Power and Pedagogy, Clevedon.
• Dervin F., 2013, Making sense of education for diversities. Criticality, reflexivity and language, w: Arslan H., Rata G., Multicultural education. From Theory to Practice, Newcastle.
• Dumas L.S., 1999, Learning a second language: Exposing your child to a new world of words boosts her brainpower, vocabulary and self-esteem, „Child”, No. 72 (74).
• Dumont H., Istance D., Benavides, F., eds., 2010, The Nature of Learning. Using Research to Inspire Practice, Paris.
• European Charter for Regional and Minority Rights, 1992, Strasbourg.
• European Council, 2002, Education and Training in Europe: Diverse Systems, Shared Goals for 2010, Brussels.
• Europejskie badanie kompetencji językowych ESCL. Raport krajowy, 2011, Warszawa.
• Ewert A., 2008, L1 Syntactic preferences of Polish adolescents in bilingual and monolingual education programmes, w: Gabryś-Barker D., ed., Morphosyntactic Issues in Second Language Acquisition, Clevedon.
• Gabryś-Barker D., 2012, Reflectivity in Pre-service Teacher Education. A Survey of Theory and Practice, Katowice.
• Hong K., Leavell A.G., 2006, Strategic reading awareness of bilingual EFL readers. Paper delivered at the 40th Annual TESOL Convention, Tampa.
• Huber J., ed., 2011, Teacher Education for Change, Strasbourg:
• Kelly M., Grenfell M., 2004, European Profile for Language Teacher Education. A Frame of Reference, Southampton.
• Kharkhurin A., 2008, The effect of linguistic proficiency, age of second language acquisition and length of exposure to a new cultural environment on bilinguals’ divergent thinking. „Bilingualism: Language and Cognition”, vol. 11, No. 2.
• Komorowska H., 2011, Paradigms in teacher education, w: tejże, ed., Promoting Multilingualism. Teaching – Learning – Assessment, Warszawa.
• Komorowska H., 2012, Learner autonomy and its implications for the EPOSTL, w: Newby D., ed., Insights into the European Portfolio for Student Teachers of Languages, Newcastle.
• Komorowska H., 2014, Analyzing linguistic landscapes. A diachronic study of multilingualism in Poland, w: Otwinowska A., De Angelis G., eds., Teaching and learning in multilingual contexts: Sociolinguistic and educational perspectives, Clevedon.
• Lapkin S., Swain M., Shapson S., 1990, French Immersion agenda for the 90s., „Canadian Modern Language Review”, No. 46.
• Lazaruk W., 2007, Linguistic, academic and cognitive benefits of French Immersion, „Canadian Modern Language Review”, No. 63 (5).
• Newby D., Allan R., Fenner A.B., Komorowska H., Jones B., Soghikyan K., 2007, European Portfolio for Student Teachers of Languages, Graz.
• OECD, 2007, Educating Teachers for Diversity. Meeting the Challenge, Paris.
• OECD, 2008, Trends Shaping Education, Paris.
• Paradowski M.B., 2011, Multilingualism – assessing benefits, w: Komorowska H., ed., Issues in Promoting Multilingualism. Teaching – Learning – Assessment, Warszawa.
• Penczek-Zapała M., 2010, Teachers in multicultural classrooms, w: Komorowska H., Aleksandrowicz-Pędich L., eds., Coping with Diversity. Language and Culture Education, Warszawa.
• Piechurska-Kuciel E., 2011, Foreign language teacher burnout: A research proposal, w: Pawlak M., ed., Extending the Boundaries of Research on Second Language Learning and Teaching, Berlin.
• Pitura J., 2012, Adult educator development and burnout: self-management of generic competences in problem prevention, w: Heikkinen A., Jogi L., Jutte W., Zarifis G., eds., The Futures of Adult Educator(s): Agency, Identity and Ethos. Joint Conference Proceedings, Tallinn.
• Polska. Raport krajowy, 2006, Warszawa.
• Raport: Nauczanie języka kaszubskiego w szkołach, 2011, Gdańsk.
• Surveylang – First European Survey on Language Competences. Final Report, 2012, Brussels.
• Toppelberg C.O., Medrano L., Peña Morgens L., Nieto-Castañon A., 2002, Bilingual children referred for psychiatric services: Associations of language disorders, language skills, and psychopathology, „Journal of the American Academy of Child and Adolescent Psychiatry”, vol. 41, No. 6.
• Tribble Ch., ed., 2012, Managing Change in English Language Teaching. Lessons from Experience, London.
• Weiner B., 2006, Social Motivation, Justice and the Moral Emotions: An Attributional Approach, Mahwah, New Jersey.
• Australian Council of TESOL Associations, 2006, Standards for TESOL Practitioners, www.tesol.org.au/ted/std_t.htm [dostęp: 17.01.2013].
• ELAN Project. Final Report, 2006, Effects on the European Economy of Shortages of Foreign Language Skills in Enterprise. London, http://ec.europa.eu/education/policies/lang/doc/elan_ final_report_en.pdf [dostęp: 22.03.2015].
• Jiang K., 2011, The Dangers of Gamification. Why We Shouldn’t Build a Game Layer on Top of the World, http://krystlejiang.files.wordpress.com/2011/07/the–dangers–of–gamification.pdf [dostęp: 12.06.2015].
• Komorowska H., 2013, Multilingualism. Its open and hidden agendas, „Studies in Second Language Learning and Teaching”, No. 3 (4), http://www.ssllt.amu.edu.pl [dostęp: 23.04.2015].
• PIMLICO Project. Final Report, 2011, Report on Language Management Strategies and Best Practice in European SMEs. Brussels: The European Commission, http://ec.europa.eu/languages/ policy/strategic–framework/documents/pimlico–full–report_en.pdf [dostęp: 23.09.2014].