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Język angielski, ale jaki? O kształceniu nauczycieli języka angielskiego w dobie globalizacji

100%
Krajka J.
Linguodidactica
|
2016
|
vol. 20
PL
Zmieniająca się rzeczywistość, wraz z nieograniczonym dostępem do Internetu, wzrastającą mobilnością uczniów i studentów oraz procesami integracji, wywiera znaczący wpływ na proces nabywania języków obcych. W przeciwieństwie do realiów dydaktycznych lat 90., kiedy to głównym źródłem języka obcego dla ucznia był nauczyciel, a dla nauczyciela – podręcznik, w chwili obecnej uczeń otoczony jest nieustannie materiałem językowym pochodzącym z różnych źródeł. Powoduje to konieczność dostosowania roli nauczyciela i jego koncepcji nauczania, zwłaszcza gdy chodzi o dobór i sposób korzystania z materiałów dydaktycznych. W ostatnich latach ogromnej zmianie uległo również nastawienie do języka angielskiego jako przedmiotu nauczania. Wobec propozycji zmiany standardu z brytyjskiego czy amerykańskiego angielskiego na język angielski jako lingua franca czy zwiększenia roli różnych jego odmian geograficznych (World Englishes), należy rozważyć możliwość przeorientowania procesu kształcenia nauczycieli dla uwzględnienia nowej rzeczywistości socjolingwistycznej. Celem artykułu będzie zaprezentowanie modułu kształcenia nauczycielskiego na studiach magisterskich realizowanego w Uniwersytecie SWPS, zorientowanego na przekazanie przyszłym nauczycielom wiedzy, nabycie przez nich umiejętności oraz wykształcenie postaw niezbędnych do nauczania języka angielskiego w globalnym wymiarze. W szczególności zostaną opisane trzy wybrane innowacje dydaktyczne zastosowane w procesie kształcenia nauczycieli.
EN
Changing reality, with greater Internet access, increased student mobility and integration processes, exerts a significant influence on the process of foreign language teaching and learning. As opposed to the teaching context of the 1990s, when the major source of language input for students was the teacher, and for the teacher – a coursebook, currently learners are virtually immersed in language input coming from different sources. This creates a need to adapt the role of the teacher and his/her teaching philosophy, especially as regards selection and use of teaching resources. The recent years have seen a notable change to the English language as the subject of study. With proposals to shift focus from British English or American English to English as a lingua franca or World Englishes, the teacher training process should take the new sociolinguistic reality into account. The aim of the paper is to present the teacher training module implemented in the M.A. programme of University of Social Sciences and Humanities in Warsaw, which aims at equipping future teachers with knowledge, skills and attitudes essential for teaching English in a global dimension. In particular, three different pedagogical innovations will be described and evaluated.
2
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OD ŚWIATÓW WIRTUALNYCH DO MEDIÓW SPOŁECZNOŚCIOWYCH – O INNOWACYJNYM WYKORZYSTANIU INTERNETOWYCH PLATFORM GLOTTODYDAKTYCZNYCH W KSZTAŁCENIU NEOFILOLOGICZNYM

100%
Krajka J.
Neofilolog
|
2018
|
issue 50/1
87-108
EN
Using various forms of computer-assisted instruction in foreign language teacher and translator training has become an obvious fact. While fully distance programs are rather scarce, more and more projectsadopt the blended learning approach mediated by different webbased tools. The purpose of the paper is to critically describe and analyse a myriad of tools used as e-learning platforms: Learning Management Systems, glottodidactic platforms, virtual worlds, wikis and social networking tools. It is essential to see different dimensions of innovation in language teacher and translator training, in terms of technology, course management and task design. The discussion will be based on examples of projects run through the tools under analysis in different university programmes all over Poland.
3
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20 YEARS OF TEACHING ENGLISH WITH TECHNOLOGY – AND 20 MORE YEARS AHEAD

63%
Krajka J., Alexander C.
Teaching English with Technology
|
2021
|
vol. 21
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issue 1
1-7
4
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Teacher Autonomy in Languages for Specific Purposes – Reflections on LSP Teacher Development Process

63%
Krajka J., Sowa M.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2017
|
issue 22
65-84
EN
Training teachers of languages for specific purposes is not an easy task, given the complexity of the process, distinctiveness of LSP vs. general language instruction, scarce time available in modern philology curricula and lack of provisions for practicum. However, with increasing popularity of LSP not only in the corporate sector with adults, but also at secondary level in vocational education, the demand for well-trained LSP teachers is going to soar. The present paper shows the specific nature of LSP teacher training and the important place that is occupied in the process by task-based methodology leading to teacher autonomy. The two cases of LSP teacher training implemented at Romance philology of Catholic University of Lublin and Applied Linguistics of Maria Curie-Skłodowska University in Lublin exemplify how to develop teacher autonomy through integration of in-class instruction and fieldwork.
5
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A CALL FOR RECONCILING EAP AND CALL

63%
Dashtestani R., Krajka J.
Teaching English with Technology
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2020
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vol. 20
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issue 5
1-5
6
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
|
2020
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vol. 20
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issue 3
1-2
7
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
|
2017
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vol. 17
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issue 3
1-2
8
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
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2017
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vol. 17
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issue 4
1-2
9
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
|
2018
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vol. 18
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issue 4
1-2
10
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
|
2018
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vol. 18
|
issue 2
1-2
XX
editorial
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
|
2019
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vol. 19
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issue 1
1-2
12
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
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2019
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vol. 19
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issue 4
1-2
13
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
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2020
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vol. 20
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issue 2
1-2
14
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
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2019
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vol. 19
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issue 2
1-2
15
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
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2018
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vol. 18
|
issue 3
1-2
16
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
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2016
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vol. 16
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issue 2
1-2
17
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FROM THE EDITOR

50%
Krajka J.
Teaching English with Technology
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2018
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vol. 18
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issue 1
1-2
18
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FROM THE EDITOR

44%
Krajka J.
Teaching English with Technology
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2020
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vol. 20
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issue 1
1-2
19
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FROM THE EDITOR

44%
Krajka J.
Teaching English with Technology
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2020
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vol. 20
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issue 4
1-2
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