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1

Akwizycja języka obcego w perspektywie studenta filologii: badanie tożsamości narracyjnej studenta w kontekście czasoprzestrzeni i heteroglosii

100%
Werbińska D.
Neofilolog
|
2012
|
issue 39/1
55-80
EN
The general aim of this article is to present second language acquisition from the perspective of an English philology student. Taking the position that identity is a relevant concept in language acquisition, it explores how the identity of English philology students, both day and extramural, is constructed in their narratives when drawing on Bakhtin’s notions of „chronotope” and „heteroglossia”.
2
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Review of Third age learners of foreign languages; Editor: Danuta Gabryś-Barker; Publisher: Multilingual Matters, 2018; ISBN: 9781783099405; Pages: 256

100%
Werbińska D.
Studies in Second Language Learning and Teaching
|
2018
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vol. 8
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issue 4
845-851
EN
Book review
3
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Professional identity of a French language teacher in Poland: constancy vs. change, sameness vs. difference, agency

100%
Werbińska D.
Glottodidactica
|
2022
|
vol. 49
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issue 1
217-240
EN
Studies conducted on teacher identity have mostly focused on preservice language teachers. By contrast, this study looks at the professional identity of a veteran teacher of French as a foreign language in Poland. It describes a two-stage biographic study in which the narratives obtained are subjected to semantic deconstruction with the application of Bamberg’s (2010) model of identity. To this end, the author investigates: 1) what is constant and what changes in the participant’s professional career in terms of the emotions she experiences, 2) what are the similarities and differences between the teachers she refers to and herself, 3) what is the role of agency in the participant’s professional decisions. Through the analysis, the Author seeks to find out with what content Bamberg’s identity pillars may be filled, what teacher emotions and feelings can be inferred from what is said, and what insights can be gained into the identity of a French language teacher in Poland.
4
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KOMPETENCJE POCZĄTKUJĄCEGO NAUCZYCIELA JĘZYKA ANGIELSKIEGO W ŚWIETLE MODELU KARDS B. KUMARAVADIVELU

100%
Werbińska D.
Neofilolog
|
2013
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issue 40/2
319-332
EN
This article focuses on first-year English teachers’ competences from the perspective of teachers themselves. The point of reference is offered by B. Kumaravadivelu’s (2012) language teacher education KARDS model (KNOWING, ANALYSING, RECOGNIZING, DOING and SEEING), which is based on cognitive and social constructivism. Providing an answer to progressing economic and educational globalization, the model stresses the need for verification of what contemporary language teachers’ competences constitute, For this reason the study described in the article seeks to find out how the competences of first-year teachers, as seen by the teachers themselves, match the requirements suggested in the model.  
5
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Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing and Seeing, Author: B. Kumaravadivelu, Publisher: Routledge, 2012, ISBN: 978-0-415-87738-1, Pages: 148

100%
Werbińska D.
Studies in Second Language Learning and Teaching
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2012
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vol. 2
|
issue 3
449-451
EN
Book Review
6

Becoming an English language teacher:ContinuitiesandDiscontinuities

100%
Werbińska D.
Journal of Language and Cultural Education
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2015
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vol. 3
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issue 1
14-31
EN
The aim of the paper is to report a three-year phenomenographic study conducted on seven EFL Polish teachers with the focus on presenting how they experience different aspects of language teaching at three crucial stages: 1) the time of ELT theory studying, 2) the time of school placement, 3) the time of first-year working as professional teachers. Each stage of the study is presented from the perspective of affordances standing for the respondents’ expectations (continuities) as well as constraints (discontinuities). The article concludes that discontinuities, rather than continuities, can prove invaluable in language teacher identity development.
7
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BIOGRAFIA ZAWODOWA JAKO ŹRÓDŁO WIEDZY – AUTOBIOGRAFICZNE REFLEKSJE EMERYTOWANYCH NAUCZYCIELEK JĘZYKA OBCEGO

100%
Werbińska D.
Neofilolog
|
2014
|
issue 43/1
125-140
EN
This article reports a qualitative research project focused on examining the professional biographies of four post-service Polish teachers of foreign languages. The main objective was to find out what experiences in their professional biographies the participants perceived as the most critical, and to see if those memories were roughly similar in the participants’ accounts. Following Karol Wojtyła’s (1994) anthropological views connected with a person’s structure and their dynamism, the study discusses the subjects’ experiences relating to teacher reactivity, emotivity and agency against the socio-political background of Poland in the period before and after political transformation.
8
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Review of Beliefs, agency and identity in language learning and teaching; Authors: Paula Kalaja, Ana Maria F. Barcelos, Mari Aro, Maria Ruohotie-Lyhty; Publisher: New York: Palgrave Macmillan, 2016; ISBN: 9781137425942; Pages: 237

100%
Werbińska D.
Studies in Second Language Learning and Teaching
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2016
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vol. 6
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issue 2
355-358
EN
Book Review
9
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„Moja podróż z językiem obcym” – narracyjne badanie autobiograficzne

100%
Werbińska D.
Neofilolog
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2010
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issue 34
91-110
EN
The aim of this article is to show some possibilities of using autobiographical narratives in the learning and teaching languages. The first part, focused on theoretical aspects of autobiographical research, points to its functions, problems for the researcher and possible content to be examined. The second part describes an example of the author’s autobiographical narrative research study conducted among the students of philological (English philology) and non-philological (elementary education with English and management) fields of study, whose task was to write an autobiography entitled “My journey with a foreignlanguage”.
10
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Postrzeganie procesu uczenia się języka obcego w perspektywie uczniów dorosłych (badanie jakościowe nauczycieli-konsultantów)

100%
Werbińska D.
Neofilolog
|
2011
|
issue 37
175-194
EN
The article aims at presenting a longitudinal two-year study on the per-ception of language learning from the perspective of five adult learners in their late 50s who are teacher consultants by profession and participants of an elementary course in English. The attention is focused on two as-pects: 1) what general expectations they have with regard to the course (ie. language skills, knowledge, teacher, etc.) at the beginning of their learning process, 2) what they achieve or fail to achieve after two years of attending the course. The conclusions may provide some implications for language teachers of mature learners as well as future directions for re-searchers of this topic.
11
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Julian Edge. The Reflexive Teacher Educator in TESOL: Roots and Wings. Routledge: New York-London 2011,196 S

88%
Werbińska D.
Glottodidactica
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2012
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vol. 39
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issue 1
144-146
12
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Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator

63%
Rokita-Jaśkow J., Werbińska D.
Theory and Practice of Second Language Acquisition
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2023
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vol. 9
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issue 2
1-26
EN
Teacher identity building rather than learning teaching in terms of skills and subsystems has recently been acknowledged as a priority in future teacher preparation. Several teacher identity models have been offered, including the 3A Language Teacher Identity Framework (3ALTIF) (Werbińska, 2017a) in which teacher identity comprises affiliation (teachers’ willingness to teach), attachment (teachers’ beliefs related to their teaching) and autonomy (teachers’ agentive, reflective, and resilient powers). With hindsight, it seems that the 3ALTIF, which drew on other identity models available at the time of its conception, does not address the affective side of language teacher identity explicitly enough and therefore can hardly embrace the uniqueness of this profession. That is why we decided to explore the issue of emotions more deeply and conduct a lengthy duoethnographic narrative to consider the 3ALTIF’s ‘missing’ component for the future ‘improvement’ of the 3ALTIF. Duoethnography was chosen as a qualitative research method thanks to its novelty, its suitability for investigating identity issues and the opportunity it provides for us to explain and express ourselves. In our duoethnographic dialogues we focused on our own emotions from three perspectives: former school language teachers, language teachers as parents, and language teacher educators, all of which are the roles we have played. The findings reveal our experience of emotions that once affected us and also suggest that emotions are not only psychological constructs but have social dimensions as well.
13
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Book reviews

51%
Derenowski M., Vettorel P., Werbińska D.
Studies in Second Language Learning and Teaching
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2012
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vol. 2
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issue 3
439-451
EN
Reflectivity in Pre-Service Teacher Education: A survey of theory and practice. Danuta Gabryś-Barker Learning and Teaching English: Insight form research. Luciana Pedrazzini, Andrea Nava Language Teacher Education for Global Society: A modular model for knowing, analyzing, recognizing, doing and seeing. B. Kumaravadivelu
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