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1

Vers une cartographie des recherches philologiques : observations à l’occasion du 50éme anniversaire de la revue Romanica Wratislaviensia

100%
Kotowska J., Rębkowska A.
Romanica Wratislaviensia
|
2018
|
vol. 65
95-106
EN
The paper presents an overview of romanistic research on the occasion of Romanica Wratislaviensia’s fiftieth anniversary. In as much as the revue has undergone several transformations over the years, the Wratislavian romanists consequently could not escape a certain evolution. The transition of their domains of research, their careers, all these changes are inscribed on the pages of Romanica Wratislaviensia. Therefore, the aim of the article is to sketch the landscape of philological research which emerges from the contributions published in the revue, from its founding in 1968 to its last issue in 2016. We will consider the extent to which the identity of a philologist emerging from the numerous publications in Romanica Wratislaviensia fits with the historical definition of a philologist.
2

The Concept of English Philologists’ Training at Swiss Universities

75%
Zasluzhena A.
Comparative Professional Pedagogy
|
2016
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vol. 6
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issue 2
88-95
EN
The issue of plurilingual approach usage to the study of foreign languages has been made actual on case study of Swiss universities. Basic concepts of English philologists’ formation at Swiss universities have been determined. These components have been analyzed with relation to their relevance to the prospective philologist in English Linguistics and Literature. The attention has been focused on the effectiveness of Swisss higher education up to the indicator “skills” (Global Information Technological Report 2014, Networked Readinnes Index, NRI) according to the World Economic Forum on the development of information technologies in different countries. The emphasis has been made on mutual interaction between sectors of secondary and higher education, that contributes to the quality improvement of education in the country. Some steps in the process of modernization in primary and secondary education have been indicated, such as the usage of the Swiss version of the European Language Portfolio; development of “Profession-related Language Competence Profile for Foreign Language Teachers at Lower Secondary Schools”, “The Passepartout Language Teacher Profile”. Attention is paid to the following changes of teachers’ training: its belonging to tertiary study; mandatory practice-teach for English teachers in English-speaking countries, the required level of command of English language as admission to study in Bachelor and Master programs; capability to work in other linguistic regions, which in turn causes the requirements on quality assurance of particular region language proficiency according to the CEFR (Common European Framework of Reference for Languages).
3

Vue d’ensemble sur la philologie en tant que discipline d’enseignement en Roumanie (1969–2017)

75%
Constantinescu M., Hăisan D.
Romanica Wratislaviensia
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2018
|
vol. 65
53-64
EN
In the present paper, we offer a glimpse at a classic, canonical book on philology (namely Initiation à la philologie française, by N.N. Condeescu, published in 1969) and at its (ir)relevance against the backdrop of the evolution of philological studies from the 1970s to the language and literature studies of the new millennium. The article is therefore a reflection on philology (a term as vague in Romanian as it is in French) and on its scope of application in Romania.
4
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Ojciec Bober jako filolog i patrolog (1917-1986)

63%
Longosz S.
Vox Patrum
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1986
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vol. 10
395-410
EN
in memoriam
5

Organizational and Content Peculiarities of English Teachers’ Professional Training in Canada

63%
Ikonnikova M.
Comparative Professional Pedagogy
|
2016
|
vol. 6
|
issue 3
25-31
EN
The article deals with studying organizational and content peculiarities of English teachers’ professional training in Canada. It has been found out that professional training of English teachers, in particular, is provided in many Canadian higher education institutions, namely, universities, university colleges, community colleges and CEGEP colleges. Students are offered the curricula ensuring their high mobility as they may define specificity, a mode and a level of study according to their educational needs and interests. It has been concluded that the content of philological training is a process coordinating the content according to its components, namely, theoretical, empirical and practical knowledge and skills form the block system of interrelated elements. It has been defined that main theoretical and methodical principles for structuring curricula and syllabi for English teachers’ professional training in Canada are multiculturalism; combination, concordance and rational correspondence of theory and practice; pedagogical ideas of equal opportunities, respect for cultures, identity and unity of learning and socialization; consistency and succession; collegiality, partnership, transparency and a dialogue of cultures. It has been specified that programme specifications for English teachers’ training are based on such directions of pedagogical activity as developing students’ interest and respect for cultures of the nations of the world, understanding their general and specific values, comprehending the essence of global events and their consequences, accepting different views on them. As a result, future English teachers obtain the abilities and skills that will ensure their effective activity in multicultural environment as well as learn how to solve the issues associated with adaptation, integration and learning of children from different ethnic groups.
6
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ś.p. ks. dr Kazimierz Obrycki (1941-2019)

63%
Kalinkowski S.
Vox Patrum
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2019
|
vol. 72
353-357
EN
Posthumous memory of Rt. Rev. Dr. Kazimierz Obrycki, a classical philologist, translator of the works of the Church Fathers and a patrologist.
PL
Wspomnienie pośmiertne ks. prałata dr. Kazimierza Obryckiego, filologa klasycznego, tłumacza dzieł Ojców Kościoła i patrologa.
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