Search results - CEJSH

1

Minulost a výchova k občanství v učebnicích

100%

Sixta V.

Historie – Otázky – Problémy (History, Issues, Problems)

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2018

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vol. 10

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issue 1

73-88

EN

The text analyses the relationship between history education and civic education. It is based on research on Czech civic education textbooks for primary schools. Its aim is to establish a basic typology of these relationships and to conclude with some critical remarks concerning the types of relationship between history and civic education in Czech society.

2

Podręczniki szkolne i opracowania dydaktyczne w repertuarze wydawców lwowskich dwudziestolecia międzywojennego

100%

Wójcik E.

Annales Universitatis Paedagogicae Cracoviensis Studia ad Bibliothecarum Scientiam Pertinentia

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2013

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vol. 11

163-175

EN

The aim of the article is to present textbooks and teaching aids offered by the Lviv companies in the years 1919–1939. The statistical analysis shows that Lviv was an important publishing center which realized the educational policy of the Second Republic of Poland. School literature was primarily published by four companies: Książnica Atlas, Wydawnictwo Zakładu Narodowego im. Ossolińskich, Państwowe Wydawnictwo Książek Szkolnych, and Księgarnia Nakładowa K.S. Jakubowskiego. Textbooks were also published, on a lesser scale, by other Lviv publishers. In the analyzed period, published were 1629 textbooks addressed to the mainstream and secondary schools, schools of general education and trade schools, as well as teacher seminars and higher schools. The publishing houses in Lviv also offered about 120 methodical books intended for teachers. The number of titles, their quality and editions allow to state that Lviv was the second, after Warsaw, center of publishing school literature in Poland

3

O fałszywej świadomości językowej i językoznawczej w podręcznikach do języka polskiego z początku XXI wieku

100%

Bakuła K.

Kształcenie Językowe

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2016

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vol. 14 (24)

35-56

EN

Most Polish language textbooks correctly shape language concepts and language awareness in general. However, the author has found various errors in them. In the article he adopts a hypothesis whereby the errors are the reason why sometimes distorted, even false awareness of various aspects of language emerges as the Polish language is taught. To describe this phenomenon, he uses two main concepts: false language awareness and false linguistic awareness. He examines more than ten textbooks and exercise books used in three stages of the education process: years 4–6 of primary school, secondary school as well as high school and technical college.

4

EDUCATIONAL TECHNOLOGIES IN TEXTBOOKS: THE CASE OF IRANIAN EAP CONTEXT

100%

Nushi M., Momeni A.

Teaching English with Technology

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2020

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vol. 20

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issue 5

65-86

EN

Technological developments have been changing the English for Academic Purposes (EAP) instruction. Although there is a wide literature on (the effects of) application of various educational technologies in EAP courses, there is scarcely any literature on the inclusion of such technologies in EAP textbooks. This study addresses that gap and investigates whether and how educational technologies have been introduced or applied in the EAP textbooks used in Iranian universities. Moreover, it tries to elicit the reasons why the authors of those textbooks included or excluded such technologies. To achieve the first objective, 94 EAP textbooks from four disciplines, namely Arts, Engineering, Humanities, and Medicine, were selected and analyzed to find out whether and how these textbooks treat educational technologies. To fulfil the second objective, a semi-structured interview was conducted with 18 of the EAP textbook writers to discover their justifications regarding the inclusion or exclusion of educational technologies in the books. The results indicated that the textbooks were largely devoid of educational technologies, with the authors citing a number of reasons for not including such technologies in the books, the most important of which was their own lack of educational technology know-how. Since EAP courses are usually implemented in universities, this study suggests that introduction and incorporation of affordances provided by educational technologies in EAP textbooks can contribute to university teachers’ efficacy and students’ academic development.

5

Český jazyk a základní kurikulární dokument — RVP ZV (Ramowy program edukacyjny dla kształcenia podstawowego)

100%

Klímová K.

Kształcenie Językowe

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2014

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vol. 12 (22)

33 - 40

EN

The paper focuses on the position of the Czech language as a mother tongue in primary curricula — Framework Education Programme for Basic Education (FEP). First, we focus on the merits of a new educational document, but we also mention its difficulties in connection with teaching the Czech language and writing textbooks for mother tongue. The text also introduces the reader to the current problems of this document, the currently introduced standards for basic education and their formation.

6

L’insegnamento della cortesia come elemento della competenza comunicativa nei manuali d’italiano LS: sfide e soluzioni

100%

Miłkowska-Samul K.

Studia Romanica Posnaniensia

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2020

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vol. 47

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issue 2

81-92

PL

The aim of this paper is to address the issue of teaching politeness in textbooks dedicated to learners of Italian as a foreign language. It is assumed that in today’s ever-changing world, full of conflicts and challenges of various kinds, polite communication has become of increasing importance as it helps overcome differences between the participants of the act of communication and promote a peaceful coexistence. Politeness is a phenomenon particularly sensitive to the situational context: the forms considered appropriate vary according to the parameters such as place, channel, age or status of the interactants. Since the complexity of politeness and the variability of its exponents make it difficult to teach, the purpose of this research is to analyze if and how the current textbooks of Italian deal with this aspect of communicative competence. The paper examines which aspects of politeness are taught and with what methods. The analysis is based on the selected textbooks of Italian published in Italy and Poland, in order to compare their approaches.

7

Dyskurs obywatelstwa w podręcznikach do kształcenia literaturowego w gimnazjum. Krytyczna analiza dyskursu

100%

Popow M.

Kultura-Społeczeństwo-Edukacja

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2012

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vol. 2

151-171

EN

The paper gives an ironic and short, both empirical and normative analysis of current Polish home education intertwined with a metaanalysis of the role of metaphors in the language of the educational sciences. Entomological metaphor of subimago helps here in revealing the social status quo of the mentioned „home education” in Poland. One can describe socioeducational reality using different forms of expression. Metaphorization is one of them, not always adequate, but indispensable as well as cognitively pleasant.

PL

The paper gives an ironic and short, both empirical and normative analysis of current Polish home education intertwined with a metaanalysis of the role of metaphors in the language of the educational sciences. Entomological metaphor of subimago helps here in revealing the social status quo of the mentioned „home education” in Poland. One can describe socioeducational reality using different forms of expression. Metaphorization is one of them, not always adequate, but indispensable as well as cognitively pleasant.

8

Cultural education through the high school level English textbooks

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Ookawa K.

Journal of Language and Cultural Education

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2015

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vol. 3

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issue 3

95-103

EN

It cannot be denied that intercultural understanding is crucial in the process of learning English at elementary school, junior high school, high school, and beyond. This paper analyzes the high school English textbooks approved by the Ministry of Education, Culture, Sports, Science and Technology in Japan from the perspective of intercultural understanding. First, it elucidates the types of articles, the countries materials deal with, and the purposes of the materials used in the books. Then it considers important elements of intercultural education. The result of the research shows that the materials contain various kinds of categories, and many concern English-speaking countries. Furthermore, an important fact is that many materials concerning Japan, aimed at understanding its own culture, are shown in the textbooks as well. Finally, the paper suggests future direction for the use of materials in the textbooks in order to facilitate intercultural understanding.

9

Edukacja ekologiczna w drugiej Rzeczypospolitej

100%

Wolter E.

Seminare. Poszukiwania naukowe

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2012

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vol. 31

183-196

EN

The aim of the article is to explain problems related to environmental education of children in the Second Republic of Poland, based on selected examples of the work of Maria Arct-Golczewska, Zofia Bohuszewiczówna and Wanda Haberkantówna. The work of these authors, i.e. stories for children and textbooks for environmental education to be used at general schools and secondary schools, was recommended by the Minister of Denominations and Public Enlightenment. These stories and textbooks were intended as teaching aids in the environmental education process, a process that was an implication of all educational activities. The authors named above also translated, into Polish, and popularized the work of foreign authors, especially the following: A. E. Brehm, A. B. Buckley, H. Coupin, H. Fabre, E. Hassenpflug, P. Ledoux, G. G. Lewis and E. Thompson. It must be emphasised that the work of these foreign authors were also used as teaching aids during the Second Republic of Poland.

10

Bierni na Wschodzie, ponoszący zbiorową winę i oczywiście obecni w Europie – krytyka niemieckich i polskich podręczników do historii w oparciu o kontrastywną lingwistykę dyskursu

100%

Dreesen P., Judkowiak J.

tekst i dyskurs - text und diskurs

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2012

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issue 5

91-126

EN

The goal of the article is to introduce school books as a possible object of study of contrastive discourse linguistics. The analysis of selected German and Polish history textbooks for the level Oberstufe II/Liceum provides, thanks to its contrastiveness, information about similarities and differences (or gaps, fr. le non dit) between the presented knowledge about neighbouring countries and binational relationships. The imparted knowledge order can be recognized at the word-level, in text strategies, text-image relations, and at the level of discourse. The article outlines several examples of these kinds of knowledge manifestations distinctive for Polish-German affairs. The result of the multi-level analysis serves to elicit the role of a textbook as a knowledge-canonising medium and its influence on formation of the normalization discourse as well as to criticize this medium especially in consideration of meta-linguistic aspects.

PL

Celem artykułu jest zwrócenie uwagi na podręczniki szkolne jako na przedmiot badawczy kontrastywnej lingwistyki dyskursu. Analizie poddane zostały wybrane niemieckie i polskie podręczniki do historii na poziomie liceum/Oberstufe II. Analiza kontrastywna dostarcza informacji o podobieństwach i różnicach (także o „lukach treściowych”) występujących w sposobie przedstawiania wiedzy o danym kraju i o wzajemnych relacjach polsko-niemieckich. Porządek wiedzy obecny w polskich i niemieckich podręcznikach można wyśledzić w oparciu o zjawiska występujące na płaszczyźnie słowa, w strategiach tekstowych, relacjach tekst – obraz oraz na płaszczyźnie dyskursywnej. Wyniki analizy wielopłaszczyznowej wskazują na szczególną rolę podręczników w kształtowaniu kanonu wiedzy oraz dyskursu o normalizacji stosunków polsko-niemieckich, uwzględniają one przy tym także aspekty metajęzykowe.

11

Discrimination in the discourse of Polish textbooks dedicated to civic education courses

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Cuprjak M., Kopińska V.

The New Educational Review

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2015

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vol. 40

38-47

EN

The study presents a critical analysis of visual materials contained in civic education textbooks with the purpose to identify traits of discrimination of individuals with a “skin colour” other than “white”. The undertaken quantitative and qualitative analyses allowed for drawing a conclusion that the depiction of persons in the researched visual material did in fact bear certain traits of discrimination. Moreover, it was concluded that what may be observed is compound discrimination. The studies presented in the article were conducted within a larger-scale project entitled Gender in textbooks.

12

Ways of Using Textbooks and Digital Resources by Teachers and Students in the Lower Secondary Schools

100%

Červenková I., Václavík M., Sikorová Z.

The New Educational Review

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2023

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vol. 71

24-34

EN

The paper presents a research study on using teaching resources at lower secondary schools in the Moravian-Silesian Region. With regard to the massive inclusion of digital resources and learning materials of an electronic nature, the research aimed to find out which educational resources are used in teaching and how. The methods of use were deduced based on the activities the teachers induce in the lessons through these resources. A qualitatively oriented research design was used, based on in-depth semi-structured interviews with 15 lower secondary school teachers who had different lengths of experience and taught different subjects. It was found that all teachers still used the core textbook but supplemented it with other printed or digital textual resources. It was possible to describe how the teachers worked with textbooks and digital resources and capture specific styles in which they initiated instructional activities with printed and digital texts.

13

Zarys elementów identyfikacji aksjologicznej w podręcznikach do nauki języka łotewskiego

88%

Navicka T.

Przegląd Wschodnioeuropejski

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2011

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vol. 2

285-302

EN

Although in Latvia there live several nationalities, some of them are defined by their mother tongue as “Russian speakers”. After the fall of the communist regime, Latvian language became the only official language in the new independent Republic, mandatory in various degrees in education as well. Moreover, it started being taught abroad in 22 colleges and universities in 9 different countries. Grounding our thesis on the idea that some values of the system’s elements can be found in Latvian language textbooks, we will analyze not only intercultural aspects in these textbooks, but also the influence of axiological elements they contain, which may exert on the learning process of particular groups. The results will be interpreted in the light of contemporary knowledge of intercultural communication.

14

Vrouwenbeelden en genderrepresentatie in een leergangen Nederlands voor anderstaligen

88%

Manolova Maciel E.

Neerlandica Wratislaviensia

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2017

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vol. 27

77-88

EN

This article focuses on the representation of women and images of females as an articulation of diversity in textbooks of Dutch as a foreign language, Code Plus 1 and Code Plus 2. The central research questions are: How are female characters, next to male characters, represented in the selected textbooks? Do the textbooks present gender stereotypes or do they rather question them?

15

Veau — veux, bac — bague et elle a peur du feu : quelques réflexions sur la nature et l’utilisation des corpus dans les activités de phonétique proposées par les méthodes de fle actuelles pour adultes et grands adolescents

88%

Warmuz E.

Romanica Wratislaviensia

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2016

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vol. 63

175-192

EN

In this article, through the analysis of the structure of phonetic activities included in chosen textbooks of French as a foreign language (FLE) used in Poland, we present the rules according to which the corpora are built and used. We also rate the adequacy to the task-oriented approach. Next, we prove how learners perceive this type of exercises and their usefulness for the correct pronunciation. Conclusions point to a regular presence, in analyzed textbooks, of specific phonetic activities based mainly on contextualized simple sentences, connected grammatically and lexically with the textbook contents. These exercises are evaluated and rated by learners as important for the correct pronunciation, which contributes to successful communication, and as helpful in gaining additional skills and knowledge.

16

Konwergencyjny charakter pytań jako jeden z inhibitorów twórczości

88%

Jasiulewicz A.

Facta Ficta. Journal of Theory, Narrative & Media

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2021

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vol. 8

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issue 2

119-134

EN

Creativity is the area of interest of many scientific disciplines, including psychology, sociology and pedagogy. Within each of these sciences, the biggest attention is paid to the essence of getting to know the creative process and ways to develop it. In the case of education, the need to develop creativity is written in every educational document. However, in order to strengthen and support creativity, it’s necessary to know the mechanisms that have negative effect of limiting it. Any, even the most creative, teaching method can be ineffective if it comes with inhibitors that the educator may not even know about. In the literature, inhibitors are defined as any factor that blocks, inhibits or limits the development of creative processes. In the psychology of creativity, four types of inhibitors have been described. Within each of them, there are those, that result from ineffective methods of didactic work. The knowledge that students receive is barren, it doesn’t provoke thought and it doesn’t encourage them to look for answers by their own. Education is focused on the amount of memorized knowledge and not on the ability to formulate problems. The nature of the tasks often prevents the beginning or full development of the creative process. As the research results show, the tasks that students give are most often of a convergent nature and accept only one correct answer or only one solution. This problem is not only at the level of higher education, but also appears in the first grades of primary school and even in kindergarten. It would seem that the reason of this problem is the teacher's work and teaching methods, but students can also deal with this way of formulating instructions in school textbooks. The study of one of the textbooks used in the first grade of primary school, in terms of the nature of the tasks it contains, is just one example of what pedagogy of creativity is struggling today. Because if from in early age we don’t teach children to ask questions and search for results by their own, we can’t speak of effective creative education at all.

17

Approaches to alcohol in textbooks for teaching foreign languages for beginners. An investigation of English, Spanish, Russian and Polish textbooks

88%

Szamryk K.

Heteroglossia - studia kulturoznawczo-filologiczne

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2021

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issue 11

245-260

EN

This study discusses different approaches to alcohol in textbooks for teaching foreign languages (English, Spanish, Russian, Polish) on a beginner level (A1). In a broader context, the article deals with the cultural content and evaluation of foreign language course books. At the outset, the materials for foreign language teaching have been investigated with a frame of content analysis, using both quantitative and qualitative methods. Quantitative analysis reveals that alcohol occurs in varying levels in the textbooks – from complete absence in some to 118 references in one textbook. Alcohol appears in Polish and Russian textbooks to a greater extent than in English and Spanish. Moreover, the paper suggests that the common feature of the books is a higher tolerance towards beer and wine than to spirits. In the second part of the study, based on the qualitative descriptions, three approaches towards presenting alcohol in the course books are discussed: tabooing, cautionary treatment and an affirmative approach. Additionally, this study discusses that in Slavic course books alcohol might also be introduced because of linguistic reasons (grammatical and phonetic).

18

Z czego uczyły i uczą się dzieci, czyli o podręcznikach… do nauczania języka polskiego jako obcego dla dzieci i młodzieży wydanych w Polsce

88%

Szelc-Mays M.

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia

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2016

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vol. 7

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issue 223

172-181

PL

The text is devoted to textbooks and didactic aids for teaching Polish as a foreign language, written and published in Poland, but addressed mostly to children. The target group are children of Polish descent who emigrated abroad and children of immigrants who settled in Poland. The review presents over 20 books and a few websites offering assistance in teaching children Polish.

19

Training des Hör-Seh-Verstehens im Zeitalter der Omnimedialität des Fremdsprachenunterrichts (Überlegungen zur Qualität von Hör-Seh-Textdidaktisierungen)

88%

Chudak S.

Glottodidactica

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2013

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vol. 40

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issue 2

47-63

DE

In our modern media-driven world, the development of audio-visual comprehension is an important goal of teaching and learning foreign languages. Nevertheless, teachers do not work on this goal as effectively as they could, often because the textbooks that they use do not always contain adequate audio-visual content. The didactisation of that content in many cases leaves much to be desired, leaving unexploited potential. The aim of the paper is to review the common task typologies for working with different kinds of films as well as to propose various ways of expanding those typologies, with the ultimate goal to improve learners’ film literacy and intercultural competence.

20

Threats Related to Patriotic Education. An Analysis of the Primary School Textbooks

88%

Gruntkowska D.

Kultura i Edukacja

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2022

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issue 4(138)

216-233

EN

The article presents the issue of patriotic discourse in school textbooks for teaching Polish for grades 4–8 of primary schools. At the same time, this issue is placed in the aspect of recent changes in education made and announced by the minister of science and education. The analysis of the textbooks carried out using the KAD method shows that, although we constantly deal with a romantic vision of patriotism due to the canon of reading, it is sometimes broken through reflection on historical events and the past. The martyrdom tendency, formed in the period of Romanticism, is still the dominant one, the presence of which is part of the paradigm of the long duration of Romanticism. The article also addresses what patriotic education at school should be today. Not only today, but for a long time now, we have been dealing with a tendency to produce and reproduce a conservative discourse and be closed within a martyrological narrative. This way of understanding patriotism today may lead young people to consider any form of patriotism as anachronistic and inadequate to our times.

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