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We shall be very happy to join forces with people and institutions for the common benefit of us all following from the educational role of language being conceptualised anew and giving shape to an entirely different pedagogical paradigm we can jointly put forward with you.
The book’s concept falls within the stream of search for the educational role of language and construction of the individual capital on an individual based on language. The texts included in this book are both of an empirical and theoretical character. They inspire rumination on the problem of the educational role of language at the theoretical level (premises and constructs) and also at the empirical level (experimental settings and practical strategies transferred to the classroom ethnography and situated in various cultures). Thus, the book has a clear innovative potential not only for researchers but also for reflective educators; it prompts a search for the possibilities of constructing developmental language situations by teachers working with students at different educational stages. [...]
The book’s merit is that it invites to discourse authors coming from multiple cultures experiencing cultural pluralism. Referring to the ideas of J. S. Bruner, we can affirm that (language) education is a process immersed in culture. Culture shapes the mind and provides us with a peculiar toolbox thanks to which we construct the image of the world and of ourselves. The formation of a specific Joint Involvement Episode (Schaffer’s concept), achieved by inviting to cooperation authors “immersed” in various cultures, has enabled creation of critical space for the discussion on language issues and a recognition of new conceptual categories. [...]
The book will certainly be an important resource in academic education. It has a wide range of addressees and can be of interest to psycholinguists, pedagogues, sociolinguists, language researchers, pedagogy undergraduate and postgraduate students, students of linguistics, psychology, philology. Its readers can find here both empirical leads and theoretical frameworks but also inspiring solutions for educational practice. The book can be helpful for teachers subjecting their own practices to critical reflection, and it will contribute to the perfection of their work and to the development of professional self-awareness.
orcid.org/0000-0003-2463-393X: POLAND, University of Gdańsk, Faculty of Social Sciences, Institute of Education. Ph.D. He specialises in the educational role of language: how students’ development rests on language beliefs, language activity, language (personal) experience and language matrices. Founder of the ERL framework comprising ERL Conferences, ERL Network, ERL Association, and ERL Journal. His key interests lie on the intersection of pedagogy, educational diagnostics and applied linguistics, and include predominantly the following concepts: learner and teacher language identity, language pedagogical paradigm, Composing Your Own Language, enhancement of everyday experience through language. His recent publications relate to the educational role of language skills, particularly speaking. Recently involved in international projects focused on oracy and its mutual relationship to interdisciplinary facets.
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orcid.org/0000-0002-5192-2684: POLAND, University of Warsaw, Faculty of Education. Ph.D. Her primary research interests are focused around literacy, as well as cultural and educational conditions for the acquisition and improvement of writing skills by children and young people. Her scientific interests also include issues of youth slang, communicative competence and linguistic worldview. Author of publications on language and education, e.g. Youth and Changes in the Culture of Literacy – Text-creating Competence of Teenagers in the Light of Research, Educational Role of Language and Polish Youth Slang, Youth Literacy in the Light of Polish Educational Diagnoses, Cultural Factors in Youth Literacy, Communicative Competence and Educational Paradoxes. Member of The International Association for the Educational Role of Language.
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Oficyna Wydawnicza "Impuls"
Michał Daszkiewicz & Anna Dąbrowska
miękka, klejona, fola matowa
PART I. In the search of A LANGUAGE EDUCATIONAL PARADIGM
Strand 1–1: Language & Schooling Youth Literacy in the Era of New Orality – a Local or Global Problem? Anna Dąbrowska (Poland, University of Warsaw) Contemporary English Teaching Techniques in Primary School and their Pedagogical Grounding Dragana Božić Lenard & Ivan Lenard (Croatia, University of Osijek)
Strand 1–2: Language & Culture Translanguaging Narratives: Leveraging Students’ Linguistic and Multimodal Practices in an ENL Classroom Ivana Espinet (USA, CUNY Kingsborough Community College), Karen Zaino (USA, CUNY The Graduate Center), Michelle Demeroukas (USA, New York City Department of Education) ‘It’s Just Not Another Language’ – Impact of Learning English as a Second Language on the Personality of Undergraduate Students in India Somali Gupta (India, Government V.Y.T.P.G. Autonomous College Durg)
Strand 1–3: Language & Methodology Language as Resistance in the Panopticon of Milkman Tess Maginess (Northern Ireland, Queen’s University Belfast) Foreign Language Learning in the World of Artificial Intelligence and the Future FL Teacher Roles Ľudmila Hurajová (Slovakia, Slovak University of Technology) Strand 1–4: Language & Personality Literacy and the L2 Self as a Pedagogical Challenge in Teaching and Learning Norwegian – First, Second or Foreign Language? Jens Haugan (Norway, Inland Norway University of Applied Sciences) Transforming L2 Teachers’ Personal Pedagogies Ervin Kovačević (Bosnia and Herzegovina, International University of Sarajevo)
PART II. In the search of A LANGUAGE DIDACTIC PARADIGM
Strand 2–1: Language & Beliefs Language Composing as the Conceptual Axis of a Four-Domain Educational Paradigm Michał Daszkiewicz (Poland, University of Gdańsk) Epistemological Beliefs in Relation to Classroom Conversation Naeun Choi & Byeonggon Min (South Korea, Seoul National University)
Strand 2–2: Language & Activity “Languagizing” the Preschool Classroom: Six Principles Dani Levine (USA, Temple University), Elias Blinkoff (USA, Temple University), Roberta Michnick Golinkoff (USA, University of Delaware), Kathryn Hirsh-Pasek (USA, Temple University and Brookings Institution) Foreign Language Teachers’ Beliefs: A Review of Literature on the Sources, Effects, and Malleability of Beliefs Tatjana Glušac (Serbia, Union University)
Strand 2–3: Language & Affect Sticks and Stones May Break my Bones: The Role of Unintentionally Harmful Words in Language Education Settings Anita Bright (USA, Portland State University) The Effect of Gender Inconsistencies in English on Construction of Student Identities Aneta Naumoska (North Macedonia, Ss. Cyril and Methodius University) Strand 2–4: Language & Thinking Students’ Learning Language and Learning to Reason Mathematically Louise C. Wilkinson (USA, Syracuse University), Alison L. Bailey (USA, UCLA), Carolyn A. Maher (USA, Rutgers University) Some Applications of Neuroscience to Teaching Foreign Languages Irene Krasner (USA, Defense Language Institute Foreign Language Center)
References Index of Things Index of Names Bio Notes