KOMPETENCJA RÓŻNOJĘZYCZNA W POCZĄTKOWYM KSZTAŁCENIU NAUCZYCIELI
Journal Title: Neofilolog - Year 2015, Vol 45, Issue 1
Abstract
Plurilingual competence in pre-service teacher training Modern language policy in Europe has put forward the concept of multilingualism, and with this plurilingual competence. The definitions of both phenomena can be found in numerous documents of the Council of Europe, especially in the Common European Framework of Reference for Languages. The authors of this document describe multilingual communication in some detail, where the native speaker user is beyond the scale. A lot of attention is currently being given to issues of multilingualism in education, with numerous articles, suggestions for teaching activities and tools to develop related skills. This article raises the question of the preparation of future teachers of languages which will be taught as the second foreign language (L3) and how plurilingual competence can be developed in the classroom. The study, conducted among students of Romance languages answers the following questions. Are students, who are future L3 language teachers, adequately prepared to develop plurilingual competence in their students? Do they have the appropriate knowledge and practical skills to do this? What are their beliefs regarding the role of different languages when teaching the L3 target language? Keywords: plurilingual competence, pre-service teacher education, second foreign language (L3), knowledge, practical skills, beliefs
Authors and Affiliations
Krystyna SZYMANKIEWICZ, Radosław KUCHARCZYK
KONCEPCJE KULTURY A NAUCZANIE I UCZENIE SIĘ JĘZYKÓW OBCYCH – ZARYS TEORETYCZNY
The concepts of culture versus foreign language teaching and learning: a theoretical outline Culture has been the subject of researchers’ consideration for centuries, which is confirmed by hundreds of published definiti...
ANALIZA UMIEJĘTNOŚCI REFLEKSYJNYCH PRZYSZŁYCH NAUCZYCIELI JĘZYKA ANGIELSKIEGO
Analysis of the reflective thinking abilities of pre-service teachers The fact that a successful language instructor has to be a reflective practitioner is undeniable. However, observations made during teacher training...
DYNAMICZNY CHARAKTER ZMIENNYCH INDYWIDUALNYCH – WYZWANIA BADAWCZE I IMPLIKACJE DYDAKTYCZNE
Dynamic nature of individual difference factors: Research challenges and teaching implications Not so long ago individual difference factors were perceived as relatively stable attributes of learners and it appeared tha...
ZUR FÖRDERUNG DER INDIVIDUELLEN MEHRSPRACHIGKEIT DES FREMDSPRACHENLERNENDEN – AUFGABEN FÜR DIE POLNISCH- UND DIE FREMDSPRACHENLEHRENDEN
Promoting individual multilingualism of foreign language learner – tasks for the Polish and foreign language teachers This paper relates to the concept of didactics of multilingualism. The didactics of multilingualism i...
DETERMINANTY KORZYSTANIA ZE STRATEGII UCZENIA SIĘ JĘZYKA ANGIELSKIEGO PRZEZ STUDENTÓW POZNAŃSKICH UCZELNI
The determinants of strategy use by students learning English at Poznan universities The study described in the present paper aimed to account for all the three dimensions of learners’ strategic self-regulation, i.e. co...