KONCEPCJA UCZENIA SIĘ PRZEZ NAUCZANIE INNYCH (LDL) W KSZTAŁCENIU NAUCZYCIELI JĘZYKA NIEMIECKIEGO
Journal Title: Neofilolog - Year 2015, Vol 45, Issue 1
Abstract
The concept of learning by teaching in the training of teachers of German The subject of this article is the concept of learning by teaching used for the training of teachers of German. Foreign language teacher training is currently no doubt one of the most important challenges resulting from the educational policies of countries within the European Union. In Poland, the necessity for remedial, preventive or promotional actions with regard to the teaching of foreign languages seems to pertain first of all to the teachers of German (and their training facilities), as the justification for German’s presence in the Polish schools is increasingly being questioned. Unfortunately, there are numerous examples in school practice which show that the contemporary approach to the teaching of German as a foreign language continues to follow a traditional, transmission model, with great perseverance and consistency. In order to change this situation, it is necessary to find some effective educational solutions for foreign language teacher training. The search should focus on those educational tools which will enable teachers-to-be to meet their teaching goals and conduct the teaching process in line with the current theories of language teaching. One of many such tools, which I have decided to examine more closely, is the concept of learning by teaching (Lernen durch Lehren), initiated by Jean Pol Martin. This paper presents the main assumptions of the concept of LdL and describes a training programme (developed following the LdL approach) carried out with the students of faculty of German who are future teachers of German. The conclusions drawn seem quite promising for teacher training. Keywords: learning by teaching, LdL concept, Jean Pol Martin, foreign language teacher training
Authors and Affiliations
Magdalena BIAŁEK
Keywords
Related Articles
- EP ID EP381253
- DOI 10.14746/N.2015.45.1.4
- Views 120
- Downloads 0
Recenzja książki: JOLANTA SUJECKA-ZAJĄC – KOMPETENTNY UCZEŃ NA LEKCJI JĘZYKA OBCEGO. WYZWANIA DLA GLOTTODYDAKTYKI MEDIACYJNEJ
Book review: JOLANTA SUJECKA-ZAJĄC – KOMPETENTNY UCZEŃ NA LEKCJI JĘZYKA OBCEGO. WYZWANIA DLA GLOTTODYDAKTYKI MEDIACYJNEJ
WSPÓŁODPOWIEDZIALNOŚĆ ZA EFEKTY KSZTAŁCENIA JAKO WYZNACZNIK POSTĘPU AUTONOMIZACJI STUDENTÓW W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO
Co-responsibility for learning outcomes as a determinant of the development of student autonomy in LSP teaching Building learner autonomy requires effective communication and cooperation between teachers and students wi...
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...
TRENING AKULTURACYJNY A ROZWIJANIE INTERKULTUROWEJ KOMPETENCJI KOMUNIKACYJNEJ
Accultural training and developing the intercultural communication skills The article introduces the concept of language lessons based on an accultural training model in a type of a simulation that was presented in a re...
ŚWIADOMOŚĆ PRZEDMIOTOWA I EPISTEMOLOGICZNA NAUCZYCIELA – REFLEKSYJNEGO PRAKTYKA Z PERSPEKTYWY POLSKIEJ GLOTTODYDAKTYKI
Disciplinary and epistemological awareness of a foreign language teacher as a reflective practitioner from the perspective of foreign language didactics in Poland The following article concerns the issue of educating fo...