scholarly journals Poetry after 1989 and Its Contexts in Polish Language Education

2021 ◽  
Vol 6 ◽  
pp. 303-316
Author(s):  
Elżbieta Mazur
Keyword(s):  
Secondary Schools ◽  
Language Teaching ◽  
Lyric Poetry ◽  
Language Education ◽  
Contemporary Poetry ◽  
Poetic Language ◽  
Cultural Contexts ◽  
Noticeable Change ◽  
Polish Language ◽  
Language Textbooks

The article focuses on the position of contemporary poetry in Polish language teaching at secondary schools. It highlights cultural contexts in lyric poetry created after 1989 from the standpoint of integrational education, by reviewing Polish language textbooks, and taking into account new tendencies in Polish poetry. The noticeable change in the poetic language is discussed in selected examples along with the filiations, and disputes with tradition, as well as problems of aesthetics. It was emphasised that contexts of literature play an important role in interpretation of poems by Marcin Świetlicki, Eugeniusz Tkaczyszyn-Dycki, Tomasz Różycki and others.

scholarly journals Rozumieć przestrzeń. O Miejscu Andrzeja Stasiuka

2019 ◽  
Vol 28 ◽  
pp. 37-49
Author(s):  
Małgorzata Wójcik-Dudek
Keyword(s):  
Secondary Schools ◽  
Short Story ◽  
Core Curriculum ◽  
Language Teaching ◽  
Young Readers ◽  
Polish Language

The author attempts to interpret Andrzej Stasiuk’s short story Miejsce, which was included in the new core curriculum of Polish language teaching in secondary schools. The aim of the article is to demonstrate that the theme of the place inscribed in Stasiuk’s work can be perfectly described thanks to the adoption of a hermeneutical mode of reading, which will not only emphasize the importance of the phenomenology of space inscribed in the interpreted text, but will also show young readers how Heidegger’s being in the place translates into building one’s own identity.

scholarly journals Piosenka literacka i hymny pokoleniowe drugiej połowy XX wieku… na lekcjach języka polskiego w szkole średniej. Estetyka – tematy – wartości

2021 ◽  
Vol 12 (330) ◽  
pp. 259-271
Author(s):  
Elżbieta Mazur
Keyword(s):  
Secondary Schools ◽  
Language Education ◽  
Language Classes ◽  
Polish Language ◽  
Post War

The article concerns the post-war literary song in Polish language education in secondary schools, i.e. the place of authors and texts representing poetic songs, poems set to music, author’s song and the opinion of a generation at the Polish language classes. Besides such authors as Ewa Demarczyk, Agnieszka Osiecka, Wojciech Młynarski, Jacek Kaczmarski (perceived not through the prism of intertextual measures: painting or biblical one, but as a bard of “Solidarity”, i.e. the author of “The Walls”), Grzegorz Ciechowski’s work ‘Do not ask about Poland ‘ was considered. On the example of the poems by Kamil Baczyński which were sung by Demarczyk, texts written by Kaczmarski and Ciechowski, they were discussed the artistry, the topics and evaluation of poetic song from the perspective of educational axiology.

scholarly journals Orthophonic exercises in Polish language teaching

2021 ◽  
Vol 18 ◽  
pp. 21-38
Author(s):  
Jolanta Fiszbak
Keyword(s):  
New Media ◽  
Personal Development ◽  
Language Teaching ◽  
Language Education ◽  
Polish People ◽  
Language Classes ◽  
Polish Language

The author argues that orthophonic exercises need to be urgently included in Polish language teaching. It is important not only because such exercises help to develop a student’s speech organs; they are generally beneficial in personal development, as well as supporting Polish language education. She also points to problems which many Polish people come across concerning correct articulation, and she presents the origins of such struggles: the influence of new media as well as the negligence of this matter at school. The article presents various orthophonic exercises, presents their aims and rules of employing them in Polish language teaching. Moreover, the author explains how to organise these exercises during Polish language classes.

scholarly journals Communicative Textbooks: English Language Textbooks in Iranian Secondary School

2009 ◽  
Vol 40 (4) ◽  
Author(s):  
Mahdi Dahmardeh
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Teaching Profession ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Before And After ◽  
Language Textbooks ◽  
Iranian Context ◽  
Textbook Design

English language teaching materials (textbooks) play an important role in many language classrooms, but recently there have been a lot of debates within the English language teaching profession based on the actual role that materials play in teaching English as a foreign language. Arguments have encompassed both the potential and the limitations of materials used for 'guiding' students through the learning processes and curriculum as well as the needs and preferences of teachers who are using the textbooks that are available. Other issues that have arisen in recent years include textbook design and practicality, methodological validity, the role of textbooks in innovation, the authenticity of materials in terms of their representation of language, communicative textbooks, and balance in presenting the language skills as well as cultural components. The purpose of this article is to report the findings of a study carried out in 2006 into how Iranian textbooks could be made more communicative. The textbooks referred to are three English language textbooks, which are currently used in Iranian Secondary Schools. Although the work has been done within Iranian context, many suggestions could be applied to other foreign/second language situations. I will start my discussion by presenting an overview about the English language teaching in Iran, before and after the revolution. This will be followed by presenting the findings of this research that would include the Iranian ELT curriculum, the questionnaire survey (author's and teachers' perspectives as well as their discomfort will be addressed) as well as introducing the English language coursebooks for secondary schools in Iran (topic, progression, structure of the lessons, types of exercises etc.). I will then present a discussion on findings of this research which would be a detailed exemplary criticism and suggestions for changes to make the materials communicative. The findings of this explanatory case study revealed that there are many inconsistencies between the learners' needs, and the textbooks that are available for learning and teaching the English language though a few of them are reliable. The purpose of this research project is to recommend constructive changes, in order to make the textbooks more communicative as well as compatible with the students' and teachers' needs and expectations.

scholarly journals Language as a Socio-Cultural Phenomenon in the Native Language Teaching System of Basic and Secondary Schools

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 105-109
Author(s):  
Vilija Salienė
Keyword(s):  
Secondary Schools ◽  
General Education ◽  
Language Learning ◽  
National Culture ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Language Education ◽  
Analytical Description ◽  
Cultural Literacy ◽  
Cultural Phenomenon

The 2010–2014 strategy of schools that implement Lithuanian language general education programmes lists the key objectives and tasks of Lithuanian studies teaching and education as well as criteria for evaluating the results of implementation. It is stated in the strategy that when pupils perceive and create the Lithuanian language as their own, they strengthen their identity, self-esteem and dignity. The Lithuanian language curricula in secondary schools should therefore reflect the key provisions of the Lithuanian language education strategy. It is stated in the secondary education programme that in addition to general knowledge and skills in various academic subjects, secondary school should encourage socio-cultural literacy. Language learning in general education schools is one of the main fields of general education. Sociocultural literacy is understood in the programme as the development of social maturity, formation of national and civil identity, preparation for living in a multicultural world, development of tolerance towards cultural diversity, and development of trust in one’s own national culture. When the purpose of the Lithuanian language as an academic subject in basic schools is discussed, it is stated that one of its main tasks is to learn about the language as part of national culture, understand cultural traditions, and develop these traditions in a creative manner. The objective of the present article is to study what requirements for the analysis of language as a socio-cultural phenomenon are raised in the general curricula of basic and secondary schools and how the requirements raised correspond to the Lithuanian language teaching strategy in general education schools. To achieve this objective, the following tasks were set: 1) to discuss the topic of language as a socio-cultural phenomenon within the framework of the general Lithuanian language curricula in terms of content; 2) to analyse how curricula requirements and school textbooks reflect the provisions of the Lithuanian language curricula and Lithuanian language teaching strategy. The object of the research covers the general Lithuanian language curricula in secondary and basic schools, textbooks, and the Lithuanian language teaching strategy. The methods of the research include analysis of professional and methodological literature and analytical description methods.

scholarly journals Constraints on innovation in English language teaching in hinterland regions of China

2020 ◽  
pp. 136216882097985
Author(s):  
Neil Murray ◽  
Antony J. Liddicoat ◽  
Gavin Zhen ◽  
Penny Mosavian
Keyword(s):  
Language Proficiency ◽  
Urban Areas ◽  
English Language ◽  
Time Pressure ◽  
Language Teaching ◽  
Eastern China ◽  
Language Education ◽  
Political Influence ◽  
English Language Teaching ◽  
Chinese Government

Since the start of the twenty-first century, English has come to be seen by the Chinese government as a linchpin of its continued economic and political influence. Its resultant efforts to promote innovation in English language teaching align with the aspirations of a population, many of whom regard competency in English as a determiner of opportunity and success in their careers, and thus a vehicle through which to provide a good quality of life for themselves and their families. However, despite government-driven initiatives to improve English language education, change has been slow to materialize, especially outside of the main urban areas of Eastern China. Here, we report on a study that sought to explore the constraints governing attempts by teachers of English to innovate in universities located in some of the so-called ‘hinterland’ regions of Southwestern China. Key determinants that emerged, and which we discuss, included time pressure and competing priorities; scepticism towards new ideas; lack of investment in resources; the primacy of the textbook; students’ language proficiency; and opportunities for professional development. Together, these findings indicate the need for a change of culture if innovation is to be welcomed, both in principle and in practice, as a driver of positive change in the teaching of English in these universities. Teachers, their line managers, and university senior managers need to feel willing and able to engage freely in constructive and informed discourse, and in doing so consider recalibrating institutional priorities, thereby helping reconcile the pressures and tensions currently experienced by English language teachers and which impede progress.

A Study of Localization of Task-Based Language Teaching in China

2020 ◽  
Vol 43 (2) ◽  
pp. 205-218
Author(s):  
Chunyan Liu ◽  
Rui Guo
Keyword(s):  
Secondary Schools ◽  
Language Teaching ◽  
Language Assessment ◽  
Theory And Practice ◽  
Front Line ◽  
Classroom Strategies ◽  
Chinese Characteristics ◽  
Willingness To Use

Abstract In view of a series of challenges since Task-Based Language Teaching (TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness to use TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, and propose to construct localized TBLT theory and practice with Chinese characteristics.

ACTUAL ISSUES OF THE STATE LANGUAGE TEACHING

2021 ◽  
Vol 4 (6) ◽  
pp. 43-47
Author(s):  
Xalima Yuldasheva ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Language Teaching ◽  
Language Education ◽  
The State ◽  
Higher Education System ◽  
Future Leaders ◽  
Human Spirituality ◽  
State Language ◽  
Formal Style

This article analyzes the current issues of teaching the state language and solutions of teaching problems. Especially in the system of higher education, the meaning of scientific methodsand terms is revealed that bring students closer to the language of their specialization. Particular attention is paid to the importance of language education for the development of human spirituality and the improvement of methods of teaching languages. The higher education system prepares not only qualified specialists,but also future leaders. Future leaders will need to master and master formal style literacy. Therefore, a deep study of the official style -the Munshaot language is required. It is important to pay attention to documents that belong to a person, institution, enterprise

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