This collection of papers explores various issues in English language teaching in Poland, mainly at the secondary and tertiary levels. The topics include Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and e-learning. It also explores language education from the perspective of cognitive linguistics.
This collection of papers explores various issues in English language teaching in Poland, mainly at the secondary and tertiary levels. The topics include Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and e-learning. The contributions also deal with teaching public speaking, pronunciation and writing. The contributors explore language education from the perspective of cognitive linguistics and propose solutions concerning English for Specific Purposes (Technical Writing in English and Maritime English) as well. The book also investigates teaching not only languages but also, inter alia, geography and linguistics, concentrating on the use of metaphors, prototypes and cognitive models.
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Controversies, observations and proposals in language education: An introduction |
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7 | (4) |
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Controversies and questions |
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Some critical remarks on the current state of English language education at Polish senior secondary schools |
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11 | (16) |
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Content and Language Integrated Learning (CLIL): An administrative directive or educational opportunity? |
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27 | (18) |
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Which English for the Polish EFL classroom? The presence of varieties other than British English in Poland's secondary and tertiary education |
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45 | (14) |
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Tutorial as a quality teaching methodology at the Faculty of Languages at a Polish university |
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59 | (18) |
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Non-native bilingual family configurations |
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77 | (14) |
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Observations and proposals |
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Public speaking as a tool in developing oral skills |
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91 | (8) |
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Towards a native speaker like pronunciation: Challenging aspects of English pronunciation for Polish learners and ways of dealing with them: The English vowels |
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99 | (20) |
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Why do Poles fail to produce Polish sounds in foreign words? |
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119 | (12) |
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Implementing a process-writing approach in a Polish academic setting: An examination of processes and learning outcomes |
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131 | (42) |
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Effective use of e-learning in language education |
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173 | (14) |
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Teaching Maritime English: Selected aspects |
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187 | (12) |
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An inquiry into happening in school education: Some of the questions it poses to teaching English as a foreign language in schools |
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199 | (16) |
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A Directed Utterance as a Personal Educational Event and a Tool for Seamlessness Between (L1 and L2) reception and production |
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215 | (14) |
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The cognitive linguistics perspective |
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Explanatory metaphors and the matryoshka phenomenon |
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229 | (14) |
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Some remarks on experiencing and sharing meaning in L2 |
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243 | (10) |
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Prototypes and their educational role in animated films for children: A case study of CARS |
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253 | (10) |
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Cognitive models and language education: Towards a cognitively-oriented coursebook |
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263 | (10) |
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| Author Index |
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273 | (6) |
| Subject Index |
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279 | |
Danuta Stanulewicz holds a Ph.D. and D. Litt. in general linguistics. She is employed at the Institute of English and American Studies, University of Gdask, Poland. Her interests include semantics, pragmatics and sociolinguistics as well as language acquisition.
Karolina Janczukowicz is Assistant Professor at the Institute of English and American Studies at the University of Gdask, Poland. Her academic interests include psycholinguistics, public speaking and teaching English pronunciation.
Magorzata Rocawska-Daniluk is Professor at the Department of Speech and Language Therapy at the University of Gdask, Poland. She is also a speech therapist and teacher trainer. Her research interests are language development, language awareness in multilingual contexts and speech pathology.
