Aspects of Physical and Cultural Embodiment in Language
Edited By Marek Kuźniak, Bożena Rozwadowska and Michał Szawerna
This volume has its origins in an international conference on emotions organized by the Polish Association for the Study of English and held at the University of Wrocław in April 2015. In the course of the conference, it became clear that emotions are productively explored with relation to motion for the reason that emotion(s) and motion(s) constitute profoundly intertwined dimensions of physical and cultural embodiment reflected in language. The relationship between motion(s) and emotion(s) became the underlying theme of this volume, which comprises nineteen contributions presenting exploratory and applicative accounts of (e)motion(s) situated in topical research areas of linguistic theory, second language acquisition, and translation studies.
The mastery of communication in the bilingual classroom
Abstract: Communication is probably the most important human action. It is the basic means of interacting with the world we live in, since it enables us to transmit our thoughts, vital needs, ideas, and feelings. On the other hand, although human beings have many characteristics in common, each of us is a unique individual. Thus, when talking about children and education, we should try to avoid the provision of equal education, but bet for an individualized one. In this sense, Process Communication Model (PCM ™) is a model of communication that helps teachers to gain a deep insight into their students’ personality profile by identifying their needs, feelings, and emotions. In other words, it enables educators to reach a deep understanding of the students and, consequently, to find out how to communicate with them effectively. Additionally, the method allows educators to detect potential behaviour conflicts due to stress sequence by providing them with useful tools to return to an effective communication (Bradley, Pauley & Pauley 2006). In this paper, we will analyse some of the main elements of PCM as well as the benefits of its application to the educational system. In the second part of this study, we will analyse the practical experience of the implementation of the model in combination with current methodologies of Cooperative Learning and Multiple Intelligences within the context of the educational approach referred to as Content Language Integrated Learning (CLIL).
Keywords: communication, education, emotions, PCM, Multiple intelligences, Cooperative Learning, CLIL
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