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Language Education

Controversies, Observations and Proposals

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Edited By Danuta Stanulewicz, Karolina Janczukowicz and Małgorzata Rocławska-Daniluk

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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Which English for the Polish EFL classroom? The presence of varieties other than British English in Poland’s secondary and tertiary education (Maciej Rataj)

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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

Maciej Rataj

University of Gdańsk

Abstract: This chapter attempts to answer the question why Polish schools teach exclusively British English and to what extent other varieties, such as American English or the simplified version of English called Lingua Franca Core, could serve as models in TEFL at the high school and college level. It analyzes the prevalence of British English in a number of coursebooks published for Polish schools since the mid-twentieth century and attempts to find features of other varieties there as well. Then, it discusses studies of learner attitudes to accents which again show that British pronunciation (especially RP) is the most popular standard to which students aspire. Finally, it gathers a number of linguistic and extralinguistic arguments for the adoption of a new model or leaving the traditional one.

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