Controversies, Observations and Proposals
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.
Tutorial as a quality teaching methodology at the Faculty of Languages at a Polish university (Beata Karpińska-Musiał)
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Tutorial as a quality teaching methodology at the Faculty of Languages at a Polish university
University of Gdańsk
Abstract: In this chapter, the notion of academic tutoring will be discussed in the context of pre-service Foreign Language Teachers’ academic education. Special attention will be paid to the multilayered meaning of quality in education, seen in a contemporary discourse both as a statistically measured frame of standards, aims and effects to be reached and, as the author postulates, effects of teaching based on humanistic values, beliefs, perseverance and epistemological awareness of academic tutors. In order for FL teachers to perform quality teaching, a vast array of their competencies need to be reconstructed by adding task commitment and missionary service paid to students. The chapter discusses several important aspects in the process of quality teaching implementation, such as components of a “Quality Teaching Model”, the issue of autonomy, the clash between a neoliberal, market-driven mission of a university and its traditional function of seeking scientific truth. Finally, the chapter also shows the first examples of where tutoring has already become institutionalized or practiced in Polish HE institutions.
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