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Productive Foreign Language Skills for an Intercultural World

A Guide (not only) for Teachers


Edited By Michal Paradowski

The past two decades have created quantitatively higher and qualitatively different demands for foreign language skills. Learners’ needs, expectations and contexts of language use have undergone radical and far-reaching transformations. This collection of essays by experienced educators, teacher trainers and researchers from diverse linguistic, cultural and professional settings offers a fresh perspective on the aspects and ways of teaching skills which are crucial to contemporary language instruction, especially at the more advanced stages, but which have oftentimes been unjustly neglected in the classroom. The book discusses issues ranging from approaches to teaching, contexts of instruction, testing and assessment to curriculum development and technology in the classroom.
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European Portfolio for Student Teachers of Languages and the Development of Professional Awareness: An Intercultural Approach Perspective



The European portfolio for student teachers of languages (EPOSTL) (Newby et al., 2007) was designed as a self-assessment tool, as well as a means to stimulate reflection on the student teachers’ didactic knowledge and skills necessary to teach languages. We will scrutinize the aims set by the authors of the EPOSTL and see whether the students perceive it as “an instrument to promote professional growth through reflection and dialogue” and “a means of enhancing autonomous learning.” Furthermore, we will examine the self-assessment section and select the most relevant descriptors of competences related to intercultural language teaching. Finally, we will discuss to what extent the EPOSTL enhances the future teachers’ development to perform the role of intercultural mediators in a growing multilingual and multicultural environment.

Keywords: intercultural competence, teacher education, didactic competences, language policy, portfolio

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