This edited volume offers an insightful theoretical conceptualization of issues central to 21st century foreign language learning and teaching. Drawing on research results obtained in the fields of pedagogy, social psychology and sociology of education, this book provides a comprehensive practical exploration of issues experienced by researchers in Poland and in Europe, and which can easily find far-reaching implications in other educational contexts.
Part I, Focus on the Teacher, includes seven texts discussing topics relevant to teacher initial and in-service education, as well as the functioning of foreign language instructors in educational systems. The eight contributions included in Part II, Focus on the Learner, explore learner-internal and learner-external factors that affect the effectiveness of the language learning process.
The exploration of key contemporary topics and the wide range of methodologies applied make this book of high relevance to Second Language Acquisition scholars, teacher educators, teachers, and language education policy makers.
Daftar Isi
Chapter 1 : Introduction .- Part I: Focus on the teacher .- Chapter 2: Conflict prevention and management in language education.- Chapter 3: Reflexivity-Becoming: Lessons from reflective tasks .- Chapter 4: Verbal and nonverbal teacher affectivity in an EFL classroom: A pre-service teachers’ perspective.- Chapter 5: Teacher identity (re)construction in the process of EFL teacher education.- Chapter 6: Teacher feedback to writing of secondary school learners of English in the Polish classroom context .- Chapter 7: Exploring teacher engagement on the example of Polish FL teachers .- Chapter 8: The challenge of implementing CLIL in the Polish EFL educational context .- Part II: Focus on the learner .- Chapter 9: Current issues in FL learning and teaching in the context of the visually impaired learners .- Chapter 10: Fostering learner autonomy and intercultural learning through face-to-face mobility and Virtual Exchange – Pluri Mobil resources. – Chapter 11: Investigating the link between L2 Wt C, learner engagement and selected aspects of the classroom context .- Chapter 12: Dynamic relationships between lexical frequency levels in English L2 writing at secondary school – a learner corpus analysis.- Chapter 13: Empirical verification of the relationship between personality traits and EFL attainments.- Chapter 14: Language anxiety of older adults in an online and in-class EFL course: Results of a pilot study. – Chapter 15: Digital language learning strategies subject to change or not – post pandemic reflections.- Chapter 16 : Lights and shadows of studying online: University students’ perspective.s and self-perceived FL attainment.
Tentang Penulis
Małgorzata Baran-Łucarz holds a Ph D from the University of Wroclaw, which she has been affiliated to since 2004. In 1998-2013 she worked also as a teacher trainer at the Teacher Training College in Wrocław. She has published widely on IDs (anxiety, aptitude, motivation, personality, cognitive style, WTC) in relation to FL pronunciation acquisition and pronunciation pedagogy, teacher development and training. She is also interested in inclusive education and teaching older adults. At the moment she is involved in an Erasmus+ KA2 Strategic Partnership Project “Digital Tools for Inclusive Foreign Language Education”. For over two decades she has been conducting several courses and workshops for pre-and in-service EFL teachers.
Anna Czura – a researcher, academic teacher and teacher trainer. Her researchinterests centre around language assessment, intercultural competence, learning mobility, virtual exchange, CLIL and European language policy. She is an assistant professor in the Institute of English Studies at University of Wrocław. In 2019-2021 she was a post-doctoral researcher and Marie Curie fellow (MSCA IF) at the Department of Language and Literature Education and Social Science Education of the Autonomous University of Barcelona. She also acts as the Polish Ministry of Education expert who certifies published teaching materials for school use.
Małgorzata Jedynak is a researcher, academic teacher and teacher trainer in the Institute of English Studies at the University of Wrocław. She is a specialist in the pedagogy of blindness and visual impairments and a chair of TYFLO Research Group whose members conduct interdisciplinary research in the fields of language learning and teaching, typhlopsychology and special education in the context of blind and partially sighted learners. Her research interests revolve around typhlo-sciences (typhlopedagogy, typhlopsychology), EU language education policies, intercultural issues and teaching L2 pronunciation. Currently she is involved in the project “Comparative study of pre-pandemic and pandemic well-being of visually impaired learners of English”.
Anna Klimas is a researcher, academic teacher and teacher trainer. She holds a Ph D in Linguistics from the University of Wroclaw. Her research interests in the field of foreign language teaching concentrate on teacher education and professional development, learner and teacher motivation and autonomy, research methods used in classroom-based studies, developing 21st century skills as well as the application of new technologies in L2 instruction. Currently she is involved in Erasmus+ KA2 Strategic Partnership Project “Digital Tools for Inclusive Foreign Language Education”.
Agata Słowik-Krogulec is an assistant professor at the Institute of English Studies, at the University of Wrocław, Poland. She completed her Ph D on older adult learners’ and their teachers’ subjective theories related to foreign language education in later life. She is an applied linguist, teacher trainer as well as a CELTA and DELTA qualified teacher with more than ten years of experience in teaching various age groups, including learners at the age of 60 and older, at the University of the Third Age in Wrocław and in private language schools. Her principal research areas are: Foreign Language Geragogy (FLG, i.e. Foreign Language Learning and Teaching to Older Adults), Lifelong Learning, Individual Learner Differences, as well as the Age Factor and Positive Psychology in SLA.
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