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Współkonstruowanie znaczenia w dyskursie metajęzykowym na lekcji języka obcego

100%

Szymankiewicz K.

nr 38/2

183-200

Metalinguistic discourse is the most common type of foreign language class-room discourse. It is commonly used by teachers in order to give explana-tions on language use, forms and meanings. While teachers dominate in this kind of discourse, students seem to remain passive. How can we promote students’ communicative and cognitive activity? This article focuses on teach-ers’ and learners’ strategies for negotiation of meaning in the case of written input. An analysis of four lessons of French as a foreign language recorded in a secondary bilingual school in Warsaw was carried out in order to reveal the metalinguistic strategies that enhance the discursive co-operation between the participants and, in this way, co-construction of meaning.

KOMPETENCJA RÓŻNOJĘZYCZNA W POCZĄTKOWYM KSZTAŁCENIU NAUCZYCIELI

63%

Szymankiewicz K. , Kucharczyk R.

nr 45/1

73-86

Modern language policy in Europe has put forward the concept of multilingualism,and with this plurilingual competence. The definitions of both phenomenacan be found in numerous documents of the Council of Europe, especiallyin the Common European Framework of Reference for Languages.The authors of this document describe multilingual communication in somedetail, where the native speaker user is beyond the scale. A lot of attention iscurrently being given to issues of multilingualism in education, with numerousarticles, suggestions for teaching activities and tools to develop related skills.This article raises the question of the preparation of future teachers of languageswhich will be taught as the second foreign language (L3) and how plurilingualcompetence can be developed in the classroom. The study, conductedamong students of Romance languages answers the following questions.Are students, who are future L3 language teachers, adequately preparedto develop plurilingual competence in their students? Do they have theappropriate knowledge and practical skills to do this? What are their beliefsregarding the role of different languages when teaching the L3 target language?

MAPY MYŚLI JAKO NARZĘDZIE BADANIA REPREZENTACJI SPOŁECZNYCH WIELOJĘZYCZNOŚCI – PRZYPADEK PRZYSZŁYCH NAUCZYCIELI JĘZYKA FRANCUSKIEGO

63%

Szymankiewicz K. , Kucharczyk R.

nr 47/2

187-203

Mind mapping is primarily a learning technique based on creating pictorial notes (Buzan 2003). In the present article, mind maps were used as a tool for the study of social representations, so as to investigate a broad spectrum of ideas, beliefs, and values related to multilingualism. The study involved a group of French Philology students training to become teachers of the French language, and its aim was to determine the extent to which their initial representations of multilingualism were consistent with the theoretical assumptions of the Council of Europe’s language policy. This policy encourages teachers of foreign languages to develop multilingual competence among students. The analysis of mind maps and the transcription of the group interview leads to the conclusion that the respondents show some areas of ignorance and stereotypical beliefs that should be reflected upon in the course of their further education preparing them to the teaching profession.