Wyniki wyszukiwania - Biblioteka Nauki

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On-record politeness in trans-cultural writer-reader communication in academic discourse: A case of a reply to article

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Nijakowska J.

Lodz Papers in Pragmatics

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2013

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tom 9

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nr 2

225-244

EN

The paper discusses the preliminary results of a pilot exploratory study concerning on-record politeness strategies used by academics to soften criticism of scientific performance of other scholars and deal with judgmental opinions in relation to their own research findings. The study uses the apparatus offered by the politeness theory to get insight into the trans-cultural writer-reader communication in written academic discourse, namely, in reply to/response to articles. Methodologically, the study draws from the classic framework of linguistic politeness (Brown and Levinson [1978]/1987) with reformulations (Bousfield 2008) in order to identify ways of showing polite (dis)agreement in academic writing (Myers 1989; 1992). The paper focuses on the general selection of and preference towards particular on-record politeness strategies used for conflict management (mitigation, resolution) and face redress in replies to.

2

Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes

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Nijakowska J.

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2022

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nr 58/2

161-178

EN

The study was conducted in a group of second year university students – pre-service teachers of English as a foreign language (EFL). The aim of the study was to investigate how the trainee teachers’ participation in a compulsory SEN-dedicated course delivered online impacted their self-reported concerns and preparedness to implement inclusive teaching practices with foreign language (FL) learners with special educational needs (SEN). A semester-long course was designed and conducted as part of emergency remote instruction during the COVID-19 pandemic. Data was collected online via before and after course questionnaires. Principal component analysis of the preparedness and concerns scales led to a two-factor (F1 – self-efficacy beliefs and knowledge and F2 – attitudes) and a single factor solution (concerns) respectively. The pre- (N=113) and post-course (N=86) online survey responses were compared with regard to all the factors. The analysis showed that the participants’ post-course attitudes were more positive than at the beginning of the course, but the difference was not statistically significant. We observed a statistically significant increase in the trainee teachers’ post-course self-efficacy beliefs and knowledge of inclusion and SEN, with a large effect size. This change was paired with a statistically significant increase in their post-course concerns, with medium effect size for the change. A series of one-way MANOVAs showed that the effect of demographic variables (gender, teaching experience other than during practicum, experience with learners with SEN) on all factors across the two datasets was not statistically significant.

3

Inclusion and Accessibility in Teacher Education

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Nijakowska J. , Guz E.

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2024

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nr 62/1

43-60

EN

The paper focuses on counteracting discrimination and exclusion in language teacher education by course design which is supportive and inclusive for all students. It also stresses the role of appropriate teacher training in boosting teachers’ sense of preparedness, self-efficacy beliefs and favourable attitudes towards inclusion and accessibility in language education. It promotes inclusive pedagogy (Florian, Black-Hawkins, 2011; Black-Hawkins, Florian, 2012; Florian, Spratt, 2013) and Universal Design for Learning (UDL) (Meyer, Rose, Gordon, 2014; CAST, 2018; Torres, Rao, 2019; Novak, 2022) which allow avoiding stigmatisation and marginalisation of students with diverse needs. The paper uses the SCALED course, developed both for initial teacher education (ITE) and continuing professional development (CPD) of language teachers, as an example of good practice. It provides exemplary solutions which promote effective inclusion by increasing accessibility for students with various needs (including special needs and disabilities) through the universal design the course. The paper presents examples of universal design in relation to the course elements such as the goals, structure, tasks, content, materials, ways of providing feedback and conducting assessment.

4

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

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Nijakowska J. , Tsagari D. , Spanoudis G.

Studies in Second Language Learning and Teaching

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2020

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tom 10

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nr 4

779-805

EN

The aim of this study was to validate a 24-item TEPID (Teachers of EFL Preparedness to Include Dyslexics) scale measuring the beliefs of 546 pre-service and in-service teachers of English as a foreign language (EFL) across three countries (Cyprus, Greece, and Poland) on their preparedness to include learners with dyslexia in mainstream foreign language (FL) classes. Principal component analysis of the scale led to a two-factor structure, that is, knowledge and self-efficacy in implementing inclusive instructional practices with dyslexic EFL learners, and stance towards inclusion. The analysis of measurement invariance confirmed the generalizability of the TEPID across all subgroups and allowed valid comparisons between factor variances and covariances. The scale is a useful tool for investigating perceived teacher preparedness to include dyslexic learners and variables that influence TEPID, comparing the results across countries, and designing tailored pre-service and in-service training schemes on inclusion.