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Dialog interkulturowy na lekcji języka angielskiego w kontekście polskim

100%

Sobkowiak P.

nr 38/1

107-128

This article attempts to persuade the reader that in order to prepare our learners for using foreign languages (FL) efficiently in the global, multicultural world, FL pedagogy needs to reconsider its long-established goals of teaching and adopt a more openended, intercultural (IC), processoriented approach. Thus, the objective of language training, apart from the traditional work on the four skills, should be raising awareness of difference and diversity between representatives of various cultures and engaging learners in the process of decentering, acquiring desirable attitudes to otherness, fostering empathy, developing their ability to mediate, promoting tolerance, and benefiting rather than suffering from IC experience. The dialogic approach, which will be discussed in the paper, seems to be tailormade to achieve this. In the empirical part of the article, the author reports the results of qualitative research which involved observations of English lessons in several high schools in Poznań, Poland. The study aimed at answering the questions whether and to what degree a homogeneous FL classroom in Poland is conducive to developing IC sensitivity and competence. The results demonstrate that IC dialogue plays a marginal role and teachers do not engage learners in discussion, analysis or reflection about the interrelationships between language, identity, culture and communication. If culture appears in the classroom, it is taught in a very traditional way, namely it is limited mostly to transferring declarative knowledge about various aspects of foreign culture/s.

Cross-cultural perspective of FL teaching and learning in the Polish context

100%

Sobkowiak P.

2012

tom 2

nr 4

527-541

This study examines whether learners’ capacity to use a foreign language (FL) successfully in the global world is developed in the FL classroom in Polish high schools. The article reports results of the quantitative research which aimed at assessing whether and to what extent homogeneous FL classes in Poland are conducive to developing learners’ intercultural (IC) sensitivity and competence. The results obtained from the two study samples, namely learners and teachers, are contradictory: In the students’ opinion, IC teaching/learning plays a marginal role, whereas the teacher respondents claim they practice IC teaching moderately. Thus, to be able to get a broader picture of IC teaching/learning in Poland the current research should be complemented by a separate qualitative study, that is, lesson observations and interviews with teachers and students. Only then could more valid conclusions be drawn.

Negocjowanie programu nauczania języka obcego z uczniami w Polsce

100%

Sobkowiak P.

nr 33

143-156

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.