"Text-image-music: crossing the borders" brings together a diverse body of scholars in ... more "Text-image-music: crossing the borders" brings together a diverse body of scholars in a genuinely interdisciplinary and wide-ranging volume. This deliberate bricolage finds its unifying force in the erudition of contributing authors and their shared appreciation for the work and investigations of Professor Elżbieta Chrzanowska-Kluczewska, to whom this collection is dedicated. Tackling topics spanning narrativity, various modes of literary expressions, intersemiotic translation and multimodal communication, the volume contributes to interdisciplinary scholarship in the humanities
In our day and age it is perhaps odd that some students, after 7 years of English, profess to bei... more In our day and age it is perhaps odd that some students, after 7 years of English, profess to being elementary learners of a language: The Council of Europe suggests that 240 hours of study is enough to progress from A1 to B1. When questioned, most students give in justification the plea ‘but I didn’t learn anything at High School’. But is this really the case? Are high schools really that bad? In 2005 the eclectically translated Supreme Chamber for Control (NIK) conducted an audit of the tuition of Modern Foreign Languages in Poland which had some startling results. Almost half of the schools audited (49.3%) were found to be employing teachers who did not meet the educational and linguistic standards set by the auditor and 85% of institutions were guilty of some kind of irregularity. Even basic issues such as materials were found to be wanting, with 20% using a handbook that was unacceptable or unsuitable for the group. Overall, only 1 in every 7 schools met the requirements set by...
Environmental ethics has long been the poor relation to its more glamourous counterparts in bioet... more Environmental ethics has long been the poor relation to its more glamourous counterparts in bioethics, namely medical and animal ethics. However, as this article will argue, a number of issues in medical bioethics require a broader environmental context in order to fully understand them. The different dominant perspectives in bioethics, from utilitarianism to virtue ethics, offer compelling accounts and arguments for and against issues from stem cell research to human augmentation but they are frequently deadlocked as they encounter competing accounts which also claim to have similar weight. Attfield’s practice-consequentialism, however, adds two crucial aspects to be considered when making any deontic decisions: the impact upon the environment and upon future generations, with both united by the key concept of flourishing. This ecocentric perspective, this paper argues, will not only hold its own against other traditional accounts but it will also shed light on the often unconsider...
The issue of Native-Speakerism periodically rears its head in English Language Teaching and the p... more The issue of Native-Speakerism periodically rears its head in English Language Teaching and the profession as a whole is riven by a perceived split between “Native English Speaker Teachers” or NEST and “Non-Native English Speaker Teachers” or NNEST. Whilst in the early days of ELT there was a considerable bias towards the former and being a “native” enjoyed a considerable cachet, this article claims that the reality has changed dramatically and now we are only divided by the terms we use to describe ourselves rather than the reality. Drawing on data provided by Cambridge English and the author’s own research, the article examines the claims of Marek Kiczkowiak with regard to initial teacher training programmes and finds them based on an outmoded and outdated picture of the profession and the programmes themselves. Finally, the article argues for the reappropriation of the term native in order to end the harmful NEST/NNEST dichotomy in ELT.
Multidisciplinary Journal of School Education, 2020
In a society which is increasingly visual, and the teaching of history and critical thinking so i... more In a society which is increasingly visual, and the teaching of history and critical thinking so important in an age of post-truth and fake news, the words of the Swedish poet, Linn Hansén, seem particularly apt: what is history, is what is illustrated. The images found in history coursebooks help learners to imagine the past, providing a visual aid to support learning, but they can also be used to foster critical thinking by treating the images as historical sources in themselves. This paper presents the results of a pilot study conducted on the functions of images contained in Polish and British history coursebooks using a proprietary paradigm developed on the basis of existing scholarship in English Language Teaching. It shows that the pedagogical functions of images in history coursebooks vary greatly between the two educational contexts. In Britain, images are typically treated as historical sources in themselves, whilst in Poland they typically perform more of a decorative func...
Multidisciplinary Journal of School Education, 2020
In a society which is increasingly visual, and with the teaching of history and critical thinking... more In a society which is increasingly visual, and with the teaching of history and critical thinking being important in an age of post-truth and fake news, the words of the Swedish poet Linn Hansén seem particularly apt: “what is history is what is illustrated”. The images found in history coursebooks help learners to imagine the past, providing a visual aid to support learning, but they can also be used to foster critical thinking by treating the images as historical sources in themselves. This paper presents the results of a pilot study on the functions of images in Polish and British history coursebooks using a proprietary paradigm based on existing scholarship in English Language Teaching. It shows that the pedagogical functions of images in history coursebooks vary greatly between the two educational contexts. In Britain, images are typically treated as historical sources in themselves, whilst in Poland they typically perform more of a decorative function. The paper closes with a number of recommendations for further research and publishers of history coursebooks.
Keywords: visual culture, Polish & British educational contexts, history teaching, ELT, critical thinking
The nature, sources and amount of information available to young people have changed dramatically... more The nature, sources and amount of information available to young people have changed dramatically in recent years, with profound consequences for educators and students alike. This chapter explores the origins of this phenomenon, together with some of the main consequences, before moving on to advocate the utilization of Active Learning techniques to overcome them and bridge the generational gap that is emerging. It takes as its inspiration the late Robert Pirsig’s notion of craftsmanship as a metaphor for educators and students. Keywords: Millennials; active Learning; Robert Pirsig; Generation Gap
Metaphor, allusion and simile are powerful tools when providing teachers with feedback on their l... more Metaphor, allusion and simile are powerful tools when providing teachers with feedback on their lessons. They serve to diffuse tension, make non-confrontational analogies possible and frequently present teachers with a fresh perspective on their practice. Given the cultural saturation of Shakespeare and the fact that most teachers will have read or encountered Shakespeare at some point or in some form in their careers, he makes an excellent international and intercultural resource. Furthermore, his own wealth of metaphors and figurative language reinforces his potential as a mine from which to draw comparisons, derive allusions and analogies and extract similes. This paper, having made the case for using Shakespeare in such a fashion, will explore some of the most useful features and present some practical examples.
"Text-image-music: crossing the borders" brings together a diverse body of scholars in ... more "Text-image-music: crossing the borders" brings together a diverse body of scholars in a genuinely interdisciplinary and wide-ranging volume. This deliberate bricolage finds its unifying force in the erudition of contributing authors and their shared appreciation for the work and investigations of Professor Elżbieta Chrzanowska-Kluczewska, to whom this collection is dedicated. Tackling topics spanning narrativity, various modes of literary expressions, intersemiotic translation and multimodal communication, the volume contributes to interdisciplinary scholarship in the humanities
In our day and age it is perhaps odd that some students, after 7 years of English, profess to bei... more In our day and age it is perhaps odd that some students, after 7 years of English, profess to being elementary learners of a language: The Council of Europe suggests that 240 hours of study is enough to progress from A1 to B1. When questioned, most students give in justification the plea ‘but I didn’t learn anything at High School’. But is this really the case? Are high schools really that bad? In 2005 the eclectically translated Supreme Chamber for Control (NIK) conducted an audit of the tuition of Modern Foreign Languages in Poland which had some startling results. Almost half of the schools audited (49.3%) were found to be employing teachers who did not meet the educational and linguistic standards set by the auditor and 85% of institutions were guilty of some kind of irregularity. Even basic issues such as materials were found to be wanting, with 20% using a handbook that was unacceptable or unsuitable for the group. Overall, only 1 in every 7 schools met the requirements set by...
Environmental ethics has long been the poor relation to its more glamourous counterparts in bioet... more Environmental ethics has long been the poor relation to its more glamourous counterparts in bioethics, namely medical and animal ethics. However, as this article will argue, a number of issues in medical bioethics require a broader environmental context in order to fully understand them. The different dominant perspectives in bioethics, from utilitarianism to virtue ethics, offer compelling accounts and arguments for and against issues from stem cell research to human augmentation but they are frequently deadlocked as they encounter competing accounts which also claim to have similar weight. Attfield’s practice-consequentialism, however, adds two crucial aspects to be considered when making any deontic decisions: the impact upon the environment and upon future generations, with both united by the key concept of flourishing. This ecocentric perspective, this paper argues, will not only hold its own against other traditional accounts but it will also shed light on the often unconsider...
The issue of Native-Speakerism periodically rears its head in English Language Teaching and the p... more The issue of Native-Speakerism periodically rears its head in English Language Teaching and the profession as a whole is riven by a perceived split between “Native English Speaker Teachers” or NEST and “Non-Native English Speaker Teachers” or NNEST. Whilst in the early days of ELT there was a considerable bias towards the former and being a “native” enjoyed a considerable cachet, this article claims that the reality has changed dramatically and now we are only divided by the terms we use to describe ourselves rather than the reality. Drawing on data provided by Cambridge English and the author’s own research, the article examines the claims of Marek Kiczkowiak with regard to initial teacher training programmes and finds them based on an outmoded and outdated picture of the profession and the programmes themselves. Finally, the article argues for the reappropriation of the term native in order to end the harmful NEST/NNEST dichotomy in ELT.
Multidisciplinary Journal of School Education, 2020
In a society which is increasingly visual, and the teaching of history and critical thinking so i... more In a society which is increasingly visual, and the teaching of history and critical thinking so important in an age of post-truth and fake news, the words of the Swedish poet, Linn Hansén, seem particularly apt: what is history, is what is illustrated. The images found in history coursebooks help learners to imagine the past, providing a visual aid to support learning, but they can also be used to foster critical thinking by treating the images as historical sources in themselves. This paper presents the results of a pilot study conducted on the functions of images contained in Polish and British history coursebooks using a proprietary paradigm developed on the basis of existing scholarship in English Language Teaching. It shows that the pedagogical functions of images in history coursebooks vary greatly between the two educational contexts. In Britain, images are typically treated as historical sources in themselves, whilst in Poland they typically perform more of a decorative func...
Multidisciplinary Journal of School Education, 2020
In a society which is increasingly visual, and with the teaching of history and critical thinking... more In a society which is increasingly visual, and with the teaching of history and critical thinking being important in an age of post-truth and fake news, the words of the Swedish poet Linn Hansén seem particularly apt: “what is history is what is illustrated”. The images found in history coursebooks help learners to imagine the past, providing a visual aid to support learning, but they can also be used to foster critical thinking by treating the images as historical sources in themselves. This paper presents the results of a pilot study on the functions of images in Polish and British history coursebooks using a proprietary paradigm based on existing scholarship in English Language Teaching. It shows that the pedagogical functions of images in history coursebooks vary greatly between the two educational contexts. In Britain, images are typically treated as historical sources in themselves, whilst in Poland they typically perform more of a decorative function. The paper closes with a number of recommendations for further research and publishers of history coursebooks.
Keywords: visual culture, Polish & British educational contexts, history teaching, ELT, critical thinking
The nature, sources and amount of information available to young people have changed dramatically... more The nature, sources and amount of information available to young people have changed dramatically in recent years, with profound consequences for educators and students alike. This chapter explores the origins of this phenomenon, together with some of the main consequences, before moving on to advocate the utilization of Active Learning techniques to overcome them and bridge the generational gap that is emerging. It takes as its inspiration the late Robert Pirsig’s notion of craftsmanship as a metaphor for educators and students. Keywords: Millennials; active Learning; Robert Pirsig; Generation Gap
Metaphor, allusion and simile are powerful tools when providing teachers with feedback on their l... more Metaphor, allusion and simile are powerful tools when providing teachers with feedback on their lessons. They serve to diffuse tension, make non-confrontational analogies possible and frequently present teachers with a fresh perspective on their practice. Given the cultural saturation of Shakespeare and the fact that most teachers will have read or encountered Shakespeare at some point or in some form in their careers, he makes an excellent international and intercultural resource. Furthermore, his own wealth of metaphors and figurative language reinforces his potential as a mine from which to draw comparisons, derive allusions and analogies and extract similes. This paper, having made the case for using Shakespeare in such a fashion, will explore some of the most useful features and present some practical examples.
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Papers by Aeddan Shaw
This paper presents the results of a pilot study on the functions of images in Polish and British history coursebooks using a proprietary paradigm based on existing scholarship in English Language Teaching. It shows that the pedagogical functions of images in history coursebooks vary greatly between the two educational contexts. In Britain, images are typically treated as historical sources in themselves, whilst in Poland they typically perform more of a decorative function. The paper closes with a number of recommendations for further research and publishers of history coursebooks.
Keywords: visual culture, Polish & British educational contexts, history
teaching, ELT, critical thinking
Keywords: Millennials; active Learning; Robert Pirsig; Generation Gap
This paper, having made the case for using Shakespeare in such a fashion, will explore some of the most useful features and present some practical examples.
This paper presents the results of a pilot study on the functions of images in Polish and British history coursebooks using a proprietary paradigm based on existing scholarship in English Language Teaching. It shows that the pedagogical functions of images in history coursebooks vary greatly between the two educational contexts. In Britain, images are typically treated as historical sources in themselves, whilst in Poland they typically perform more of a decorative function. The paper closes with a number of recommendations for further research and publishers of history coursebooks.
Keywords: visual culture, Polish & British educational contexts, history
teaching, ELT, critical thinking
Keywords: Millennials; active Learning; Robert Pirsig; Generation Gap
This paper, having made the case for using Shakespeare in such a fashion, will explore some of the most useful features and present some practical examples.