Education

This research investigates the ways of implementing dual-language programs and the
schools’ internal procedures of evaluating them. Previous studies have examined the
effectiveness of bilingual programs (Genovesee et al. 2005; Howard et al. 2005; Krashen
2004). However, there is little still known about schools’ procedures that systematize the
organizational aspect of such programs. The Mixed Methods Research (MMR) approach was applied in this study to analyze data collected through questionnaires, interviews, and case studies. The results of the study were combined and interpreted together. They bore out that the schools that have not introduced an effective internal evaluation system need institutional support in the form of practical publications / guides, referring to the
organization of such programs, as well as in-house teacher and management training.
There are often no forms of such training or resources available. This calls for improvement.
Keywords: Evaluation, implementation, dual-language education programs, MMR

This multi-layered, learner-focused course is aimed at all university students, also those with disabilities (visually and hearing impaired), as it is compliant with the WCAG (Web Content Accessibility Guidelines) standards. Its goal is to promote diversity and inclusivity in English language education and to promote plurilingualism, deep learning and transferable knowledge and skills implementing the Pluriliteriacies Teaching for Deeper Learning (PTDL) designed by Meyer, Coyle, Halbach, (2015); Coyle, Meyer (2021). Where, ”a pluriliterate learner is one who has understanding of how language makes thinking and learning work and has experience in meaning-making, problem solving and being creative in more than one language, which is the right of all learners” (Coyle, 2019).
When working with students with disabilities, it needs to be remembered that there should be small class sizes, allowing students to work at their own pace and receive individual attention. The teacher should make sure that students can hear and understand what is being said. The instructions and activities should be displayed on the board as well as heard by the students. Some of the activities may be adapted or omitted if they are not achievable for the students. If students experience difficulties in speaking but can write, an online forum should be created, where they can chat during the lesson. Such forums could be facilitated by the teacher during, or after the lesson.


Notes for teachers

Given the nature of the course and its theoretical framework, the course is quite flexible in use. It is divided into three Modules (B1, B1/B2, B2 CEFR level and based on the CEFR level descriptors). There are five Parts in each Module, however, the time you spend on each one may differ depending on your context, since all learning contexts require a wide range of teaching approaches and a repertoire of strategies from teacher-based input to project-based learning through direct instruction to an inquiry-based model (Meyer, Imhof, Coyle, Banerjee, 2018).
The form-focus approach implemented in this coursebook places the main focus on language use for progressing knowledge and meaning-making. It is therefore recommended that this course is supported by an online self-study language course for students working only on their English language skills (grammar and vocabulary).
The Modules are designed for mixed ability classes where everyone should be able to work on their language level while being supported by their L1, L2 or L3. Dictionaries should always be available in the lessons. Since second language learners are often not aware of their learning strategies, therefore this course aims to promote such awareness in students, so that they are able to adapt their language learning strategies to the language tasks they’re working on.
It is recommended that students with disabilities work in groups with other students in class for continuous support, unless they prefer otherwise. Tasks should be modified and adapted by the teacher to fit students’ interests, individual learning needs and abilities.
As mentioned above, the goal of this course is to promote diversity and inclusivity in English language education and to promote plurilingualism, deep learning, skills and transferable knowledge by connecting to the real world. This can be achieved by building teacher-student learning partnerships, and by creating mutually negotiated pathways for learning with the students, which is why the content of the course is adaptable. Learners should be encouraged to reflect on their learning and to self-direct their learning through mentoring for learning, where learners will be encouraged to continuously assess and reflect upon their learning progress. The teacher will be able to assess students’ actual learning strategies through retrospective interviews and have conversations about completing tasks during the course. Learning Logs will be used for students to evaluate and plan their own learning paths. Those will also be used by the teacher to identify language learners’ learning strategies.
Since, the approach that will be used in this course is the Pluriliteriacies Teaching for Deeper Learning (PTDL) approach, the main genres in academic writing will be introduced with a particular emphasis on empathy writing for the social purpose by demonstrating / developing understanding and appreciation of the relevance of academic ideas by translating them into a non-academic register to communicate to a non-specialist readership (Nesi, Gardner, 2012: 42). Student’s understanding of content and specific literacies will be assessed based on their adequate communication and language use.
In language learning the process is more important than the product. Ellis and Sinclair (1989) suggest that learners can achieve their goals and become more effective learners by focusing their attention on the process, (on how to learn rather than what to learn) so that they can take on more responsibility for their own learning (Ellis and Sinclair, 1989). Therefore, in this course, narrative feedback, peer and self-assessment take priority over graded assignments. Assessment methods should be situated in specific instances of student engagement with learning activities; therefore, the scenario-based assessment of learning experiences is an additional type of assessment, which is implemented in this course after Units 3 and 5 of each Module. It should help the teacher to understand the effects and outcomes of learning activities and how they can be improved (Haynes, Spence, Lenze, 2009).

Monografia była recenzowana przez Prof. zw. dr hab. Hannę Komorowską oraz Prof. Marię Czerepaniak-Walczak. Fragmenty recenzji: Prof. zw. dr hab. Hannę Komorowskiej "Książkę na temat zintegrowanego nauczania przedmiotowo-językowego uważam za przydatną dla środowiska nauczycielskiego. Za uzasadnioną uważam także decyzję o napisaniu książki w języku polskim, co umożliwia korzystanie z niej nauczycielom różnych języków obcych, a także nauczycielom przedmiotów integrowanych z nauką języka, dyrektorom szkół i administracji oświatowej. Sądzę również, że w chwili obecnej obejmuje ona całośd tematów niezbędnych do omówienia w publikacji poświęconej temu zagadnieniu. Szczególnie wartościowe są w moim przekonaniu, przykłady praktyczne, sugestie i propozycje metodyczne." Prof. Maria Czerepaniak-Walczak "Poszukiwania dróg i sposobów poszerzania spektrum źródeł poznania i uczenia się zarówno uczniów jak i nauczycieli wyzwala cenne inicjatywy i ofert wsparcia. Do takich należy książka adresowana do nauczycieli przedmiotów ogólnokształcących, którzy podejmują trud kształcenia w języku innym, aniżeli język ojczysty. Zintegrowane kształcenie przedmiotowo-językowe (Content and Language Integrated Learning-CLIL) jest ważną, odważną i wymagającą ofertą edukacyjną, której efekty mają daleko idące konsekwencje. Stosowanie tej formy formalnej edukacji wymaga solidnych podstaw teoretycznych i metodycznych. CLIL jest atrakcyjnym przykładem integracji treści uczenia się przedmiotowego i językowego, równoczesnego poszerzania wiedzy o wybranych sferach rzeczywistości i kompetencji językowej. Z tego powodu każdy krok, każda rzecz, każde miejsce ma swoje ściśle uzasadnione teoretycznie miejsce w tym procesie. Jestem przekonana o znaczeniu tej książki, w której autorki rzeczowo uzasadniają i przejrzyście egzemplifikują integrowanie kształcenia przedmiotowego i językowego. Struktura książki jest przejrzysta i logiczna."

abstract: The aim of this article is to present author's concept of cross-curricular "SOFT CLIL" curricula using narrative thinking, dialogic approach and activation methods in relation to students' everyday life and their implementation by English languege teachers at lower and upper primary education in Poland. The paper presents research using data from teachers' reports on the implementation of "SOFT CLIL" teaching programmes. The collected data made it possible to draw conclusions about the teaching practice related to the use of the above mentioned teaching materials. This article shows that "SOFT CLIL" programmes support the teaching and learning of English in the primary schools. Thanks to the application of this educational approach, a higher level of students' engagement has been observed also during remotely delivered classes, as confirmed in the reports collected from the teachers. What is important, the implementation of these educational programmes had a significant impact on the (re)organisation of teachers' work by changing the way they perceive how to prepare for and conduct classes, which led to a variety of reflections in the teachers' final reports.
https://forumoswiatowe.pl/index.php/czasopismo/article/view/790

Exploring different ways of learning has always been crucial in higher education, and during the pandemic, where we have all been challenged by the necessity of using online tools, it has become indispensable. In this article, we would like to present data that has been gathered during the operation of an international Erasmus+ KA203 Strategic Partnership for Higher Education TEACUP project, which goal is to promote high-quality, evidence-based, sustainable solutions for the integration of the plurilingual/pluricultural approach into international foreign language education. The study aims to investigate in-and pre-service teachers' experiences when working with the TEACUP Modules in online synchronous courses, and in a blended learning environment. It was also our goal to know whether the specific learning outcomes were achievable for the students. Based on this research, the benefits of different types of course delivery were identified, as well as hindrances that interfered with the successful implementation, which were then taken into account during the evaluation process of the Modules.

Article linked to the project:
https://www.researchgate.net/project/Teacher-Culture-Pluri-TEACUP-Erasmus-KA203-Strategic-Partnership-for-Higher-Education

https://teacup-project.eu/site/
https://www.youtube.com/watch?v=9_sGfgDyyok

Pierwsze trzy rozdziały książki ilustrują przeprowadzoną przeze mnie gruntowną analizę literatury przedmiotu, która wnosi nową wiedzę dotyczącą szeroko rozumianego kształcenia językowego, ukazując ją przez pryzmat pojęcia pedagogiki językowej wzbogaconej o perspektywę pedagogiki krytycznej oraz lingwistyki edukacyjnej. Ukazują wielowymiarowość tego pojęcia, łącząc płaszczyznę różnojęzyczności, translingwalności, wieloalfabetyzacji (krytycznej) oraz kompetencji międzykulturowych wraz z praktykami multimodalnymi i różnojęzycznymi, wykorzystywanymi do współtworzenia programów kształcenia. Taka perspektywa może przyczynić się do rozwijania mądrości praktycznej i krytycznej oraz bycia refleksyjnym u osób uczących się. Mogłaby również być odpowiedzią na wyzwania dotyczące procesów nauczania i uczenia się języków obcych/drugich, które wynikają w dzisiejszym świecie z kulturowej i lingwistycznej różnorodności. Powyższe rozważania teoretyczne stały się dla mnie podstawą drugiego etapu badań, opisanego w rozdziale IV, który zaowocował stworzeniem kursu językowego dla studentów do nauki języka angielskiego pt. Inclusive, Plurilingual and Pluricultural Learning Environment for English Language Learning, opartego na dowodach naukowych oraz refleksji pedagogicznej dotyczącej projektowania kształcenia językowego oraz przeprowadzeniem badań wstępnych podczas zajęć ze studentami i weryfikacji postawionych założeń.
(ze wstępu)

https://wydawnictwo.dsw.edu.pl/books/zroznicowane_jezykowo_konteksty_edukacyjne_studium_pedagogiczno_transligwalne

This research investigates the ways of implementing dual-language programs and the schools' internal procedures of evaluating them. Previous studies have examined the effectiveness of bilingual programs (Genovesee et al. 2005; Howard et al. 2005; Krashen 2004). However, there is little still known about schools' procedures that systematize the organizational aspect of such programs. The Mixed Methods Research (MMR) approach was applied in this study to analyze data collected through questionnaires, interviews, and case studies. The results of the study were combined and interpreted together. They bore out that the schools that have not introduced an effective internal evaluation system need institutional support in the form of practical publications / guides, referring to the organization of such programs, as well as in-house teacher and management training. There are often no forms of such training or resources available. This calls for improvement.

The objective of this study was to bring bilingual materials design into a research-oriented framework by using an innovative materials design protocol, to make claims about the effectiveness of the protocol itself as well as the quality of the materials based on the evidence collected after the study. This pilot study with a group of lower-secondary bilingual content teachers was conducted in Poland. The findings of our study showed the adequacy of the use of the materials design protocol. However, the prepared lesson materials seem to serve an informative and instructional purpose rather than experiential and exploratory, which would be more desired in the context of independent learning and bilingual education, hence, the need for the adaptation of the protocol with a greater focus on differentiation in bilingual education.

Learning means understanding the positionality of the producers of knowledge and their power since they are those who reproduce a certain world view. If teacher education programs do not reflect issues faced by underrepresented populations, this may leave certain groups of students marginalized and cause higher drop-out rates. Hence, this study aimed to determine whether chosen Education Preparation Programs (EPPs) in Poland and Spain embed principles of critical pedagogy in their curriculum while preparing pre-service teachers for working in diverse educational environments. This study's methodology was replicated from the analysis done by Courville-Mayers & Figueroa-Flores (2020). Content analysis was used to determine the presence of critical pedagogy tenets developed by Giroux (revised in 2020) in the EPPs required courses' syllabi. The findings show that the distribution of the CP principles is uneven, and some of the tenets found no representation in the syllabi.

This article attempts to illustrate the process of incorporating a model of reflexivity into dual-language field research as an alternative method of scientific enquiry. It also contributes to the ongoing discussion regarding how to approach reflexivity in a methodologically consistent manner. The study is rooted in classical grounded theory and therefore it did not attempt to test or expand upon any existing or preconceived theory. However, it began with a research question on how mainstream curricula address the nature of minority cultural diversity. The research was conducted in primary schools in Texas in the United States, where dual-language curricula incorporate cultural aspects of students' backgrounds. An overt non-participant observation research technique was applied. The researcher was observing in an unobtrusive manner and making notes within the study environment. The codes and concepts emerging from the data were "put into dialogue" with the researcher's voice, existing concepts and knowledge. The dialogue took place before, during, and after data collection as part of a literature review, and later to discuss the concepts and categories that emerged from the data. A storyline is used here to present the findings and emerging theories. This study demonstrates that the use of the model of reflexivity in GT research strengthens the rigor of the research process and the development of the researcher.

Działania nauczycieli podejmujących próbę zmiany formy kształcenia na zajęciach z języka obcego-wdrażanie programów kształcenia "Soft CLIL" abstrakt: Celem artykułu jest przedstawienie autorskiej koncepcji międzyprzedmiotowych programów kształcenia "SOFT CLIL". Programy te wykorzystują myślenie narracyjne, podejście dialogowe oraz metody aktywizujące w odniesieniu do życia codziennego uczniów oraz ich implementacji przez nauczycieli anglistów na I oraz II etapie edukacyjnym w Polsce. W artykule zaprezentowano badania, w których wykorzystano dane z raportów nauczycieli, dotyczących wdrożenia programów nauczania "SOFT CLIL" w szkołach podstawowych. Zebrane dane pozwoliły wnioskować na temat praktyki nauczycielskiej związanej z wykorzystaniem owych materiałów dydaktycznych. Niniejszy artykuł pokazuje, iż programy "SOFT CLIL" stanowią ważne wsparcie w nauczaniu i uczeniu się języka angielskiego w szkołach podstawowych. Dzięki zastosowaniu omawianego podejścia w kształceniu, również w trakcie zajęć prowadzonych zdalnie, zaobserwowano większe zaangażowanie uczniów, co potwierdziły raporty zebrane od nauczycieli. Co istotne, wdrożenia, tychże programów kształcenia, miały istotny wpływ na (re)organizację pracy nauczycieli, zmieniając optykę patrzenia na sposób przygotowania się do zajęć oraz ich przeprowadzania. słowa kluczowe: program kształcenia, SOFT CLIL, edukacja międzyprzedmiotowa, język angielski, podejście narracyjne w edukacji językowej zapisanych w raportach końcowych.

Improving standards of academic tutoring and university students’ engagement and interest in the courses provided by the university have proven to be quite a demanding process during the COVID-19 pandemic. In this article, I would like to address some of the challenges and solutions that I found to academic tutoring concerning the backward design and problem-centered approach in the English language teaching and learning.

Can playing video games enhance creativity in EFL writing? What this research was about and why it is important Teachers often look for ways of providing authentic learning opportunities to foreign language learners. Students usually practice short forms of writing on given topics as they prepare towards their language exams. Moreover, there is little research on the dimension of digital technologies and creativity in FL classroom in terms of the writing skills, although it seems that video games can link students' daily activities with their school literacy practices. This study is a replication of the original study by Lee (2019) set in Korea. The replication involved university students from Poland and Spain. The results demonstrate that the use of a video game with an ambiguous storyline, Her Story, prompts discovery (specific curiosity) and could be a determining factor for producing original, quality ideas in writing even when holding a negative view of one's creativity.

A review of literature that underpinned the theoretical framework for materials design presented in this study contributed to the development of English language course through the lens of Critical Language Pedagogy (CLP) and the Pluriliteracies Teaching for Deeper Learning approach (PTDL). The purpose of the study was to gain initial knowledge
on the effectiveness of such an approach for materials design, which could provide the basis for further questions related to the actualized learning potential of educational materials. With this purpose in mind, an interpretive content analysis of the Scenario-based Assessment
for Learning Experiences questionnaires was conducted upon the course completion with university students from Spain and Poland. The obtained results suggest that educational materials prepared on the grounds of CLP and PTDL have the potential to support language learning in linguistically diverse educational contexts and can be characterized by their actualized learning potential. It is noteworthy that 30% of participants reported that the experience of working with the course led to personal growth and development. Nonetheless, as this research shows, such a process requires a change in the role of the teacher and a shift
in the perception of learning goals in favor of the contextualization of learning materials, which is what future research should further examine.
Keywords: Critical Language Pedagogy, Pluriliteracies Teaching for Deeper Learning, English language materials design, university students.

Developing intercultural competence (IC) through foreign language is believed to lead to rejecting prejudices and stereotypes and fostering bilingualism and biculturalism. Despite the growth of publications on technologies and IC, a significant gap exists between what is known (evidence) and what is done (practice) at the levels of decision making and course design. This scoping review, guided by the PRISMA Extension for Scoping Reviews guidelines, is conducted to systematically map peer-reviewed literature, taking a longitudinal perspective to update the existing reviews, identify knowledge gaps, and provide a new conclusion to the topic investigated. A transparent, replicable review protocol was designed a priori. A formal Advisory Group was established to incorporate various perspectives and ensure the applicability of the review findings. The main findings suggest that the concept of IC is not uniformly defined across the studies examined, and the development and dynamic nature ...