Jarosław Krajka – författare

The book brings together sociolinguistic, neurolinguistic, and educational perspectives on language acquisition and learning in the classroom and at home. First and second language acquisition studies, classroom research findings, Polish, European and international legislation, as well as statistical reports on foreign language learning and teaching show how learners proceed from monolingual to bilingual or plurilingual competence. The book provides an overview of the major issues in the field from the teacher’s perspective, equipping teachers with theoretical underpinnings related to language education, and inviting reflection on individual choices in promoting bi- and multilingualism.

This volume explores multiple dimensions of openness in ICT-enhanced education. The chapters, contributed by researchers and academic teachers, present a number of exemplary solutions in the area. They involve the use of open source software, innovative technologies, teaching/learning methods and techniques, as well as examine potential benefits for both teachers' and students' cognitive, behavioural and metacognitive development.

The papers collected in this book present diverse views and experiences on teaching English and French for specific and academic purposes. The scope of reflection covers a wide spectrum of cognitive areas of ESP and FOS, encompassing a multitude of training aspects and components (curricula, methods and techniques, materials and teaching aids) from the perspective of both LSP teachers and learners. A great range of topics related to work-specific language instruction addressed in the book displays the interdisciplinary nature of the research area, integrating aspects of linguistics, sociolinguistics, didactics and pedagogy.Les textes réunis dans le présent volume exposent les idées et expériences relatives à l’enseignement de l’anglais et du français sur objectifs spécifiques et universitaires. Les sujets de réflexion ici abordés couvrent un vaste éventail d’aspects cognitifs et organisationnels (curricula, méthodes et techniques, matériels et outils) propres aux formations en ESP et FOS, ceux-ci envisagés dans la perspective des apprenants et des enseignants. La diversité d’éléments inhérents à la formation linguistico-professionnelle discutés par des didacticiens-chercheurs éminents témoigne du caractère interdisciplinaire du domaine d’investigation LSP qui intègre les points de vues des linguistes, sociolinguistes, didacticiens et pédagogues.

The book aims to demonstrate the diverse shapes that foreign language teaching and learning can have in various educational contexts, in terms of age groups (children, adolescents and adults), learning purposes (general language instruction vs. language for specific purposes) and instructional paradigms (language-oriented, interaction-oriented and post-method approaches). Special attention is paid to such key concepts in language teaching as motivation, auto-nomy, evaluation and assessment. This book tries to merge the macroperspec-tive, founded on such aspects of language instruction as defining competence, setting aims and objectives, developing curricula, planning lessons and evaluating learners’ performance in general terms, with the microperspective of Poland as a place in which language instruction is run and whose specific problems are to be solved.

The aim of the present book is to examine the social and cultural diversity of language teacher education, providing a unified account of highly diversified teacher development and appraisal realities across sociocultural contexts. We will strive to make an overview of a wide range of issues related to teacher development approaches and models, teacher competences, adopted roles, stressors and motivators, teacher appraisal systems, professional examinations and certifications as well as digital opportunities for teacher development. All of these concepts will be discussed in a wide social and cultural context, trying to bring examples from numerous countries.

The book makes a comprehensive coverage of cross-cultural aspects of language assessment, evaluating language tests (naturalization and secondary school-exit examinations) and European Language Portfolios from quantitative and qualitative perspectives. Detailed discussion of Computer-Assisted Language Testing with such aspects as language corpora, mobile apps, Computer-Adaptive Tests and Learning Management Systems is framed in the cultural context. The researcher evaluates opportunities of Generative Artificial Intelligence in designing and adapting culturally sensitive tests, examining culturally sensitive training of Language Assessment Literacy of language teachers in technology-rich contexts. The book ends with guidelines and recommendations for language test designers and teachers.