Joanna Kic-Drgas – författare

Welche Funktion hat die schriftliche Kommunikation gegenwärtig im beruflichen Handeln und wie verläuft der fremdsprachige Schriftverkehr inner- und außerhalb der Unternehmensstrukturen? Wie gehen potenzielle Mitarbeiter:innen mit schriftlichen Aufgaben am Arbeitsplatz um? Ausgehend von der Situation am Arbeitsmarkt sowie von (fremdsprachlichen) Kommunikationsbedürfnissen der Absolvent:innen erstellt Joanna Kic-Drgas ein umfassendes Bild zu Schreibbedürfnissen im beruflichen Kontext. Als Grundlage nutzt sie Informationen zur beruflichen Textsortenspezifik, zum Schreibmedium (Hand oder Computer), zum Schreibanlass, zur Schreibsituation und zu den potenziellen Adressat:innen geschriebener Nachrichten. Anhand identifizierter Aufgaben und Handlungssituationen leitet die Autorin sprachlich-kommunikative Anforderungen im Beruf ab, welche wiederum den Ausgangspunkt für eine effiziente Entwicklung der Schreibkompetenz für berufliche Zwecke darstellen.Which function does the written communication has in today''s work life and how does internal and external foreign language communication function in companies? How do potential employees cope with written communication at work? Based on the work situation and (foreign language) communicative requirements of university graduates, Joanna Kic-Drgas draws a comprehensive image of the writing needs at work. Her analyse is based on information on professional text types, writing media (hand or computer), reasons for writing, writing situations and potential addressees of the written information. With the help of identified tasks and action situations the author conveys communicative requirements at work, which are the starting point for developing an efficient professional writing competence.

In this volume, the authors discuss in detail LSP teaching in Poland and Slovenia. For this purpose, they deal with the basic areas of LSP teaching, starting with the definition of LSP, and then needs analysis, the development of syllabuses and curricula, the preparation of LSP teaching materials, the choice of appropriate teaching methodology and, last but not least, assessment. One chapter focuses on LSP teachers, discussing their roles and competences, pre-service and in-service education, professional development programmes, LSP teacher identity, and the professional challenges they need to negotiate in their teaching contexts and along their careers. EU projects to date in the field of LSP teacher education and professional development needs that address the growing and diverse needs of experienced and future LSP teachers are also presented (TRAILs, Catapult, and LSP-TEOC.Pro). Last, based on interviews with language teacher educators in Poland and Slovenia, the perspective is changed to describe the relevant elements of the pre-service education and in-service professional development as seen by this very important group of stakeholders.