Bøker i Gdansk Studies in Language-serien

The book explores possibilities for happening in education. It considers happening in relation to critical pedagogy, teaching as a liminal practice, creative pedagogy and multiple intelligences. It outlines a participatory research strategy, based upon bricolage and the rhizome, used to inquire into happening and EFL teaching.

The book deals with the diversity of language teacher education, development and appraisal across social and cultural contexts. An overview of teacher development models, teacher competences and roles, stressors and motivators, teacher appraisal systems, certifications and digital training opportunities will be made.

The book describes an empirical study into the involvement of secondary school learners in the production of two happenings. It took the form of particpatory action research and used a research strategy based upon bricolage and the rhizome. The data showed learners were actively involved in the happening project, unlike their school lessons.

Feminism, like other ideologies, can exist in the rhetorical dimension only in opposition at war with something, that enemy being the movement's vital ideograph. As ideologies are largely produced and represented via discourse and Us vs. Them opposition, the controlling discourse be treated as synonymous with controlling power.

The volume presents selected papers by young translation scholars who were CETRA 2014 participants. The main focus of the collection is on the heterogeneity of translational norms, diversity of cultures and the challenges of intercultural transfer.

The results of the study indicate that early bilingualism or multilingualism usually has linguistic and cognitive benefits for a young child. According to the responses to a questionnaire, obtained from parents and caregivers, children who grow up with two or more mother tongues develop as well as their monolingual peers, and sometimes even better.

The book provides a new insight into English-Polish comparative sociolinguistics by comparing the attitudes of young native speakers of English and Polish to Standard English and Standard Polish. The author analyses the results of a questionnaire-based study of language attitudes conducted in Poland and the UK.

The main aim of this study is a comparative analysis of conceptual metaphors, metonymies and metaphtonymies on Polish and American internet forums for mothers. The book focuses on the internet as a medium stimulating communication and features of language used in online communication.

This book provides a historical overview of approaches to translation in language education. It explores the functions and scope of translation in the L2 classroom. Translation, as a valid resource and an indispensable skill in today's multilingual communication, should become an integral element of contemporary foreign language learning.

The book proposes a comprehensive framework for blended language course design. It builds extensively on existing literature on the subject and draws from empirical research presented therein.

The book deals with how language acquisition and learning may take place in the classroom and at home. Monolingualism, bilingualism and multilingualism are viewed through the perspective of language acquisition studies, classroom research findings, Polish, European, international legislation and statistical reports on language learning/teaching.

This book investigates the language of Polish-English bilingual children raised in the United Kingdom and their Polish monolingual counterparts. It exemplifies the lexico-grammatical knowledge and uses corpus-based grammatical inference in order to establish the source of the impediment of the minority language of the bilingual group.

With a growing interest in the research into the effectiveness of computer enhanced language pedagogy, Insights into Technology Enhanced Language Pedagogy brings together the results of a number of recent studies in this area as well as to build bridges between the new media and traditional language teaching methodology.

Aims to aid English teachers at the junior and senior secondary school levels in teaching pronunciation within a regular EFL syllabus. This book highlights key areas of the English phonetic system and provides examples of strategies how to use a course-book for the sake of teaching pronunciation.

A proposal for a language teaching school of thought that treats the first and second language on an equal footing as agents of thinking skills. The main premise of the Gdansk School of ELT is the need for language education in the form of either an independent subject or as part of the first and second language teaching.

The examination-oriented style of teaching and the general paucity of valuable content in EFL course books at senior secondary schools lead to undesirable educational outcomes. They can be avoided by integrating valuable films, literature, songs and other texts of culture into the system of preparation for the school leaving examination in English.

This collection of papers explores various issues in English language teaching in Poland, mainly at the secondary and tertiary levels. The topics include Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and e-learning. It also explores language education from the perspective of cognitive linguistics.