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Preface
emphasizingtheacquisitionofsubject-matterknowledgesoastosystematically
implementlanguage-focusedobjectives.Allthepapersincludedinthisvolume
underscoredtheimportanceoftheteachers’reflectionontheresponsethey
gainedfromthestudentsparticipatingintheirclasses.
Tepresentedvolumeconsistsofthreesections.Tefirstsection,devoted
tothepresentationofbackgroundissues,containsachapterbyHalina
Chodkiewicz,entitleduOnacontinuumbetweenlanguageandcontentteaching
inCBIlCLIL-orientedsettings”
,whichtakesagenerallookatthedevelopments
inCBIlCLILpedagogyandexploresbasicconceptsunderlyingtheoreticaland
practicalconcernsinthearea.Tetworemainingsectionswhichpresentthe
outlinesofthestudiesconductedbythenineteachersweregroupedintotwo
sections:SectionTwo-uContentfocusinEFLsecondaryclassrooms,”and
SectionTree-uLanguagefocusinEnglishphilologycourses”
.
TechapterbyAnnaKiszczak,whichbeginsSectionTwo,givesanaccount
ofthestudyinwhichthepracticeofdiscipline-specificreadingskillscouldbe
introducedintoEFLinstructionduetotheimplementationofthetenetsof
afunctionallanguageanalysisapproachwithreferencetohistorytexts.History
textsarealsothekeyinterestofthenextchapterbyAgnieszkaŁadna0Tepurpose
ofthisstudywastogivethestudentsanopportunitytobecomemorestrategic
readersofhistorytextsbyusingasetofefectiveadvancedcomprehension
strategiesinvolvingbothlower-andhigher-levelthinkingskills.Sebastian
Parczewskidealswithbasicprinciplesofinstructionconcerningsocialstudies
withthegoalofprovidinglanguageandcontentinputsoastopromoterich
classroominteraction.Telearnersparticipatinginthestudywereassistedin
reproducingthemainconcepts,activatingbasicschemata,gettingfamiliarized
withterminologyandunderstandingkeyconcepts,aswellasindeveloping
criticalthinkingandproblemsolvingskills.Teissueofimplementingselected
techniquesintheinterculturalapproachwastakenupbyPatrycjaPipska,who
usedaselectionofBritishnewspaperarticlesasEFLteachingmaterials.Her
maingoalwastohelpthestudentsunderstandselectedproblemsofaforeign
culture,raisetheirawarenessofdiferentviewpoints,aswellaspracticethe
skillsofcomparing,interpretingandrelatingconceptsandeventsbelonging
totwocultures.TelastchapterinthissectionbySylwiaJuszczukgivesan
accountofastudywhichinvolvedEFLsecondaryschoollearnersinpractising
selectedstrategieswhilereadinggeography-basedtexts,includingvocabulary
pre-teaching,activatingbackgroundknowledge,discussions,makingnotes,
andprovidingvisualisations.
SectionTreebeginswithareportonthestudybyIzabelaDąbrowska,
whoinvestigatedtheefectivenessofmultipleactivityworkbasedonclose
readingofBritishcultureandspecializedtexts,enrichedwithalinguistic
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