MS2-Selected issues on contemporary language education

obligatory courses

B2+ is required for the subject

The main aim of the course is to equip students with the knowledge on selected issues of contemporary language education. Additionally, they will learn how to analytically improve the comprehension of English research papers. Students will use original texts and scientific papers concerning contemporary language education.

Within the course students will learn about selected language education issues. They will learn about the contemporary theories and approaches in foreign language learning from the original scientific papers. Contemporary foreign language education applies the recent scientific achievements concerning brain functioning, offering interesting solutions both in learning and in teaching. During the classes students will learn about various factors that influence learner achievements in the field of foreign language education, e.i. sociolinguistic, psycho-pedagogical and neurolinguistic. Consequently, they will learn about selected pedagogical theories which are used in foreign language teaching. On the list there is the theory of multiple intelligences developed by Howard Gardner of Harvard University. Individuation in the process of teaching, identifying the unique cognitive profile of the student, teaching for understanding or modern forms of assessment are among the issues presented and discussed within the classes. Students will also be given the opportunity to get acquainted with the possibilities of implementing the research results derived from the continuous research on human brain in the fields of Right-brained Approach and Neurolinguistic Programming.

• Gardner H., Multiple Intelligences. Theory in Practice. New York. 1991

• Revell J., Norman S., In Your Hands. NLP in ELT. Saffire Press. 2006

• Revell J., Norman S.,Handing Over. NLP in ELT. Saffire Press. 2006

• Baum S., Viens J., Slatin B., Multiple Intelligences in the Elementary Classroom. Columbia University. 2005

• Gardner H. The unschooled mind: How children learn and how schools should teach, Basic Books. New York, 1991.

• Gardner H. 5 Minds for the Future. Basic Books. New York, 2008

• Fletcher M., Teaching for Success. The Brain-Friendly Revolution in Action! English Experience. 2004

• Colin, R. Accelerated Learning, Dell, New York, 2003.

Knowledge

After completing the course student:

- knows the issues concerning contemporary language education;

- knows new scientific theories in the field of humanistic approach in foreign language teaching;

- enlists and describes the implications of research on human brain for language education;

- possesses knowledge on the possibilities of using modern pedagogical theories in the field of foreign language education.

Skills

After completing the course student:

- is able to find resource information concerning language education;

- implements knowledge based on the scientific theories in English language teaching;

- is able to give a presentation in English, the presentation is prepared according to the compulsory convention, on the basis of the literature of the subject;

- constructs fragments of lesson, implementing his/her expertise on multiple intelligences student profiles, hemispheric learning/teaching and neurolinguistic programming implications for language education.

Social competences

After completing the course student:

- appreciates the importance of implementing the gained knowledge in school practice;

- reflects on the ways of using the brain reseach results in the pedagogical practice.

Forms of work;:

introductory lectures and presentations, student presentations, discussions based on the given literature

Requirements

1. preparing the tasks on the basis of the discussed material;

2. active participation in classes;

3. final test covering the discussed issues;

4. 2 absences are allowed.