Building a supportive (learning) environment - (post)pandemic challenges for glottodidactics

Master's seminars

(in Polish) Uczestnicy seminarium rozwijają kompetencje i umiejętności związane z planowaniem i prowadzeniem badań glottodydaktycznych w wybranych zakresach tematycznych. Rozwijają umiejętność krytycznego myślenia, prawidłowego wykorzystania badań naukowych i literatury przedmiotu do skonstruowania swojego przedmiotu badania, potrafią umiejętnie dobrać metody i techniki badawcze we badaniu własnym. Pogłębiają znajomość problematyki glottodydaktycznej w perspektywie interdyscyplinarnej, zauważają związki procesu nauczania i uczenia się z dyscyplinami pokrewnymi i potrafią odnieść się do nich podczas własnego postępowania badawczego.

Classroom

Much is currently being said about the challenges facing language learning/teaching, which belong to the key competences of the 21st century. The pandemic period has shown which areas remain under-invested in glottodidactics: collaboration, relationships, skilful use of technological tools for developing all language systems, support for developing speaking in a foreign language. The question of how to implement an ambitious and multifaceted language education programme that includes a variety of both general and communicative competences seems to be a priority. Together with the planned topics [of master theses we will look at less obvious circumstances of language teaching and learning, e.g. formal vs. informal learning, intercultural competences, language teacher burnout or gamification in the language classroom.

During the second year of the seminar, participants work on issues of their choice, develop a research procedure, conduct a pilot study and a study proper. They systematically edit the different parts of the thesis. In the seminar, we work with the method of the Socratic seminar by organising a discussion around the text, in addition, the participants present the results of their research and reflection to each other, which are subjected to a critical examination. The aim is to build a community of learners who are able to develop personal discursive and textual competences in collaboration

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K-W04: knows how to conduct a research investigation;

- K-W04: knows how to interpret data and what are the methodological pitfalls of qualitative

research;

- K-W01: has an in-depth knowledge of his/her chosen topic;

In terms of skills the student/student:

- K-U01: is able to plan and carry out research proceedings in the qualitative paradigm

- K-U02: is able to present and correctly interpret the collected data;

- K-U07: is able to edit the master's thesis with observance of linguistic and editorial norms.

In terms of social competence:

- K-K03: is able to discuss with respect for the opinion of other group participants,

- K-K07: is able to edit his/her master's thesis with respect for copyright and intellectual property

rights

- K-K04: cooperates in a group.

- ongoing monitoring of the editing of the dissertation (chapter excerpts and complete chapters

handed in to the supervisor at the agreed dates)

- active participation in classes - critical preparation of analysed texts

- presentation of selected elements of empirical research and theoretical reflection

- taking the floor in discussions demonstrating a deep understanding of the issues.

Final credit is conditional on the submission of a fully edited Master's thesis in accordance with the

formal rules adopted by the Institute of Roman Studies.