Book contents
- Frontmatter
- Contents
- Preface
- Foreign language teachers in dialogue
- Intracultural dialogue during intercultural activities
- The philosophical foundations for developing Intercultural Communicative Competence: The role of dialogue
- Parent-child dyads: Fostering or inhibiting second language learning?
- Situated identities and interaction learning
- The role of critical reading in promoting dialogic interaction
- The dialogic nature of the think aloud study investigating reading
- Before they can teach they must talk: On some aspects of human-computer interaction
- Dialoguing in curriculum development: On designing Information and Communication Technology training in modern philology setting
- A Sage on the stage or a Guide on the side? On student-teacher dialogue in the Web-enhanced writing classroom at the tertiary level
- Foreign language anxiety in test and classroom situation
Foreign language teachers in dialogue
Published online by Cambridge University Press: 05 September 2014
- Frontmatter
- Contents
- Preface
- Foreign language teachers in dialogue
- Intracultural dialogue during intercultural activities
- The philosophical foundations for developing Intercultural Communicative Competence: The role of dialogue
- Parent-child dyads: Fostering or inhibiting second language learning?
- Situated identities and interaction learning
- The role of critical reading in promoting dialogic interaction
- The dialogic nature of the think aloud study investigating reading
- Before they can teach they must talk: On some aspects of human-computer interaction
- Dialoguing in curriculum development: On designing Information and Communication Technology training in modern philology setting
- A Sage on the stage or a Guide on the side? On student-teacher dialogue in the Web-enhanced writing classroom at the tertiary level
- Foreign language anxiety in test and classroom situation
Summary
Introduction
The dialogue referred to in the title of this article concerns the 2006 Polish Neophilological Society (PNS) conference in Kraków (11-13 September 2006) Dydaktyka języków obcych na początku XXI wieku [Foreign language teaching at the beginning of the 21st century]. The Society is the only multilingual foreign language teachers’ organization in Poland which provides a dialogic forum for an exchange of ideas and opinions in its annual conferences. The 2006 conference was mainly devoted to evaluation and assessment in foreign language teaching. Apart from the main focus, other papers concerning foreign language teaching and learning were also presented during the conference. The conference language was Polish because the speakers were Polish teachers of English, German, French, Russian, Italian, Spanish, and marginally, Polish as a second language. The aim of the following analysis is comparing different approaches of the conference participants to academic discourse focused on foreign language learning and teaching.
My claim is that different traditions linked with academic discourse in foreign language teaching in different countries and academic settings have their impact on the theoretical approaches, methods of research and ways of presentation of seemingly similar topics. What follows is a diversity in the treatment of knowledge, attitudes towards listeners and readers, as well as global versus local approaches to the language of communication and relevant literature. Foreign language teachers in Poland, on the one hand, are influenced by target language traditions but, on the other hand, they create their own approaches on the basis of local situations and problems.
- Type
- Chapter
- Information
- Dialogue in Foreign Language Education , pp. 11 - 22Publisher: Jagiellonian University PressPrint publication year: 2009