In the search of a language pedagogical paradigm (wersja papierowa)

Cena promocyjna:
60.00 /50.00

Dąbrowska Anna
Daszkiewicz Michał

Wydanie I, Kraków 2020, Format B5, Objętość 288 stron, Oprawa miękka, klejona, folia matowa

ISBN: 978-83-7850-779-6

The book’s concept falls within the stream of search for the educational role of language and construction of the individual capital on an individual based on language. The texts included in this book are both of an empirical and theoretical char­acter. They inspire rumination on the problem of the educational role of language at the theoretical level (premises and constructs) and also at the empirical level (experimental settings and practical strategies transferred to the classroom ethnography and situated in various cultures). Thus, the book has a clear innovative potential not only for researchers but also for reflective educators; it prompts a search for the possibilities of constructing developmental language situations by teachers working with students at different educational stages. [...]

The book’s merit is that it invites to discourse authors coming from multiple cultures experiencing cultural pluralism. Referring to the ideas of J. S. Bruner, we can affirm that (language) education is a process immersed in culture. Culture shapes the mind and provides us with a peculiar toolbox thanks to which we construct the image of the world and of ourselves. The formation of a specific Joint Involvement Episode (Schaffer’s concept), achieved by inviting to cooperation authors “immersed” in various cultures, has enabled creation of critical space for the discussion on language issues and a recognition of new conceptual categories. [...]

The book will certainly be an important resource in academic education. It has a wide range of addressees and can be of interest to psycholinguists, pedagogues, sociolinguists, language researchers, pedagogy undergraduate and postgraduate students, students of linguistics, psychology, philology. Its readers can find here both empirical leads and theoretical frameworks but also inspiring solutions for educational practice. The book can be helpful for teachers subjecting their own practices to critical reflection, and it will contribute to the perfection of their work and to the development of professional self-awareness.

prof. dr hab. Ewa Filipiak


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