Teacher language awareness and world Englishes – where (corpus) linguistics, digital literacy and teacher training meet
Jarosław Krajka
Maria Curie-Skłodowska University in Lublin, PolandJarosław Krajka, Director of Institute of German Studies and Applied Linguistics at Maria CurieSkłodowska University in Lublin, Poland. He has a Ph.D. degree in Computer-Assisted Language Learning and a habilitated doctor degree in EFL teacher training. He authored two books on CALL (English Language Teaching in the Internet-Assisted Environment and The Language Teacher in the Digital Age) and co-authored two more on EFL methodology (with Hanna Komorowska, Monolingualism – Bilingualism – Multilingualism. The Teacher’s Perspective) and intercultural communication (with Weronika Wilczyńska and Maciej Mackiewicz, Komunikacja interkulturowa, Wprowadzenie). He is the editor-in-chief of a Scopus-listed journal Teaching English with Technology (http://tewtjournal.org).
https://orcid.org/0000-0002-4172-9960
Abstrakt
In the rapidly changing world of today, the role of English as a global language is not to be left unnoticed in pre-service teacher training. Teacher language awareness, encompassing knowledge of language, knowledge about language and knowledge of students, needs to be expanded with the wider sociocultural context in which language education takes place in different parts of the world. At the same time, the changes in the very shape of English and the emergence of World Englishes, New Englishes, English as an International Language and English as a Lingua Franca call for skilful implementation of these concepts in the practice-oriented teacher training module. The paper reports upon a study aiming at joining corpus-based investigations, student-made research into sociocultural context of English learning and use, coursebook analysis and lesson plan evaluation and adaptation into a single Teaching English as an International Language course included in a graduate TEFL module. Results of the study indicate that the experimental treatment brought about statistically significant, though small in effect size, changes in language awareness of prospective teachers in a great number of aspects.
Słowa kluczowe:
World Englishes, Data-Driven Learning, corpus linguistics, teacher language awarenessBibliografia
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Maria Curie-Skłodowska University in Lublin, Poland
Jarosław Krajka, Director of Institute of German Studies and Applied Linguistics at Maria CurieSkłodowska University in Lublin, Poland. He has a Ph.D. degree in Computer-Assisted Language Learning and a habilitated doctor degree in EFL teacher training. He authored two books on CALL (English Language Teaching in the Internet-Assisted Environment and The Language Teacher in the Digital Age) and co-authored two more on EFL methodology (with Hanna Komorowska, Monolingualism – Bilingualism – Multilingualism. The Teacher’s Perspective) and intercultural communication (with Weronika Wilczyńska and Maciej Mackiewicz, Komunikacja interkulturowa, Wprowadzenie). He is the editor-in-chief of a Scopus-listed journal Teaching English with Technology (http://tewtjournal.org).
https://orcid.org/0000-0002-4172-9960
