Insights into Teacher Language Awareness with Reference to the Concept of Self-Marginalization and Empowerment in the Use of a Foreign Language
| dc.contributor.author | Lankiewicz, Hadrian | |
| dc.contributor.author | WÄ…sikiewicz-Firlej, Emilia | |
| dc.contributor.author | Szczepaniak-Kozak, Anna | |
| dc.date.accessioned | 2017-10-23T11:24:40Z | |
| dc.date.available | 2017-10-23T11:24:40Z | |
| dc.date.issued | 2016-01-15 | |
| dc.description.abstract | The concept of self-marginalization and empowerment in applied linguistics can be derived from the so-called critical school, whose sociolinguistic findings pertain to power (Fairclough 1989, 1992) and hegemony (Gramsci, 1971/1991). It offers new perspectives for the perception of a second/foreign language acquisition process. Thereby, with reference to the notions of multicompetence (Cook, 1991), plurilingualism and multilingualism (Kramsch, 2008), metrolingualism (Otsuji & Pennycook, 2010; Pennycook, 2010), the concept of English as a Lingua Franca (Jenkins, 2007), translingual practice (Canagajarah, 2013), and particularly the ecological metaphor in language acquisition (Kramsch, 2002a) and learning (van Lier, 2004), which demystify linguistic normativity, we offer a survey study into the teacher language awareness pertaining to their self-perception as language users. The article concludes with implications for foreign language teacher education in the era of globalization and autonomization of the language learning process. | pl_PL |
| dc.description.abstract | Los conceptos de automarginalización y empoderamiento en la lingüÃstica aplicada pueden extraerse de las corrientes crÃticas asà denominadas y cuyos resultados sociolingüÃsticos se refieren al poder (Fairclough, 1989, 1992) y la hegemonÃa (Gramsci, 1971/1991). Ofrecen nuevas perspectivas para la percepción del proceso de adquisición de una lengua extranjera. AsÃ, asumiendo las ideas de multicompetencia (Cook, 1991), pluringüismo y multilingüismo (Kramsch, 2008), metrolingüismo (Otsuji y Pennycook, 2010; Pennycook, 2010), el concepto de lingua franca (Jenkins, 2007), la práctica translingüÃstica (Canagajarah, 2013), y en particular, la metáfora ecológica en adquisición (Kramsch, 2002a) y aprendizaje de una lengua (van Lier, 2004), que desmitifica la normatividad lingüÃstica, este trabajo ofrece un estudio evaluativo sobre la sensiblilización/concienciación lingüÃstica del profesorado en cuanto a su autopercepción como usuarios de una lengua. El artÃculo concluye con las implicaciones en la educación del profesorado de lengua extranjera en la era de la globalización y de la autonomización del proceso de aprendizaje de lenguas. | pl_PL |
| dc.identifier.citation | Porta Linguarum vol 25, 2016, pp. 147-161 | pl_PL |
| dc.identifier.issn | 1697-7467 | |
| dc.identifier.uri | http://hdl.handle.net/10593/19769 | |
| dc.language.iso | eng | pl_PL |
| dc.publisher | Uniwersytet w Granadzie | pl_PL |
| dc.rights | info:eu-repo/semantics/openAccess | pl_PL |
| dc.rights.uri | An error occurred getting the license - uri. | * |
| dc.subject | teacher language awareness | pl_PL |
| dc.subject | marginalization | pl_PL |
| dc.subject | empowerment | pl_PL |
| dc.subject | linguistic normativity | pl_PL |
| dc.subject | autonomization | pl_PL |
| dc.title | Insights into Teacher Language Awareness with Reference to the Concept of Self-Marginalization and Empowerment in the Use of a Foreign Language | pl_PL |
| dc.type | Artykuł | pl_PL |
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