EDUCATIONAL ROLE
OF
LANGUAGE SKILLS
EDUCATIONAL ROLE LANGUAGE SKILLS OF
M
ICHAŁD
ASZKIEWICZR
YSZARDW
ENZELM
ONIKAK
USIAK-P
ISOWACKAWYDAWNICTWO UNIWERSYTETU GDAŃSKIEGO GDAŃSK 2018
EDUCATIONAL ROLE LANGUAGE SKILLS OF
M
ICHAŁD
ASZKIEWICZR
YSZARDW
ENZELM
ONIKAK
USIAK-P
ISOWACKAWYDAWNICTWO UNIWERSYTETU GDAŃSKIEGO GDAŃSK 2018
Reviewer
Dr hab. Anna Wasilewska, prof. AMW Technical editor and DTP
Cover and title pages design Jakub Kozak
Cover illustration Joanna Tlaga-Dąbrowska
The book was financed from the funds of the Educational Role of Language conferences held at the University of Gdańsk in 2016 and 2017
and the statutory funds of the Faculty of Social Sciences at the University of Gdańsk. Along with the ERL conferences,
the book underlies the foundation of ERL Association – www.educationalroleoflanguage.org
© Copyright by Uniwersytet Gdański Wydawnictwo Uniwersytetu Gdańskiego
ISBN 978-83-7865-719-4
Wydawnictwo Uniwersytetu Gdańskiego / Gdańsk University Press ul. Armii Krajowej 119/121, 81-824 Sopot
tel./fax 58 523 11 37, tel. 725 991 206 e-mail: wydawnictwo@ug.edu.pl
www.wyd.ug.edu.pl
Online bookstore: www.kiw.ug.edu.pl
Table of conTenTs
Introduction . . . 7
Part 1 . . . 19
section 1. education through the prism of four language skills . . . 21
1. Specificity and expansion of the glottodidactic paradigm . . . 22
2. Education through the prism of language reception . . . 26
3. Education through the prism of language production . . . 30
4. Language-grounded multi-directional education . . . 34
section 2. Genuine and artificial language interaction in general education . . . 39
1. Language and the learning processes . . . 39
2. Genuine and artificial language interaction in the classroom . . . 41
3. The cognitive appeal and genuine language interaction . . . 43
4. Conclusion . . . 62
Part 2 . . . 63
skill 1. learn to listen, listen to learn . . . 65
1. Introduction . . . 65
2. Learning to listen, listening to learn from various standpoints . . . 69
3. Developing listening-and-learning skills . . . 76
4. Instructional issues . . . 79
5. Listening to learn – intercultural approach . . . 80
6. Summary and conclusion . . . 82
skill 2. learn to read, read to learn . . . 84
1. Introduction . . . 84
2. Learning to read and reading to learn in various theoretical perspectives . . . . 86
3. Developing reading skills as a goal in school education and life-long learning . . 96
4. Learning to read and reading to learn – focus on instruction . . . 98
5. Reading to learn – various instructional approaches . . . 103
6. Summary and conclusion . . . 109
skill 3. learn to speak, speak to learn . . . 111
1. Introduction . . . 111
2. Speak to learn . . . 112
3. Learn to speak . . . 116
4. Conclusions . . . 126
skill 4. learn to write and write to learn . . . . 130
1. Introduction . . . 130
2. Learn to write . . . . 130
3. Write to learn . . . 143
4. Conclusion . . . 164
Works cited . . . . 167
appendices . . . 181
appendix 1. International association for the educational role of language – our “linguistic turn” . . . 183
ERL Association – aspirations . . . 184
ERL Association – projects . . . . 186
appendix 2. International association for the educational role of language – its relevant scope . . . 189
ERL Association’s Area 1: Language beliefs concerning language skills . . . . 190
ERL Association’s Area 2: Language activity involving language skills . . . 192
ERL Association’s Area 3: Language experience within language skills . . . 194
ERL Association’s Area 4: Language matrices supporting language skills . . . . 196
subject index . . . . 198
