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  3. Crossroads. A Journal of English Studies
  4. Crossroads. A Journal of English Studies, 2023, Issue 42

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/15969
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    Pole DCWartośćJęzyk
    dc.contributor.authorWajda, Edyta-
    dc.contributor.authorSańczyk-Cruz, Anna-
    dc.date.accessioned2024-02-05T08:24:13Z-
    dc.date.available2024-02-05T08:24:13Z-
    dc.date.issued2023-
    dc.identifier.citationCrossroads. A Journal of English Studies 42 (3/2023), pp. 6-10pl
    dc.identifier.urihttp://hdl.handle.net/11320/15969-
    dc.language.isoenpl
    dc.publisherThe University of Białystokpl
    dc.rightsCreative Commons Attribution NonCommercial ShareAlike 4.0 International Licensepl
    dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/pl
    dc.titleAffect, cognition and ideology in language pedagogy. Introduction to the special issue Studies in Language Education 1pl
    dc.typeArticlepl
    dc.rights.holderCreative Commons Attribution NonCommercial ShareAlike 4.0 International License (CC BY-NC-SA 4.0)pl
    dc.identifier.doi10.15290/CR.2023.42.3.01-
    dc.description.EmailEDYTA WAJDA: e.wajda@uwb.edu.plpl
    dc.description.EmailANNA SAŃCZYK-CRUZ: a.sanczyk@uwb.edu.plpl
    dc.description.BiographicalnoteEdyta Wajda is an applied linguist teaching at the University of Białystok. She specializes in language education and cognitive studies. Her areas of research interest include non-testing language assessment, the evaluation of higher education, and the generic overgeneralization effect.pl
    dc.description.BiographicalnoteAnna Sańczyk-Cruz has taught English in Norway, the United States and Poland for nearly fifteen years. Currently, she teaches at the University of Białystok. Her research focuses on language teacher agency, language teacher identity, language teacher preparation, and intercultural education.pl
    dc.description.AffiliationEDYTA WAJDA - University of Białystok, Polandpl
    dc.description.AffiliationANNA SAŃCZYK-CRUZ - University of Białystok, Polandpl
    dc.description.referencesBeltman, S. 2021. Understanding and examining teacher resilience from multiple perspec-tives. In: C.F. Mansfield (ed.), Cultivating Teacher Resilience: International Approaches, Applications and Impacts, 11−26. Springer. https://doi.org/10.1007/978-981-15-5963-1.pl
    dc.description.referencesBeltman, S., Mansfield, C. F. & Price, A. 2011. Thriving not just surviving: A review of research on teacher resilience. Educational Research Review 6: 185–207.pl
    dc.description.referencesDi Leo, J. R. 2020. Catastrophe and Higher Education: Neoliberalism, Theory, and the Future of the Humanities. Springer Nature.pl
    dc.description.referencesDörnyei, Z. & Guilloteaux, M. J. 2008. Motivating language learners: a classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly 42(1): 55−77.pl
    dc.description.referencesDörnyei, Z. & Ryan, S. 2015. The Psychology of the Language Learner Revisited. New York: Routledge.pl
    dc.description.referencesDörnyei, Z. & Schmidt, R. 2001. Motivation and Second Language Acquisition. Honolulu: Second Language Teaching and Curriculum Centre.pl
    dc.description.referencesDörnyei, Z. & Ushioda, E. 2021. Teaching and Researching Motivation. Second edition. Harlow: Pearson Education.pl
    dc.description.referencesDörnyei, Z., Ibrahim, Z. & Muir, C. 2015. Directed motivational currents: Regulating complex dynamic systems through motivational surges. In: Z. Dőrnyei, P.D. MacIntyre & A. Henry (eds.), Motivational Dynamics in Language Learning, 95−108. Bristol: Mul-tilingual Matters.pl
    dc.description.referencesEllis, R. 2008. The Study of Second Language Acquisition. Second Edition. Oxford: Oxford University Press.pl
    dc.description.referencesGiroux, H. E. 2020. On Critical Pedagogy. Second edition. London: Bloomsbury Academic.pl
    dc.description.referencesIbrahim, Z. & Al-Hoorie, A. H. 2019. Shared, sustained flow: triggering motivation with collaborative projects. ELT Journal 73(1): 51−60.pl
    dc.description.referencesLi, S. 2016. The construct validity of language aptitude: A meta-analysis. Studies in Second Language Acquisition 38(4): 801–842.pl
    dc.description.referencesMcGroarty, M. 2017. Neoliberal reforms in language education: Major trends, uneven outcomes, open questions. In: M-C. Flubacher & A. Del Perci (eds.), Language, Education and Neoliberalism: Critical Studies in Sociolinguistics, 229−241. Bristol: Multilingual Matters.pl
    dc.description.referencesRysiewicz, J. 2008. Measuring foreign language learning aptitude. Polish adaptation of the Modern Language Aptitude Test by Carroll and Sapon. Poznań Studies in Contem-porary Linguistics 44(4): 569−595.pl
    dc.identifier.eissn2300-6250-
    dc.description.issue42 (3/2023)pl
    dc.description.firstpage6pl
    dc.description.lastpage10pl
    dc.identifier.citation2Crossroads. A Journal of English Studiespl
    dc.identifier.orcid0000-0002-0042-0414-
    dc.identifier.orcid0000-0001-5819-2058-
    Występuje w kolekcji(ach):Artykuły naukowe (WFil)
    Crossroads. A Journal of English Studies, 2023, Issue 42

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