Between Linguistics, Language Education and Acquisition Research. Introduction to the Special Issue Linguistics for Language Teaching and Learning

Pole DC	Wartość	Język
dc.contributor.author	Awramiuk, Elżbieta	-
dc.contributor.author	Karczewski, Daniel	-
dc.date.accessioned	2019-08-23T10:01:27Z	-
dc.date.available	2019-08-23T10:01:27Z	-
dc.date.issued	2019	-
dc.identifier.citation	Crossroads. A Journal of English Studies 24 (1/2019), pp. 5-11	pl
dc.identifier.uri	http://hdl.handle.net/11320/8202	-
dc.language.iso	en	pl
dc.publisher	The University of Bialystok	pl
dc.title	Between Linguistics, Language Education and Acquisition Research. Introduction to the Special Issue Linguistics for Language Teaching and Learning	pl
dc.type	Other	pl
dc.identifier.doi	10.15290/cr.2019.24.1.01	-
dc.description.Email	Elżbieta Awramiuk: e.awramiuk@uwb.edu.pl	pl
dc.description.Email	Daniel Karczewski: dakar@uwb.edu.pl	pl
dc.description.Biographicalnote	Elżbieta Awramiuk is a professor of linguistics at the University of Białystok, Poland. Her research currently concentrates on knowledge about language in education, as well as on phonology and spelling in contemporary Polish. Since 2005, she has been collaborating with L1 – Educational Studies in Language and Literature, a Scopus indexed online peer-reviewed, multilingual journal. She is the founding member of ARLE (International Association for Research in L1 Education, formerly: IAIMTE) and she is engaged in the Special Interest Group Research Educational Linguistics (SIG EduLing). She has participated in several research projects focused on the early literacy development and assessment and linguistic aspects of learning to read and write.	pl
dc.description.Biographicalnote	Daniel Karczewski is an Assistant Professor in the Institute of Modern Languages at the University of Białystok, Poland. He holds a PhD in cognitive linguistics. His current research interest include the generic overgeneralization effect and the phenomenon of normativity. He was the prize winner of the Polish Cognitive Linguistics Association competition for the best Ph.D. dissertation in cognitive linguistics in 2014. He has recently published a book Generyczność w języku i w myśleniu. Studium kognitywne (Genericity in Language and Thought. A Cognitive Study).	pl
dc.description.Affiliation	Elżbieta Awramiuk - University of Białystok	pl
dc.description.Affiliation	Daniel Karczewski - University of Białystok	pl
dc.description.references	Andrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T., Low, G., Robinson, A. & Zhu, D. 2006. The effect of grammar teaching on writing development. British Educational Research Journal 32(1): 39–55. https://doi.org/10.1080/01411920500401997	pl
dc.description.references	Apel, K. & Werfel, K. 2014. Using morphological awareness instruction to improve written language skills. Language, Speech, and Hearing Services in Schools 45: 251–260. https://doi.org/10.1044/2014_LSHSS-14-0039	pl
dc.description.references	Boivin M.C., Fontich X., Funke R., García-Folgado M.J. & Myhill D. 2018. Working on grammar at school in L1 education: Empirical research across linguistic regions. Introduction to the special issue. L1 – Educational Studies in Language and Literature 18: 1–6.	pl
dc.description.references	Bourassa, D. C. & Treiman, R. 2001. Spelling development and disability: the importance of linguistics factors. Language, Speech and Hearing Services in Schools 32(3): 172–181.	pl
dc.description.references	Bowers, P. N., Kirby, J. R. & Deacon, S. H. 2010. The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research 80(2): 144–179. https://doi.org/10.3102/0034654309359353	pl
dc.description.references	Camps, A. & Fontich, X. 2019. Teachers’ concepts on the teaching of grammar in relation to the teaching of writing in Spain: A case study. L1 – Educational Studies in Language and Literature. 19: 1-36. https://doi.org/10.17239/L1ESLL-2019.19.02.02	pl
dc.description.references	Fontich, X. 2016. L1 grammar instruction and writing: Metalinguistic activity as a teaching and research focus. Language and Linguistics Compass 10(5): 238–54. https://doi.org/10.1111/lnc3.12184	pl
dc.description.references	Goodwin, A. P. & Ahn, S. 2013. A meta-analysis of morphological interventions in English: Effects on literacy outcomes for school-age children. Scientific Studies of Reading 17(4): 257–285. https://doi.org/10.1080/10888438.2012.689791	pl
dc.description.references	Graham, S., McKeown, D., Kiuhara, S. & Harris, K.R. 2012. A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology 104(4): 879–896. https://doi.org/10.1037/a0029185	pl
dc.description.references	Graham, S. & Santangelo, T. 2014. Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing 27: 1703–1743. https://doi.org/10.1007/s11145-014-9517-0	pl
dc.description.references	Hudson, R. 2004. Why education needs linguistics (and vice versa). Journal of Linguistics 40: 105–130.	pl
dc.description.references	Kerge, K. (ed.). 2014. Studies in Language Acquisition, Learning, and Corpora. Proceedings of the Tallinn University Institute of Estonian Language and Culture 16. Tallinn: Tallinn University.	pl
dc.description.references	Levin, I., Aram, D., Tolchinsky, L. & McBride, C. 2013. Maternal mediation of writing and children’s early spelling and reading: the Semitic abjad versus the European alphabet. Writing Systems Research 1–22. https://doi.org/10.1080/17586801.2013.797335	pl
dc.description.references	Locke, T. (ed.). 2010. Beyond the grammar wars. A resource for teachers and students on developing language knowledge in the English/literacy classroom. New York, NY: Routledge. https://doi.org/10.4324/9780203854358	pl
dc.description.references	Macken-Horarik, M., Love, K. & Unsworth, L. 2011. A grammatics ‘good enough’ for school English in the 21st century: Four challenges in realising the potential. Australian Journal of Language and Literacy 34(1): 9-23.	pl
dc.description.references	Milian, M. 2005. Reformulation: a means of constructing knowledge in shared writing. L1 – Educational Studies in Language and Literature 5(3): 335–351. https://doi.org/10.1007/s10674-005-8560-9	pl
dc.description.references	Morin, M. F. 2007. Linguistic factors and invented spelling in children: the case of French beginners in children. L1 – Educational Studies in Language and Literature 7 (3): 173–189.	pl
dc.description.references	Myhill, D. 2018. Grammar as a meaning making resource for language development. L1 – Educational Studies in Language and Literature 18: 1–21. https://doi.org/10.17239/L1ESLL-2018.18.04.04.	pl
dc.description.references	Myhill, D.A., Jones, S.M., Lines, H. & Watson, A. 2012. Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education 27(2): 139–166. https://doi.org/10.1080/02671522.2011.637640.	pl
dc.description.references	Nupponen, A.-M.; Jeskanen, S. & Rättyä, K. 2019. Finnish student language teachers reflecting on linguistic concepts related to sentence structures: Students recognising linguistic concepts in L1 and L2 textbooks. L1 – Educational Studies in Language and Literature 19: 1-25. https://doi.org/10.17239/L1ESLL-2019.19.02.04	pl
dc.description.references	Rättyä, K., Awramiuk, E. & Fontich, X. 2019. What is Grammar Education Today? Introduction to EduLing special issue on grammar education. L1 – Educational Studies in Language and Literature 19: 1–9. https://doi.org/10.17239/L1ESLL-2019.19.02.01	pl
dc.description.references	Ribas T., Fontich X. & Guasch O. (eds.). 2015. Grammar at School. Research on Metalinguistic Activity in Language Education. Brussels: Peter Lang. https://doi.org/10.3726/978-3-0352-6490-6.	pl
dc.description.references	Sénéchal, M., Ouellette, G., Pagan, S. & Lever, R. 2012. The role of invented spelling on learning to read in low-phoneme-awareness kindergartners: a randomized-control-trial study. Reading and Writing 25: 917–934. https://doi.org/10.1007/s11145-011-9310-2	pl
dc.description.references	Spolsky B. & Hult, F. (eds.). 2010. The Handbook of Educational Linguistics. Sussex: Wiley-Blackwell.	pl
dc.description.references	Štěpáník, S. 2019. Pupil preconception as a source of solutions to lingering problems of grammar teaching? L1 – Educational Studies in Language and Literature. 19: 1-24. https://doi.org/10.17239/L1ESLL-2019.19.02.05	pl
dc.description.references	Unsworth, L. 2002. Reading grammatically: Exploring the ‘constructiveness’ of literary texts. L1 – Educational Studies in Language and Literature 2(2): 121–140. https://doi.org/10.1023/A:1020847215689	pl
dc.description.references	Uppstad, P.H. 2006. The dynamics of written language acquisition. L1 – Educational Studies in Language and Literature 6(3): 63–83. https://doi.org/10.17239/L1ESLL-2006.06.01.04	pl
dc.description.references	van Rijt, J. van, Wijnands, A. & Coppen, P.-A. 2019 (forthcoming). Dutch teacher beliefs on linguistic concepts and Reflective Judgement in grammar teaching. L1 – Educational Studies in Language and Literature.	pl
dc.description.references	Viise, N. M., Richards, H. C. & Pandis, M. 2011. Orthographic depth and spelling acquisition in Estonian and English: a comparison of two diverse alphabetic languages. Scandinavian Journal of Educational Research 55(4): 425–453.	pl
dc.description.references	Watson, A. 2015. The Problem of Grammar Teaching: a case study of the relationship between a teacher’s beliefs and pedagogical practice. Language and Education 29(4): 332-346. https://doi.org/10.1080/09500782.2015.1016955	pl
dc.description.references	Werfel, K. L. & Schuele, C. M. 2012. Segmentation and representation of consonant blends in kindergarten children’s spellings. Language, Speech, and Hearing Services in Schools 43: 292–307.	pl
dc.identifier.eissn	2300-6250	-
dc.description.issue	24 (1/2019)
dc.description.firstpage	5	pl
dc.description.lastpage	11	pl
dc.identifier.citation2	Crossroads. A Journal of English Studies	pl
dc.identifier.orcid	0000-0003-1769-7265	-
dc.identifier.orcid	0000-0001-8255-6018	-
Występuje w kolekcji(ach):	Crossroads. A Journal of English Studies, 2019, Issue 24 Varia (WFil)

Pliki w tej pozycji:

Plik	Opis	Rozmiar	Format
Crossroads_24_2019_E_Awramiuk_D_Karczewski_Between_Linguistics_Language_Education.pdf		139,87 kB	Adobe PDF	Otwórz

Pokaż uproszczony widok rekordu Zobacz statystyki