Michal Daszkiewicz

Michal Daszkiewicz
University of Gdansk | UG · Institute of Education

About

20
Publications
554
Reads
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12
Citations
Introduction
On the whole, my scientific (linguistic and pedagogical) work relates to LANGUAGE-BASED EDUCATIONAL PARADIGMS . It covers studies of (1) SYSTEMS (what the position of language in different countries/schools is and how it can be boosted); (2) DISCIPLINES (how the role of language is determined psychologically, sociologically, culturally etc,); (3) LINGUISTIC IDENTITIES (how our language beliefs, activity, affect, and matrices interact); (4) INTRA-LANGUAGE (how one composes one's own language).
Additional affiliations
October 2018 - present
Educational Role of Language Journal
Position
  • Editor
Description
  • http://educationalroleoflanguage.org/erl-journal/ I developed ERL Journal designated for (empirical and theoretical) papers on cross-disciplinary, educational and linguistic, issues. It is meant to address (I) the position of language and how it is put into practice across different schools, cultures, methods and personalities, and (II) the experiencing of language by learners in terms of their language beliefs, activity, affect and cognition.
February 2018 - present
International Association for the Educational Role of Language
Position
  • Founder
Description
  • http://educationalroleoflanguage.org/ I founded ERL Association (ERLA) - for two main goals: to boost the educational position of language and to bridge the gap between linguistic and educational studies. I have been heading ERL Journal published by ERLA and organised international ERL (online) Sessions bringing together specialists of different disciplines, particularly linguists and pedagogues (for more information look at http://educationalroleoflanguage.org/erl-events/)
June 2016 - present
Educational Role of Language Network
Position
  • Manager
Description
  • http://educationalroleoflanguage.ug.edu.pl I founded ERL Network as a platform supporting cooperation between academics working on issues at the intersection of pedagogy and language. So far academics from 26 states (Australia, Bulgaria, Denmark, England, Florida, Greece, Hawaii, Hungary, Iceland, Japan, Kenya, Lithuania, Northern Ireland, Norway, Poland, Portugal, Republic of South Africa, Romania, Scotland, Serbia, Slovakia, Spain, Sweden, Turkey, Vietnam, Wales) have joined it.
Education
April 2003 - December 2007
University of Gdańsk
Field of study
  • Applied Linguistics
October 1994 - June 1999
University of Gdansk
Field of study
  • English Philology

Publications

Publications (20)
Article
The aim of our paper is to describe and examine the approach to oracy in core curricula in two European countries: Poland and Portugal. In the paper, we examine kindergarten and early education L1 curricula, identifying their strengths and weaknesses, similarities and differences, and discuss theoretical positions that support the guiding documents...
Article
In language studies, fossilization is associated with the formation of permanent intermediate systems and subsystems. The interlanguage that develops between L1 and L2 (Selinker 1972) becomes embedded, rather than the learner continuing to develop increasing proficiency in the L2. As a language learner remains deficient in the target language (TL),...
Article
Full-text available
Language Personality as a Four-Dimensional Construct Falling Outside University Students' Reflection The paper relates to a qualitative international study carried out with university students concerning their personal reflection on learning English. In the study the respondents were presented with questions on what they think of, what they can do,...
Article
Full-text available
The paper addresses the seemingly paradoxical phenomenon of the conventional underlying the personal in foreign language learning, i.e. how the presence of fixed language elements (collocations etc.) contributes to EFL learners’ subjective sensation of personally meaningful educational experience. Resting on the rationale of FL learning taking the...
Book
The book serves the following aims: to bridge the gap between the linguistic and educational studies on the level of the four traditionally recognised language skills; to outline different – maybe even partially clashing – perspectives on the relationship between general education and language education; to relate to the wider context of the educat...
Article
Międzynarodowa sieć pracowników naukowych, której zamysł przedstawia niniejszy tekst i do której będę się tu skrótowo odnosił jako ERL Network, wyłoniła się ze współpracy nawiązanej w ramach I Międzynarodowej Pedagogiczno-Lingwistycznej Konferencji Naukowej „Edukacyjna Rola Języka. Learn to speak, speak to learn”(„ERL I”), która odbyła się na Wydzi...
Article
The paper presents research carried out with 606 students from 18 countries in Europe, Asia and Africa concerning their approach to learning vocabulary related to clothes and sport. The basic premise relates to the concept of a masterpiece, i.e. a personalised arrangement of language components across and within topics. The results show respondents...
Chapter
Full-text available
The aim of this text is to envisage, relate to and systematize multiple perspectives concerning the intersection between language and education, with the blend of the two attracting interests of theoreticians, researchers and practitioners representing different disciplines and numerous subdisciplines. To achieve this, (1) the text outlines the sco...
Chapter
Full-text available
The aim of this text is to systematize what is generally approached intuitively by teachers, namely their students’ position with regard to spoken language in the classroom. To this end, students utterances are considered through the position of David Tripp’s theory of critical incidents (their analysis and construction), which are juxtaposed again...
Article
Niemal 90 lat1 mija od kiedy w naukach humanistycznych dokonał się „zwrot lingwistyczny”, wprowadzając nową jakość poznawczą. Mimo to zauważamy, że obszar nauki łączący lingwistykę i pedagogikę jest w pewnym stopniu zaniedbany, tak w refleksji teoretycznej, jak iw praktyce edukacyjnej. Zespół osób, zajmujących się edukacją językową w Instytucie Ped...
Article
Full-text available
The paper addresses applicability of terms and rationale normally associated with early language education to the learning (and articulation) of English by adult Poles. It discusses how grown-ups – supposedly aware of how important speech is for their language success – prove victim to affective obstacles, require the personally – and emotionally-e...
Article
The paper presents a radically new approach to the teaching and learning of English referred to – owing to its rationale drawing on music – as Compose Your Own English. With the (markedly interdisciplinary) theoretical foundations presented in the first section delineating the room for learners’ language composition, the approach is then executed b...
Chapter
The paper addresses the importance of – commonly underrated – students’ directed utterances, generally frowned upon as devoid of individuality and/or linguistic creativity. It presents a twofold benefit of promoting their articulation: first, the personal experiencing and affective significance assigned by students to what they orally reproduce and...
Chapter
The text presents cross-disciplinary observations which justify treating the learner’s expression of his/her knowledge as the main L2 learning/teaching technique. It is argued that such an approach is most likely to render educational events personal (on pedagogical, diagnostic, linguistic and psychological grounds). With the creation of texts quit...
Article
Artykuł jest próbą odpowiedzi na pytanie, w jaki sposób (ustne i pisemne) wypowiedzi uczniów mogą być wykorzystane do rozpoznania tego, jak uczniowie rozumieją treści przedmiotowe i jak osobiście doświadczają edukacji. Tekst wychodzi od przedstawienia uczenia się oraz egzaminu–tj. dwóch składników konstytutywnych diagnostyki edukacyjnej–jako dwóch...

Network

Cited By
    • University of Constantinus the Philosopher in Nitra - Univerzita Konstant’na Filozofa v Nitre
    • Université Catholique de Louvain - UCLouvain
    • University of Pécs
    • University of Constantinus the Philosopher in Nitra, Faculty of Education - Univerzita Konstant’na Filozofa v Nitre

Projects

Projects (2)
Project
The main aim of the project is: (i) to compare the approach to L1 and L2/FL oracy in curricula (ii) to address the teachers’ approach to L1 and L2/FL oracy (iii) to analyses classroom practices in terms of L1 and L2/FL oracy (iv) to validate assessment tools in order to check the quality and quantity of classroom oracy Taken together, this project aims to study the role of oracy in education, both in L1 and L2/FL in Portugal and Poland.
Project
To investigate the opportunities to develop speaking and writing skills that pupils are provided with - possible influencing factors. Based on The Complex Systems Theory (Larsen-Freeman and Cameron 2008).