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CONFERENCE
As a part of the anniversary, the CONFERENCE SESSIONS Vocational training. Personal devel-
conference „From the concept opment. What skills should a foreign
to the word - modern languages in 21st 1. E-learning in teaching LSP: new language university teacher possess?
century didactics and science” will be technologies in the development Are there any differences between
held. The main theme of the lectures of language competencies. Social teachers who work at technical and
and seminars will be Languages For networks in teaching and learning for- life sciences universities and those who
Specific Purposes (LSP) taught at tech- eign languages. Is online learning the work at universities which focus on hu-
nical universities. A series of lectures, future of teaching foreign languages or manities? How can teachers overcome
seminars and round tables will discuss does it merely represent an added value „professional burnout”? To what ex-
advances in the teaching ESP, paying at- to language classes? tent can a language teacher be auton-
tention to existing and new challenges omous? Improvement of professional
that researchers face in the future. 2. The preparation of LSP teach- skills - courses, training courses, work-
ing programmes at universities. shops, conferences, class observation.
The conference will be held from 24 to Selection and adaptation of teaching Reflection on daily work. The use of
25 May 2013 at Poznan University of materials. Individual differences and ed- educational innovations. Is the future of
Technology. ucational needs of students. Concepts education based on on-line teaching or,
and models of language competencies is a teacher still needed? The changing
All details regarding the program and in university language classes. Motivat- role of the teacher in the educational
registration are available on the website: ing students; setting short-term and process. How general knowledge, be-
http://www.clc.put.poznan.pl/. long-term goals in foreign language liefs, language competencies and cul-
teaching. „We do not just teach a for- ture affect the perception of teachers
Honorary committee: eign language” and „we teach a foreign by students?
language not a university subject”- are
- Pan Ryszard Grobelny, these statements contradictory? 6. Intercultural differences: be-
Prezydent Miasta Poznania tween theory and practice. Working
3. Teaching LSP at different aca- with multicultural groups. Teaching Pol-
- Prof. dr hab. Halina Widła, demic levels: BA studies, MA stud- ish to foreigners. The teacher in a new
Przewodnicząca Polskiego To- ies, PhD studies. The content of cur- geopolitical and cultural situation.
warzystwa Neofilologicznego ricula. Students’ individual language
needs. Each student is different- how 7. Language policy in Europe: stu-
- Prof. dr hab. inż. Tomasz Łodygowski, should we conduct classes, what should dent and teacher exchanges. Pro-
JM Rektor Politechniki Poznańskiej be taught in order to get positive feed- grammes and systems of teach-
back from students? In what way can ing foreign languages in different
Scientific committee: language classes at university attract countries. Cooperation in internation-
future students to start studies at a al exchange programmes; what is the
- Prof. dr hab. inż. Stefan Trzcieliński, particular university? Learners’ charac- influence of participation in the given
Prorektor ds. Edukacji Ustawicznej PP teristics, assessment of their needs and programme for the given department?
interests. Is it possible to create joint programmes
- Dr Liliana Szczuka-Dorna, for similar types of universities? The ex-
Dyrektor CJK 4. Testing and evaluation of stu- change of experience as a constant ele-
dents’ knowledge; quality in for- ment of broadening knowledge.
- Prof. dr hab. Katarzyna Dziubal- eign language teaching. Final exam
ska-Kołaczyk, Dziekan Wydziału preparation. Methods of testing subject 8. CLIL-Content and Language Inte-
Anglistyki UAM knowledge during language classes at grated Learning at university. CLIL:
universities. Evaluation of progress in the preparation of teachers and
- Prof. dr hab. Krystyna Droździał-Sze- the development of language compe- students in CLIL. Students’ and teach-
lest, Wydział Anglistyki UAM tencies. The development of reading ers’ problems. CLIL at primary, second-
skills through subject-related literature. ary and higher education levels-tasks
Organizing committee: and expectations. Educational policy
5. Psychological aspects of a lan- and CLIL.
- mgr Karolina Dworek guage teacher’s job at a university.
- dr Iwona Gajewska-Skrzypczak
- mgr Danuta Kaczmarek
- mgr Weronika Maćków
- dr Anna Raulinajtys
- mgr Irena Waśkowiak
2 GŁOS POLITECHNIKI | STYCZEŃ / LUTY 2013
As a part of the anniversary, the CONFERENCE SESSIONS Vocational training. Personal devel-
conference „From the concept opment. What skills should a foreign
to the word - modern languages in 21st 1. E-learning in teaching LSP: new language university teacher possess?
century didactics and science” will be technologies in the development Are there any differences between
held. The main theme of the lectures of language competencies. Social teachers who work at technical and
and seminars will be Languages For networks in teaching and learning for- life sciences universities and those who
Specific Purposes (LSP) taught at tech- eign languages. Is online learning the work at universities which focus on hu-
nical universities. A series of lectures, future of teaching foreign languages or manities? How can teachers overcome
seminars and round tables will discuss does it merely represent an added value „professional burnout”? To what ex-
advances in the teaching ESP, paying at- to language classes? tent can a language teacher be auton-
tention to existing and new challenges omous? Improvement of professional
that researchers face in the future. 2. The preparation of LSP teach- skills - courses, training courses, work-
ing programmes at universities. shops, conferences, class observation.
The conference will be held from 24 to Selection and adaptation of teaching Reflection on daily work. The use of
25 May 2013 at Poznan University of materials. Individual differences and ed- educational innovations. Is the future of
Technology. ucational needs of students. Concepts education based on on-line teaching or,
and models of language competencies is a teacher still needed? The changing
All details regarding the program and in university language classes. Motivat- role of the teacher in the educational
registration are available on the website: ing students; setting short-term and process. How general knowledge, be-
http://www.clc.put.poznan.pl/. long-term goals in foreign language liefs, language competencies and cul-
teaching. „We do not just teach a for- ture affect the perception of teachers
Honorary committee: eign language” and „we teach a foreign by students?
language not a university subject”- are
- Pan Ryszard Grobelny, these statements contradictory? 6. Intercultural differences: be-
Prezydent Miasta Poznania tween theory and practice. Working
3. Teaching LSP at different aca- with multicultural groups. Teaching Pol-
- Prof. dr hab. Halina Widła, demic levels: BA studies, MA stud- ish to foreigners. The teacher in a new
Przewodnicząca Polskiego To- ies, PhD studies. The content of cur- geopolitical and cultural situation.
warzystwa Neofilologicznego ricula. Students’ individual language
needs. Each student is different- how 7. Language policy in Europe: stu-
- Prof. dr hab. inż. Tomasz Łodygowski, should we conduct classes, what should dent and teacher exchanges. Pro-
JM Rektor Politechniki Poznańskiej be taught in order to get positive feed- grammes and systems of teach-
back from students? In what way can ing foreign languages in different
Scientific committee: language classes at university attract countries. Cooperation in internation-
future students to start studies at a al exchange programmes; what is the
- Prof. dr hab. inż. Stefan Trzcieliński, particular university? Learners’ charac- influence of participation in the given
Prorektor ds. Edukacji Ustawicznej PP teristics, assessment of their needs and programme for the given department?
interests. Is it possible to create joint programmes
- Dr Liliana Szczuka-Dorna, for similar types of universities? The ex-
Dyrektor CJK 4. Testing and evaluation of stu- change of experience as a constant ele-
dents’ knowledge; quality in for- ment of broadening knowledge.
- Prof. dr hab. Katarzyna Dziubal- eign language teaching. Final exam
ska-Kołaczyk, Dziekan Wydziału preparation. Methods of testing subject 8. CLIL-Content and Language Inte-
Anglistyki UAM knowledge during language classes at grated Learning at university. CLIL:
universities. Evaluation of progress in the preparation of teachers and
- Prof. dr hab. Krystyna Droździał-Sze- the development of language compe- students in CLIL. Students’ and teach-
lest, Wydział Anglistyki UAM tencies. The development of reading ers’ problems. CLIL at primary, second-
skills through subject-related literature. ary and higher education levels-tasks
Organizing committee: and expectations. Educational policy
5. Psychological aspects of a lan- and CLIL.
- mgr Karolina Dworek guage teacher’s job at a university.
- dr Iwona Gajewska-Skrzypczak
- mgr Danuta Kaczmarek
- mgr Weronika Maćków
- dr Anna Raulinajtys
- mgr Irena Waśkowiak
2 GŁOS POLITECHNIKI | STYCZEŃ / LUTY 2013
