University students of Polish language in Italy often form heterogeneous groups, differing primarily in their level of language proficiency and in their various motivations. Is it possible to make the language learning process more effective when, for some students, Polish is a foreign language, while for others it is a second language—or even their mother tongue? How can the different potential and competencies of students be utilized and evaluated when faced with the same requirements? The strategy proposed by the author is rooted in the humanistic-affective approach to language teaching, as it places students' emotions at the core and treats the language of study as a potential tool for self-fulfillment. The author draws on her teaching experience at the Universities of Genoa and Milan, as well as on students’ responses to a questionnaire.
Insegnare la lingua in un gruppo eterogeneo: verso una glottodidattica umanistico-affettiva
Kowalcze, Karolina
2021-01-01
Abstract
University students of Polish language in Italy often form heterogeneous groups, differing primarily in their level of language proficiency and in their various motivations. Is it possible to make the language learning process more effective when, for some students, Polish is a foreign language, while for others it is a second language—or even their mother tongue? How can the different potential and competencies of students be utilized and evaluated when faced with the same requirements? The strategy proposed by the author is rooted in the humanistic-affective approach to language teaching, as it places students' emotions at the core and treats the language of study as a potential tool for self-fulfillment. The author draws on her teaching experience at the Universities of Genoa and Milan, as well as on students’ responses to a questionnaire.
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