De la spécificité épistémologique du discours méta-glottodidactique

Meta-glottodidactic discourse is the area of academic discourse which enables one to develop and expli-citly present general glottodidactic conceptions. This, however, is not a characteristic of didactic dis-course concerned with foreign language teaching/learning and its optimization....

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Main Author: Izabela Orchowska
Format: Article
Language:Catalan
Published: Adam Mickiewicz University 2017-06-01
Series:Studia Romanica Posnaniensia
Subjects:
Online Access:https://pressto.amu.edu.pl/index.php/srp/article/view/10716/10296
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spelling doaj-bc59dd9cee2b48eda894829458a26a422021-08-02T15:56:12ZcatAdam Mickiewicz UniversityStudia Romanica Posnaniensia0137-24752084-41582017-06-01442274510.14746/strop.2017.442.002De la spécificité épistémologique du discours méta-glottodidactiqueIzabela Orchowska0Université Adam Mickiewicz de PoznańMeta-glottodidactic discourse is the area of academic discourse which enables one to develop and expli-citly present general glottodidactic conceptions. This, however, is not a characteristic of didactic dis-course concerned with foreign language teaching/learning and its optimization. It can be claimed that in their meta-glottodidactics discourse Polish language teaching specialists show their epistemological identity as scholars, which stems from their intellectual autonomy on the one hand and their glottodidactic community affiliation on the other. The present article talks about the discourse manifestations of Polish glottodidactics specialists’ intellectual autonomy, which are related to their epistemological choices and ways of justifying them. Given the lack of consensus about the basic epistemological issues within the glottodidactic community, scholars’ intellectual choices as well as their justifications can be varied and highly distinctive. In a qualitative comparative analysis of meta-glottodidactic discourse of two Polish glottodidactics specialists, the author of the article identifies the factors contributing to the diversity of Polish meta-glottodidactic discourse. She also attempts to explain why this particular type of discourse could encourage dialog within the Polish glottodidactic community, which might become a driving force behind the development of contemporary glottodidactics.https://pressto.amu.edu.pl/index.php/srp/article/view/10716/10296meta-glottodidactic discoursescholars' intellectual autonomyglottodidactic communityscholars' epistemological identity and choices
collection DOAJ
language Catalan
format Article
sources DOAJ
author Izabela Orchowska
spellingShingle Izabela Orchowska
De la spécificité épistémologique du discours méta-glottodidactique
Studia Romanica Posnaniensia
meta-glottodidactic discourse
scholars' intellectual autonomy
glottodidactic community
scholars' epistemological identity and choices
author_facet Izabela Orchowska
author_sort Izabela Orchowska
title De la spécificité épistémologique du discours méta-glottodidactique
title_short De la spécificité épistémologique du discours méta-glottodidactique
title_full De la spécificité épistémologique du discours méta-glottodidactique
title_fullStr De la spécificité épistémologique du discours méta-glottodidactique
title_full_unstemmed De la spécificité épistémologique du discours méta-glottodidactique
title_sort de la spécificité épistémologique du discours méta-glottodidactique
publisher Adam Mickiewicz University
series Studia Romanica Posnaniensia
issn 0137-2475
2084-4158
publishDate 2017-06-01
description Meta-glottodidactic discourse is the area of academic discourse which enables one to develop and expli-citly present general glottodidactic conceptions. This, however, is not a characteristic of didactic dis-course concerned with foreign language teaching/learning and its optimization. It can be claimed that in their meta-glottodidactics discourse Polish language teaching specialists show their epistemological identity as scholars, which stems from their intellectual autonomy on the one hand and their glottodidactic community affiliation on the other. The present article talks about the discourse manifestations of Polish glottodidactics specialists’ intellectual autonomy, which are related to their epistemological choices and ways of justifying them. Given the lack of consensus about the basic epistemological issues within the glottodidactic community, scholars’ intellectual choices as well as their justifications can be varied and highly distinctive. In a qualitative comparative analysis of meta-glottodidactic discourse of two Polish glottodidactics specialists, the author of the article identifies the factors contributing to the diversity of Polish meta-glottodidactic discourse. She also attempts to explain why this particular type of discourse could encourage dialog within the Polish glottodidactic community, which might become a driving force behind the development of contemporary glottodidactics.
topic meta-glottodidactic discourse
scholars' intellectual autonomy
glottodidactic community
scholars' epistemological identity and choices
url https://pressto.amu.edu.pl/index.php/srp/article/view/10716/10296
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