Abstracts AGNIESZKA BRYŁA-CRUZ
English Pronunciation Instruction for Learners with Different Educational Biographies and the Same Professional Goal – a Special Case of (Re)training Teachers The paper sets out to discuss challenges which stem from teaching pronunciation to learners with different educational biographies and sharing the same professional goal, i.e. teaching English at pre-school and early primary school. The author argues that since beliefs have been found a powerful factor influencing both the teaching process and outcome, it is considered vital to instill in this group of teacher trainees a feeling of responsibility for their own broadly understood phonetic development. Pronunciation matters and it both can and should be taught to the youngest learners. EWA DOMAGAŁA-ZYŚK
Deaf and Hard of Hearing Pupils in the Light of the Core Curriculum for FLT Polish national core curriculum for foreign languages describes goals, content and detailed requirements for each level of education. These goals should also be achieved by deaf and hard of hearing pupils. It is not an easy task, especially if we take into account that for some of them it is to learn a foreign phonic language while struggling with a national one. The aim of the text is to present strategies for implementing the core curriculum for foreign languages during classes with deaf and hard of hearing pupils, both these using national or sign language, as a main means of communication. It may help foreign language teachers to support their pupils more effectively, both in mainstream and special programs. AGNIESZKA DZIĘCIOŁ-PĘDICH
On Planning a Language Lesson, Using a Blackboard and Giving Instructions to Pupils with SEN Special educational needs include, among others, dyslexia, dyspraxia, ADHD, Asperger’s syndrome, autism or dyscalculia and SEN learners need considerable support from to overcome such obstacles as poor working memory, inability to manage time, difficulties with listening, and sequencing, etc. to learn a foreign language effectively. The aim of the article is to present lesson planning techniques, ways of using the board and giving instructions teachers can use to make language classrooms SEN learner-friendly places and to make language learning a non-threatening experience. JAN ILUK
The Methodological Problems of Forming Questions in FL Classes The following analysis is devoted to discussing the issues concerning the status and functions of FL questions constructed during FL classes. In practice, the process of constructing questions may bring both positive and negative effects in the context FL learning. Therefore, FL teachers’ awareness of the roles FL questions play in their classrooms has a direct influence on the effectiveness of conducting the educational process by means of questions. 133