Abstract
Based on a small-scale survey and discussion with teacher-learners in a postgraduate teacher education program in Poland, this paper aims to investigate their understanding of ‘learning to read in L2 English’ and the current state of their competencies in teaching reading. Descriptors taken from the European Portfolio for Student Teachers of Languages, EPOSTL, are used are used as criteria to analyze the qualitative data. It is found that while there appears to be awareness and indication of application of some competencies, the participants seem confused as to how to support younger elementary L2 learners in developing basic reading skills and may lack understanding of theories to underpin their practice.
| Original language | English |
|---|---|
| Pages (from-to) | 73-87 |
| Number of pages | 15 |
| Journal | Lublin Studies in Modern Languages and Literature |
| Volume | 43 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2019 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education
Keywords
- postgraduate teacher education
- supporting reading
- teacher competencies
ASJC Scopus subject areas
- Language and Linguistics
- Linguistics and Language
- Literature and Literary Theory
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