Project Coordinator

 

 

Partners

University of Lodz, Faculty of Philology,
Chair of Pragmatics - Poland

 

Narutowicza, 90-131 Lodz


Marcin Podogrocki - Project manager


mpodogrocki(at)uni.lodz.pl


Joanna Nijakowska - Content coordinator


jnijak(at)wp.pl


+48 42 635 47 52


+48 42 635 47 53


www.proedu.uni.lodz.pl


http://ia.uni.lodz.pl/pragmatics


University of Lodz is one of the largest Polish universities
located in central Poland, with more than 40,000 students and
almost 4,000 personnel in 12 faculties and some inter-
disciplinary units.

The Chair of Pragmatics (Institute of English, Philological
Faculty) is committed to scholarly and didactic activities
reflecting the perception of pragmatics as a functional, i.e.
cognitive, social and cultural, perspective on language and
communication. We offer B.A., M.A., and Ph.D. level courses
on various aspects of pragmatics, from formal/philosophical to
sociolingustic, anthropological and culture-oriented.
We organize international conference series (e.g. NDLP - New Developments in Linguistic Pragmatics, LAFAL - Linguistic Approaches to Funniness, Amusement and Laughter, CCC - Cognition, Conduct and Communication), and host several other international meetings.

We publish the internationally abstracted scientific journals (IRP - International Review of Pragmatics, LPP - Lodz Papers in Pragmatics)  and participate in international projects, concerning for example quality assessment of online educational materials, as well as the improvement of writing skills. The Chair of Pragmatics promotes research in all aspects of language teaching and learning, including clinical pragmatics, pragmatic language disorders, dyslexia and foreign language learning. It has experience in running initial and in-service teacher training courses.

For more information on our activities please visit our website: ia.uni.lodz.pl/pragmatics/


TAK -
The Society for Alternative Education - Poland

 


Barbara Jaroszewicz


basiajar(at)yahoo.com


www.tak.opole.pl


TAK is a nongovernmental, non-profit organisation whose main activity is running three schools ( primary, lower secondary and secondary - total of approximately 300 students). The secondary key activities comprise running educational, both national and international, projects in cooperation with the Foreign Languages Teacher Training College, Opole University and other institutions; publishing  educational materials as well as organising teaching workshops; supervising pre- and in-service teaching practice for college and university students.
The three schools run by TAK provide mainstream education, focusing on  foreign language training and offering an extended number of foreign language teaching hours compared to regular public education, thus allowing for even the youngest groups of learners to take part in international projects.

Secondly, since the Society provides regular, mainstream education, there are students at TAK schools who require additional educational support with their learning difficulties, including dyslexia. Therefore teachers working at TAK schools have met and worked with such students and therefore have some practical experience. All three schools employ specialists such as educational counsellors and speech therapists assisting pupils in their daily work. Additionally, pre- and in-service teachers have an opportunity to be trained and practise their skills of working with such students at  TAK schools.


RCNS HAS - The Research Centre for Natural Sciences, Hungarian Academy of Sciences, Institute of Cognitive Neuroscience and Psychology - Hungary

 


Agnes Imrene Sarkadi, Eva Gyarmathy


sarkadiagi(at)gmail.com


www.mtapi.hu


The Research Centre for Natural Sciences, Hungarian Academy of (Hungarian acronym:MTA TTK) was founded in 01 January 2012,  when the  Institute for Psychology of the Hungarian Academy of  Sciences, the Institute of Enzimology of the Hungarian Academy  of Sciences, the Institute for Technical Physics and Materials  Science of the Hungarian Academy of Sciences merged with the  Chemical Research Center of the Hungarian Academy of Sciences  and formed the Research Centre for NaturalSciences. The new name of the Institute for Psychology of the Hungarian  Academy of Sciences is the Institute of Cognitive Neuroscience  and Psychology. The Institute carries out basic psychological  research both for pure scientific purposes and for direct or  indirect application in Hungary. Research areas cover social,  comparative cultural, cognitive and developmental psychology  and psychophysiology. Research takes a broad approach to  scientific issues, and embraces other branches of science and  social science.

Institute staff are also engaged in adapting and developing  new psychological research methods. Vocational and basic  education at both undergraduate and postgraduate level is another area where Institute staff are active. The institute has been involved in a number of EU funded  projects focusing on dyslexia in the past ten years (for  example Calldysc-Collaborative Additional Language Learning  Project for Dyslexic Students, iSheds- Dyslexia Support for  students in the Balkans and Central Europe, Embed ?  Embedding Dyslexia-Responsive Practices in Lifelong Learning). These research projects helped to establish a good working  relationship with professionals involved in language teacher  training and mainstream language teachers interested in  dyslexia.


LU - Lancaster University, Department of Linguistics
and English Language - United Kingdom

 


Judit Kormos


j.kormos(at)lancaster.ac.uk


www.ling.lancs.ac.uk


The Department of Linguistic and English Language at Lancaster  University is the largest of its kind in England, with a full-time  lecturing staff of 27. The Department has been at the cutting  edge since its foundation in 1974 and is ranked top for Linguistics in the 2012 Complete University Guide.  The Department of Linguistics and English Language is an

internationally renowned leading centre for empirically-based  theoretical and applied research in a wide range of research  areas including Discourse Studies; Language and Literacy in  their Social Contexts; Linguistic Theory and Language  Description and Language Teaching, Learning and Assessment.


MU - Masaryk University, Faculty of Education, Department of English Language and Literature -
Czech Republik

 


Svetlana Hanusova


hanusova(at)ped.muni.cz


www.ped.muni.cz


The Department of English Language and Literature at Faculty of  Education of Masaryk University provides education to prospective pre-primary, primary and lower secondary teachers of English.  Apart from pre-service study programmes, also in-service  programmes are offered, either as combined study programmes  or as study programmes within the framework of lifelong  education.

The members of the department carry out research in the  areas of linguistics, literature, cultural studies, ELT  methodology and ICT technologies including e-learning.  We also participate in a research project realized by the  Department of Special Education that focuses on the education of pupils with special educational needs, including dyslexia.


VHS - Volkshochschule im Landkreis Cham e.V. -
Germany

 


Aleksandra Sikorska-Ellwanger


asikorska(at)vhs-cham.de


www.vhs-cham.de



VHS Cham is a registered, non-profit association in Upper Palatinate that focuses on language courses as a means of social integration. In order to meet the needs of disadvantaged groups such as that of dyslexic students, we aim at providing self-study materials for pre- and in-service teachers of English as a foreign language in order to improve the quality and effectiveness of foreign language teaching.
VHS supports cooperation between schools at a local and regional level so that it could provide the teachers of English

with the best professional guidance, counselling and relevant teaching techniques and methods to improve the quality of language teaching and facilitate foreign language acquisition.
VHS Cham collaborates in programmes supported by the European Commision such as Learning Regions, Leonardo da Vinci, Grundtvig, Transversal programmes. Our association has therefore a European-wide network of various partner institutions working together for a high quality education.


BEST Institut für berufsbezogene Weiterbildung
und Personaltraining GmbH - Austria

 


Karin Kronika


karin.kronika(at)best.de


www.best.at


BEST Institut für berufsbezogene Weiterbildung und Personaltraining GmbH, short BEST, was founded in 1990 as an independent vocational qualification institute. Its main activities comprise adult education, vocational qualification, guidance of unemployed people and training of key qualifications for re-integration into the labour market. The institute currently offers training facilities for more than 12.000 students per year. The training methods for different target groups include own pedagogic and didactic methods, e.g. on innovative language teaching, as well as e-Learning based trainings which are

constantly being updated. As one of the first training institutes in Austria, BEST has become a certified Eco-C-centre (European Communication Certificate) and provides respective trainings and tests. BEST also offers train-the-trainers and seminars focusing on various subjects (e.g. language provision). Within its International Projects Department, BEST shows long experience of cooperation in more than 90 European projects, both as coordinator and partner. The institute is focused on exchange of experience and practice, as well as joint development with European partners.


Associated Partners

Oxford University Press is the world's largest university press with the widest global presence.
We have an incredibly diverse publishing programme, which often surprises people who are expecting a traditional university press offering.
We publish in many countries, in more than 40 languages, and in a variety of formats - print and digital.
Our products cover an extremely broad academic and educational spectrum, and we aim to make our content available to our users in whichever format suits them best.

We publish for all audiences - from pre-school to secondary level schoolchildren; students to academics; general readers to researchers; individuals to institutions.
As a department of the University of Oxford our worldwide publishing furthers the University's objectives of excellence in scholarship, research, and education. Our main criteria when evaluating a new title for publication are its quality and whether it supports those aims of furthering education and disseminating knowledge.


 

 

Pearson Central Europe

 


www.pearson.pl/angielski


For over 20 years we have been the leading English Language Teaching materials provider in Poland. As Pearson Longman we have helped teachers to teach and students to learn. Our textbooks have made learning English pleasant and efficient.
We understand the world is changing. Today, learning is different than it has ever been before. It has the power to

change people's lives and offer them a better future.
We would like to be a part of this change and make the best of it.
Pearson Longman is now Pearson.
Today we offer more than books. We deliver complete educational solutions tailored to individual needs.

 

Pearson ELT

 


www.pearsonELT.com


Pearson is the world's leading education company. From pre-school to high school, early learning to professional certification, our curriculum materials,

multimedia learning tools and testing programmes help to educate millions of people worldwide - more than any other private enterprise.


 

IATEFL-Hungary

 


www.iatefl.hu


We believe in a future where quality, professional development and equal opportunities are valued in English language learning and teaching in Hungary. We promote collaboration among

English language teaching professionals by organising national and international projects with local and global impact.  By doing so, we aim to support a high quality of ELT in Hungary for all.


 

ELT well

 


www.eltwell.co.uk


ELT well brings together two areas of education:  English Language Teaching and SpLD (dyslexia) support. By drawing on the best practice from both fields, ELT well supports professionals in their work with multilingual learners who have learning differences or disabilities by providing practical,

flexible and relevant professional development and teaching materials. For both language teachers and dyslexia assessors, ELT well offers fresh ways of approaching perennial challenges, helping teachers support learners.


 

 

Languages without Limits

 


www.languageswithoutlimits.co.uk


Languages without Limits is a not-for-profit website set in a Scottish context which aims to support language teachers in their efforts to make effective provision for learners of all abilities. It takes as its starting point the conviction that language learning is a gateway to significant personal benefits,

that everyone can benefit, and that no-one should be excluded. Though curricular references are made in the Scottish context the site will be of interest to readers worldwide who wish to support all language learners in the best ways possible.


 

Addressing Dyslexia Toolkit

 


www.addressingdyslexia.org


The Addressing Dyslexia Toolkit provides information and support to teachers on how to identify, assess and support learners with literacy difficulties and dyslexia in a Scottish school context.

Though the information is built around the Scottish curriculum and legal system, there is much that can be adapted to other curricula and circumstances.


 

 

Department of Applied Linguistics, Opole University, Poland

 


www.dal.uni.opole.pl/show.php?id=12&lang=pl&m=1


Project-Number: 518466-LLP-1-2011-PL-COMENIUS-CMP         © 2012 DysTEFL – Project Coordinator: University of Lodz
Grant agreement number: 2011-3631/001-001

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.