Literacy skills in foreign language learning, teaching and research 3301-ZJ-JS020

This course is devoted to the issue of literacy, in the narrow sense of the term, the ability to write and read in foreign language learning and teaching. In a broader sense, it also addresses the issue of developing digital literacies in this context. It discusses the definitions of the key term, mental processes related to the acquisition of reading and writing skills, and the influence of individual differences (e.g. age, motivation, or gender of students) on their development. During this course approaches to teaching these skills and ways of assessing them are presented. Its main aim is also to make students understand empirical research on the most important problems in this area and gain knowledge about the research methods used.

TOPICS/CLASSES

BLOCK 1: What is L2 reading and writing?

1. Key definitions and models of L2 reading and writing
2. Processes related to L2 reading and writing development
3. L2 literacy development

BLOCK 2: How do we read and write in L2?

4. L2 reading and writing strategies
5. The relationship between L2 reading and writing
6. Individual differences in the development of L2 writing and reading skills

BLOCK 3: How to teach L2 reading and writing?

7. Approaches to teaching L2 writing and reading
8. Assessment and feedback in L2 writing and reading

BLOCK 4: L2 writing and reading as a social practice

9. Affective and identity-related aspects of L2 writing (e.g., anxiety, emotions, L2 identity)
10. L2 writing and reading in the digital environment (including AI)

Course coordinators

Aleksandra Majchrzak

Type of course

elective courses

Mode

Classroom

Prerequisites (description)

Attendance is obligatory. One absence is allowed. The use of AI is prohibited. AI is permitted ONLY for: - checking linguistic accuracy (correcting grammar, spelling, and punctuation), - formatting the source list. AI tools: https://ia.uw.edu.pl/fileadmin/ilustracje/dokumenty/rada_dydaktyczna/Rules_for_the_Use_of_AI_Tools.pdf https://aiassessmentscale.com/

Learning outcomes

Concerns students starting their studies in the years from 2022/2023 to 2024/2025.
Knowledge
Students will be able to:
- K_W01 - identify and characterize on an advanced level the specificity of foreign language acquisition and the underlying psycholinguistic processes within issues in the humanities dealing with knowledge acquisition. P7S_WK
- K_W02 - describe on an advanced level the current trends in the linguistic research on the development of literacy in foreign language learning and teaching. P7S_WG

Abilities
Students will be able to:
- K_U01 - apply advanced terminology and notions pertinent to the field of foreign language acquisition and teaching. P7S_UW
- K_U03 - apply knowledge obtained during the course to account for and solve a problem, thereby completing a research task on the development of written communication in a foreign language. P7S_UW, P7S_UK
- K_U04 - analyze and synthesize the knowledge about linguistic phenomena related to the development of written communication in the context of societal factors on an advanced level. P7S_UW
- K_U05 - discern alternative methodological paradigms in research on the development of foreign language literacy. P7S_UK
- K_U08 - participate in group work, collaborate with others and be a team leader in conducting collaborative work, presentations and other tasks included in the curriculum. P7S_UO
- K_U09 - present knowledge in a coherent, precise and linguistically correct manner and communicate in English at level C2 according to the Common European Framework of Reference for Languages, ensuring the use of appropriate forms of expression for the communicative situation. P7S_UK

Social competences
Students will be ready to:
- K_K02 - commit to lifelong learning, as well as personal and professional development applying knowledge and skills obtained during the course of study. P7S_KK
- K_K03 - take responsibility for performing one’s professional duties, with due respect for the work of others, obey and develop the ethical norms in professional and academic environments related to linguistics. P7S_KR
- K_K04 - assess critically one’s own knowledge and skills related to the field of linguistics. P7S_KO

Concerns students starting their studies in the year 2025/2026.
Knowledge: The graduate has in-depth familiarity with:
- K_W01 advanced terminology, theory and research methods corresponding to the state of the art in the area of foreign language acquisition and teaching for written communication, in accordance with their chosen specialization (and educational path)
- K_W04 concepts and principles concerning the protection of intellectual property and copyright

Abilities: The graduate is able to:
- K_U01 apply the advanced terminology, theories and methods of research in the area of foreign language acquisition and teaching for written communication to solve complex and original research problems in accordance with his/her chosen specialization (and educational path)
- K_U04 apply the concepts and principles of intellectual property protection and copyright law

Social competences: The graduate is ready to:
- K_K01 critically appraise their knowledge and content obtained from various sources
- K_K02 recognize the importance of knowledge in solving cognitive and practical problems; consult experts when required

Education at language level B2+.

Assessment criteria

- Preparing homework assignments
- Preparing a mini-research project (in pairs)

Bibliography

Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge University Press.
Cirocki, A., B. Indrarathne, and S. McCulloch (eds.) (2024). Cognitive and Educational Psychology for TESOL: A Guide for Practitioners. Cham: Springer Nature.
Dudney, G., Hockly, N., and M. Pegrum (2013). Digital Literacies: Research and Resources in Language Teaching. London: Routledge.
Ferris, D. & Hedgcock, J. 2014. Teaching L2 composition. Purpose, process, and practice. Routledge.
Grabe, W. 2009. Reading in a second language. Moving from theory to practice. Cambridge University Press.
Grabe, W. & Stroller, F. 2011. Teaching and researching reading. Routledge.
Hyland, K. 2019. Second Language Writing. Cambridge University Press.
Hyland, K. & Hyland, F. 2006. (eds) Feedback in Second Language Writing. Cambridge University Press.
Hyland, K. 2009. Teaching and researching writing. Longman.
Lee, I. 2017. Classroom writing assessment and feedback in L2 school contexts. Springer.
Majchrzak, O. 2025. “Feedback in developing EFL writing skills in Polish secondary schools.” Językoznawstwo.
Majchrzak, O. 2024. “Self and Identity in English Language Learning”. Educational Psychology for TESOL: A Guide for Practitioners. Springer.
Majchrzak, O. & Ostrogska, P. 2022. "Journal writing - students' voices". Językoznawstwo.
Majchrzak, Olga. 2018. Learner identity and learner beliefs in EFL writing. Springer International Publishing: Cham, Switzerland. 2018.
Majchrzak, O. & Salski, Ł. 2018. “Peer review and journal writing in the eyes of first year students of English studies/writing course at the University of Lodz”. Cambridge Scholars.
Majchrzak, O. & Salski, Ł. 2016. “Country Report: Poland.” In: Kruse, O., Chitez, M., Rodriguez, B. & Castelló, M. Exploring European Writing Cultures: Country Reports on Genres, Writing Practices and Languages Used in European Higher Education. Zurich University of Applied Sciences: Working Papers in Applied Linguistics, 10 [Online Publication]. 149-162.