Languages in alternative education – the perspective of language teachers

dc.abstract.en	The subject of this thesis is the issues related to the teaching of foreign languages in alternative preschools – Montessori Method, Reggio Emilia Philosophy and Waldorf Approach. The aim of the thesis was to understand the perspective of teachers regarding the connection between foreign language teaching and alternative pedagogy, the use of different methods and forms of work and teaching aids, the difficulties they face, as well as the positive aspects of their work. The literature review includes chapters on foreign language teaching methods, foreign languages in core curriculums in the context of selected countries, and alternative pedagogies with their history and fundamental principles. Furthermore, the thesis includes information on the methodology of the research, which involved foreign language teachers from around the world. The final part of the thesis consists of an analysis of the results of conducted research. The collected data allowed for an understanding of teachers' opinions regarding foreign language teaching in alternative education, the methods and teaching aids they use, as well as the difficulties they encounter in their work. Teaching foreign languages in alternative education is a complex and laborious process. Teachers strive to incorporate alternative pedagogy into their teaching by choosing methods specific to alternative pedagogy of their school, as well as teaching aids associated with this philosophy, while educating not only in the language area but also promoting values of preschool philosophy. The majority of teachers consider the greatest challenges to be the lack of materials tailored to preschool alternative philosophy, the necessity of a creative approach to lesson preparation, and the need for collaboration between teachers and parents. For the positive aspects of education within the alternative philosophy, the teachers mentioned building children's independence, practicing their self-discipline, developing communicative language skills and creativity, as well as the collaboration of multiple entities responsible for student development.
dc.abstract.pl	Tematem niniejszej pracy są zagadnienia związane z nauczaniem języków obcych w alternatywnych przedszkolach - Montessori, Reggio Emilia oraz Waldorfskich. Celem pracy było poznanie: perspektywy nauczycieli języków obcych dotyczącej połączenia pomiędzy nauczaniem języków obcych, a pedagogiką alternatywną; metod, form pracy i pomocy dydaktycznych; trudności z jakimi spotykają się nauczyciele oraz pozytywnych aspektów ich pracy. Część teoretyczna pracy obejmuje rozdziały dotyczące metod nauczania języków obcych, języków obcych w kontekście podstaw programowych z wybranych krajów oraz historię i fundamentalne zasady pedagogik alternatywnych. W następnej części pracy zawarte zostały informacje dotyczące przeprowadzonych badań, w których udział wzięli nauczyciele z całego świata. Ostatnia część pracy zawiera szczegółowe opisanie wyników oraz ich analizę.
dc.affiliation	Uniwersytet Warszawski
dc.affiliation.department	Wydział Pedagogiczny
dc.contributor.author	Chyla, Dominika
dc.contributor.promoter	Smogorzewska, Joanna
dc.contributor.reviewer	Wołowicz, Agnieszka
dc.contributor.reviewer	Smogorzewska, Joanna
dc.date.defence	2025-09-29
dc.date.issued	2025
dc.date.submitted	2025-09-12
dc.identifier.apd	245696
dc.language	en
dc.language.other	pl
dc.publisher	Uniwersytet Warszawski
dc.rights	ClosedAccess
dc.subject.en	Alternative preschool education
dc.subject.en	Reggio Emilia
dc.subject.en	Montessori
dc.subject.en	Waldorf
dc.subject.en	foreign languages teachers
dc.subject.pl	Alternatywna edukacja przedszkolna
dc.subject.pl	Reggio Emilia
dc.subject.pl	Montessori
dc.subject.pl	Waldorf
dc.subject.pl	nauczyciele języków obcych
dc.title	Languages in alternative education – the perspective of language teachers
dc.title.alternative	Języki w edukacji alternatywnej - perspektywa nauczycieli języków obcych
dc.type	MasterThesis