Main Article Content
This work is licensed under a Creative Commons Attribution 4.0 International License.
1.1 The Author hereby warrants that he/she is the owner of all the copyright and other intellectual property rights in the Work and that, within the scope of the present Agreement, the paper does not infringe the legal rights of another person. The owner of the copyright work also warrants that he/she is the sole and original creator thereof and that is not bound by any legal constraints in regard to the use or sale of the work.
1.2. The Publisher warrants that is the owner of the PRESSto platform for open access journals, hereinafter referred to as the PRESSto Platform.
2. The Author grants the Publisher non-exclusive and free of charge license to unlimited use worldwide over an unspecified period of time in the following areas of exploitation:
2.1. production of multiple copies of the Work produced according to the specific application of a given technology, including printing, reproduction of graphics through mechanical or electrical means (reprography) and digital technology;
2.2. marketing authorisation, loan or lease of the original or copies thereof;
2.3. public performance, public performance in the broadcast, video screening, media enhancements as well as broadcasting and rebroadcasting, made available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them;
2.4. inclusion of the Work into a collective work (i.e. with a number of contributions);
2.5. inclusion of the Work in the electronic version to be offered on an electronic platform, or any other conceivable introduction of the Work in its electronic version to the Internet;
2.6. dissemination of electronic versions of the Work in its electronic version online, in a collective work or independently;
2.7. making the Work in the electronic version available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, in particular by making it accessible via the Internet, Intranet, Extranet;
2.8. making the Work available according to appropriate license pattern Attribution 4.0 International (CC BY 4.0) as well as another language version of this license or any later version published by Creative Commons.
3. The Author grants the Publisher permission to reproduce a single copy (print or download) and royalty-free use and disposal of rights to compilations of the Work and these compilations.
4. The Author grants the Publisher permission to send metadata files related to the Work, including to commercial and non-commercial journal-indexing databases.
5. The Author represents that, on the basis of the license granted in the present Agreement, the Publisher is entitled and obliged to:
5.1. allow third parties to obtain further licenses (sublicenses) to the Work and to other materials, including derivatives thereof or compilations made, based on or including the Work, whereas the provisions of such sub-licenses will be the same as with the Attribution 4.0 International (CC BY 4.0) Creative Commons sub-license or another language version of this license, or any later version of this license published by Creative Commons;
5.2. make the Work available to the public in such a way that members of the public may access the Work from a place and at a time individually chosen by them, without any technological constraints;
5.3. appropriately inform members of the public to whom the Work is to be made available about sublicenses in such a way as to ensure that all parties are properly informed (appropriate informing messages).
6. Because of the royalty-free provision of services of the Author (resulting from the scope of obligations stipulated in the present Agreement), the Author shall not be entitled to any author’s fee due and payable on the part of the Publisher (no fee or royalty is payable by the Publisher to the Author).
7.1. In the case of third party claims or actions for indemnity against the Publisher owing to any infractions related to any form of infringement of intellectual property rights protection, including copyright infringements, the Author is obliged to take all possible measures necessary to protect against these claims and, when as a result of legal action, the Publisher, or any third party licensed by the Publisher to use the Work, will have to abandon using the Work in its entirety or in part or, following a court ruling in a legal challenge, to pay damages to a third party, whatever the legal basis
7.2. The Author will immediately inform the Publisher about any damage claims related to intellectual property infringements, including the author’s proprietary rights pertaining to a copyrighted work, filed against the Author. of liability, the Author is obliged to redress the damage resulting from claims made by third party, including costs and expenditures incurred in the process.
7.3. To all matters not settled herein provisions of the Polish Civil Code and the Polish Copyright and Related Rights Act shall apply.
- Arnold, J., & Murphey, T. (Eds.). (2013). Meaningful action: Earl Stevick's influence on language teaching. Cambridge: Cambridge University Press.
- Benson, P. (2017). Ways of seeing: The individual and the social in applied linguistics research methodologies. Language Teaching. http://doi.org/10.1017/S0261444817000234
- Byrnes, H. (2013). Renting language in the ownership of society: Reflections on language use and language learning in a multicultural world. In J. Arnold & T. Murphey (Eds.), Meaningful action: Earl Stevick's influence on language teaching (pp. 222-240). Cambridge: Cambridge University Press.
- Davis, M. H. (1994). Empathy: A social psychological approach. Boulder, CO: Westview.
- De Costa, P. I. (2015). Reenvisioning language anxiety in the globalized classroom through a social imaginary lens. Language Learning, 65(3), 504-532.
- Dörnyei, Z., Henry, A., & Muir, C. (2016). Motivational currents in language learning: Frameworks for focused interventions. New York: Routledge.
- Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge: Cambridge University Press.
- Dyson, A. H. (1993). Social worlds of children: Learning to write in an urban primary school. New York: Teachers College Press.
- Dyson, A. H. (2003). The brothers and sisters learn to write: Popular literacies in childhood and school cultures. New York: Teachers College Press.
- Duff, P. A. (2008). Case study research in applied linguistics. New York: Routledge.
- Duff, P. A. (2014). Case study research on language learning and use. Annual Review of Applied Linguistics, 34, 1-23.
- Esteban-Guitart, M. (2016). Funds of identity: Connecting meaningful learning experiences in and out of school. New York: Cambridge University Press.
- Esteban-Guitart, M., & Moll, L. C. (2014). Lived experience, funds of identity and education. Culture & Psychology, 20(1), 70-81.
- gi97ol. (2012, March 4). Roses are red, violets are blue. Retrieved from https://knowyourmeme.com/memes/roses-are-red-violets-are-blue
- Gkonou, C. & Mercer, S. (2018). The relational beliefs and practices of highly socio-emotionally competent language teachers. In S. Mercer & A. Kostoulas (Eds.), Language teacher psychology (pp. 158-177). Bristol: Multilingual Matters.
- Gkonou, C., & Miller, E. R. (2017). Caring and emotional labor: Language teachers’ engagement with anxious learners in private language school classrooms. Language Teaching Research. Advance online publication. http://doi.org/10.1177/1362168817728739
- Golombek, P. (2017). Innovating my thinking and practices as a language teacher educator through my work as a researcher. In T. Gregersen & P. D. MacIntyre (Eds.), Innovative practices in language teacher education (pp. 15-31). New York: Springer.
- Gonzalez, N., Moll, L., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum.
- Gregersen, T., MacIntyre, P. D., & Mercer, S. (2016). Introduction. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 1-9). Bristol: Multilingual Matters.
- Hall, L., Burns, L., & Edwards, E. (2011). Empowering struggling readers: Practices for the middle grades. New York, NY: Guilford.
- Henry, A. (2013). Digital gaming and ELT: Bridging the authenticity gap. In E. Ushioda (Ed.), International perspectives on English language teaching: Motivation (pp. 133-155). Houndmills: Palgrave Macmillan.
- Henry, A. (2018). Online media creation and L2 motivation: A socially-situated perspective. TESOL Quarterly. Advance online publication. http://doi.org/10.1002/tesq.485
- Henry, A., Korp, H., Sundqvist, P., & Thorsen, C. (2018). Motivational strategies and the reframing of English: Activity design and challenges for teachers in contexts of extensive extramural encounters. TESOL Quarterly, 52, 247-273.
- Henry, A., Sundqvist, P., & Thorsen, C. (2019). Motivational practice: Insights from the classroom. Lund: Studentlitteratur.
- Henry, A., & Thorsen, C. (2018a). Teacher-student relationships and L2 motivation. Modern Language Journal, 102(1), 218-241.
- Henry, A., & Thorsen, C. (2018b). Teachers’ self-disclosures and influences on students’ motivation: A relational perspective. International Journal of Bilingualism and Bilingual Education. Advance online publication. http://doi.org/10.1080/13670050.2018.1441261
- Henry, A., & Thorsen, C. (2018c). Disaffection and agentic engagement: “Redesigning” activities to enable authentic self-expression. Language Teaching Research. Advance online publication. http://doi.org/10.1177/1362168818795976
- Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., & Watkins, S. C. (2013). Connected learning. An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.
- Joe, H.-K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144.
- Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301-346.
- Low, B. E., & Sonntag, E. (2013). Towards a pedagogy of listening: Teaching and learning from life stories of human rights violations. Journal of Curriculum Studies, 45(6), 768-789.
- McIntyre, P. D., Baker, S. C., & Sparling, H. (2017). Heritage passions, heritage convictions, and the rooted L2 self: Music and Gaelic language learning in Cape Breton, Nova Scotia. Modern Language Journal, 101, 501-516.
- MacIntyre, P. D., Gregersen, T., & Mercer, S. (Eds.). (2016). Positive psychology in SLA. Bristol: Multilingual Matters.
- McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers’ beliefs. Journal of Teacher Education, 53(5), 433-443.
- Mercer, S. (2015). Social network analysis and complex dynamic systems. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 73-83). Bristol: Multilingual Matters.
- Mercer, S. (2016). Seeing the world through your eyes: Empathy in language learning and teaching. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 91-111). Bristol: Multilingual Matters.
- Mercer, S., & Gkonou, C. (2017). Teaching with heart and soul. In T. Gregersen & P. D. MacIntyre (Eds.), Innovative practices in language teacher education (pp. 103-124). New York: Springer.
- Moje, E., & Hinchman, K. (2004). Culturally responsive practices for youth literacy learning. In T. L. Jetton & J. A. Dole (Eds), Adolescent literacy research and practice (pp. 231-250). New York: Guilford.
- Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132-141.
- Morrell, E., & Duncan-Andrade, J. (2002). Promoting academic literacy with urban youth through engaging hip-hop culture. English Journal, 91, 88-92.
- Morrell, E., & Duncan-Andrade, J. (2004). What they do learn in school: Hip-hop as a bridge to canonical poetry. In J. Mahiri (Ed.), What they don’t learn in school: Literacy in the lives of urban youth (pp. 247-268). New York, NY: Peter Lang.
- Oxford, R. L. (2016). Toward a psychology of well-being for language learners: The “EMPATHICS” vision. In P. D. MacIntyre, T. Gregersen, & S. Mercer (Eds.), Positive psychology in SLA (pp. 10-87). Bristol: Multilingual Matters.
- Park, H., & Hiver, P. (2017). Profiling and tracing motivational change in project-based L2 learning. System. Advance online publication. http://doi.org/10.1016/j.system.2017.04.013.
- Petrone, R. (2013). Linking contemporary research on youth, literacy, and popular culture with literacy teacher education. Journal of Literacy Research, 45(3), 240-266.
- Rodgers, C. R., & Raider-Roth, M. B. (2006). Presence in teaching. Teachers and Teaching, 12, 265-287.
- Rychly, L., & Graves, E. (2012). Teacher characteristics for culturally responsive pedagogy. Multicultural Perspectives, 14(1), 44-49.
- Schwartz, L. H. (2015). A funds of knowledge approach to the appropriation of new media in a high school writing classroom. Interactive Learning Environments, 23(5), 595-612.
- Shifman, L. (2013). Memes in a digital world: Reconciling with a conceptual troublemaker. Journal of Computer-Mediated Communication, 18, 362-377.
- Stevick, E. (1980). Teaching languages: A way and ways. Rowley, MA: Newbury House.
- Stevick, E. (1998). Working with teaching methods: What’s at stake? Boston: Heinle & Heinle.
- Subero, D., Vujasinović, E., & Esteban-Guitart, M. (2017). Mobilising funds of identity in and out of school. Cambridge Journal of Education, 47(2), 247-263.
- Ushioda, E. (2009). A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215-228). Bristol, UK: Multilingual Matters.
- Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 11-24). Bristol: Multilingual Matters.
- Ushioda, E. (2013). Motivation and ELT: Looking ahead to the future. In E. Ushioda (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 233-239). Basingstoke, UK: Palgrave Macmillan.
- Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49, 564-577.
- Vasudevan, L. (2008). Looking for angels: Knowing adolescents by engaging with their multimodal literacy practices. Journal of Adolescent & Adult Literacy, 50, 252-256.
- Warren, C. A. (2018). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169-183.