Page 71 - Linguistically Diverse Educational Contexts

of Learning Experiences questionnaire among and then analysed the answers in an attempt to assess the actualised learning potential of the learning materials109 from the language course I had developed and to establish the relevance of the information obtained110. This study is described in more detail at the end of this chapter.
The originality of the above research problem lies in the establishment of a new perspective on the functioning issues related to language education and the verification of this perspective through the creation of a language course, as well as in the application and evaluation of selected educational materials from the course in order to discover new comparisons, which in the future may be justified through science and educational practice. The results of the research contribute new knowledge concerning language education in a broad sense, showing it through the prism of the concept of language pedagogy enriched with the perspective of critical pedagogy and educational linguistics. They show the multidimensionality of this notion, combining the planes of plurilingualism, translingualism, (critical) pluriliteracies, and intercultural competence together with multimodal and plurilingual practices used to co-create educational programmes, in different content areas and in different spaces, treating the world around us as a socially constructed text. It is my hope that the research described here will lead to a new direction of thinking for this topic, which may result in the continuation of research into evidence-based curriculum development, pedagogical reflection, and the evaluation of its educational potential.
4.2 Concepts of curriculum design
Most contemporary programmes in language and non-linguistic education are modifications or interpretations of the three basic concepts outlined below (Ornstein & Hunkins, 2018, pp. 188–199).
1.Subject-centred design
This concept is an assumption derived from prenialism111 and essentialism112, emphasising the content of education, neglecting the needs, interests, and experiences of learners. Content is presented without consideration of the context.
2. Learner-centred design
This has its roots in progressivism113 and reconstructionism114 and places the learner at the centre. The goal is not to teach, but to be active115. Many situations are not foreseeable when designing education, so the teacher should be able to respond to the individual needs of the learners. This concept is sometimes located more in child-centred concepts, while at other times it involves experiential
109Bundsgaard & Thomas, 2011.
110 The research was conducted in early 2021 during remotely conducted classes.
111 It refers to the past, formulates goals in the category of forming a rational man and extracting universal truth through careful education of the intellect, and is based on the assumptions of realism (Golębniak, 2019, p. 864). 112 It appeals to the future, the conservative current, and reaches out to realism and idealism (ibid.).
113 Grounded in pragmatism, it became the basis for humanistic and reflective education (ibid.).
114 Grounded in pragmatism, the goal is social change (reconstruction); main representatives include: H. Giroux (2011), P. Mclaren (2014), and I. Illich (1971).
115 Representatives of this thought include: J. Pestalozzi (1808), F. Froebel (1826, 1857, 1887), J. Dewey (1897, 1899), J.-J. Rousseau (1762), and A. Neill (1962, 1966, 1971).
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