{"id":364,"date":"2020-01-23T08:45:48","date_gmt":"2020-01-23T07:45:48","guid":{"rendered":"http:\/\/us.edu.pl\/instytut\/ij\/?post_type=osoby&p=364"},"modified":"2021-05-17T14:41:16","modified_gmt":"2021-05-17T12:41:16","slug":"agnieszka-slezak-swiat","status":"publish","type":"osoby","link":"https:\/\/us.edu.pl\/instytut\/ij\/osoby\/agnieszka-slezak-swiat\/","title":{"rendered":"Agnieszka \u015al\u0119zak-\u015awiat"},"content":{"rendered":"

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Agnieszka \u015al\u0119zak-\u015awiat, dr<\/strong><\/p>\n

Adiunkt w Instytucie J\u0119zykoznawstwa U\u015a<\/strong><\/p>\n

 <\/p>\n

agnieszka.slezak-swiat@us.edu.pl<\/a><\/p>\n

ORCID:\u00a00000-0002-0940-0532<\/p>\n

https:\/\/www.researchgate.net\/profile\/Agnieszka-Slezak-Swiat<\/a><\/p>\n

https:\/\/scholar.google.com\/citations?hl=en&user=kww-DE0AAAAJ<\/a><\/p>\n

 <\/p>\n

Zainteresowania badawcze<\/strong>:<\/p>\n

Zainteresowania naukowe dr Agnieszki \u015al\u0119zak-\u015awiat ogniskuj\u0105 si\u0119 g\u0142\u00f3wnie wok\u00f3\u0142 zagadnie\u0144 dotycz\u0105cych rozwijania sprawno\u015bci czytania ze zrozumieniem w uj\u0119ciu humanistyki \u015brodowiskowej. Zar\u00f3wno w prowadzonej dzia\u0142alno\u015bci badawczej, dydaktycznej, jak r\u00f3wnie\u017c spo\u0142ecznej dr Agnieszka \u015al\u0119zak-\u015awiat stara si\u0119 realizowa\u0107 cele zgodne z przyj\u0119t\u0105 przez ONZ Agend\u0105 2030 na rzecz zr\u00f3wnowa\u017conego rozwoju, dlatego w wykonywanej pracy szczeg\u00f3lnie zabiega o zapewnianie i promowanie zdrowego \u017cycia w\u015br\u00f3d ludzi w ka\u017cdym wieku (Cel: 3), zapewnianie wszystkim wysokiej jako\u015bci edukacji oraz o rozwijanie form uczenia si\u0119 przez ca\u0142e \u017cycie poprzez rozszerzanie (wprowadzanie) alfabetyzmu cyfrowego (Cel: 4) i\u00a0 promowanie r\u00f3wno\u015bci p\u0142ci (Cel: 5) za pomoc\u0105\u00a0 propagowania akcji, przyczyniaj\u0105cych si\u0119 do zmniejszania odsetka dziewcz\u0105t rezygnuj\u0105cych z edukacji w krajach rozwijaj\u0105cych si\u0119 poprzez aktywne uczestnictwo w akcjach WTO (World Toilet Organisation) oraz promuj\u0105cych alfabetyzm\u00a0 (Cel 5). Potwierdzaj\u0105 to r\u00f3wnie\u017c jej publikacje, tym tak\u017ce najnowsze oscyluj\u0105ce wok\u00f3\u0142 temat\u00f3w dotycz\u0105cych szeroko poj\u0119tego czytania ze zrozumieniem, promowania uczenia si\u0119 przez ca\u0142e \u017cycie oraz rozwijania alfabetyzmu cyfrowego.<\/p>\n

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Najwa\u017cniejsze\u00a0publikacje:<\/strong><\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2009). Observable strategizing \u2013 on limbic communication in advanced users of language [w] Second Language Acquisition Studies in Neurolinguistic and Psycholinguistic Perspective.<\/em> J. Arabski i A. Wojtaszek. Multilingual Matters, 64-83.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2009). Czytanie ekstensywne on-line: dziewi\u0119ciolatek \u2014 rodzice \u2014 nauczyciel. Poliglota 10(2). 55- 59.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2010). Migration [w]: I. Adamus-Tyla (et al.) The European Union : teaching materials in Polish, English and German.<\/em> Katowice: Instytut Historii Uniwersytetu \u015al\u0105skiego. Tychy: Nauczycielskie Kolegium J\u0119zyk\u00f3w Obcych, s. 59-63.<\/p>\n

\u015al\u0119zak-\u015awiat, A<\/strong>. (2010). Unemployment rates across the UE [w]: I. Adamus-Tyla (et al.) The European Union : teaching materials in Polish, English and German.<\/em> Katowice : Instytut Historii Uniwersytetu \u015al\u0105skiego. Tychy: Nauczycielskie Kolegium J\u0119zyk\u00f3w Obcych, s. 64-67.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> i Wysocka, M. S. (2010). The neural bases of communication. Linguistica Silesiana<\/em>, 31 (256-264).<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2011). Proces uczenia si\u0119 doros\u0142ych [w]: H. Komorowska (red.) Nauka j\u0119zyka obcego w perspektywie ucznia.<\/em> Warszawa: Oficyna Wydawnicza \u0141o\u015bgraf, s. 208-225.<\/p>\n

Grotek, M., \u015al\u0119zak-\u015awiat, A.<\/strong> (2017). Balance and Coordination vs Reading Comprehension in L2 in Late Adulthood [w]: D. Gabry\u015b-Barker (red.), Third Age Learners of Foreign Languages<\/em>. Bristol: Multilingual Matters, s. 92-108.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2018). Complementarity of reading from paper and screen: development of critical thinking. TAPSLA vol. 5 (2), 75\u201393.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2020). An authentic foreign language teacher [w]: J. Latkowska (red.),\u00a0 Issues in Foreign Language Teaching and Teacher Development. Katowice: Stowarzyszenie Inicjatyw Wydawniczych, s.137- 157.<\/p>\n

Kilia\u0144ska-Przyby\u0142o, G., \u015al\u0119zak-\u015awiat, A.<\/strong> (2020). Eye tracking in Second Language Acquisition and Bilingualism. A Research synthesis and methodological guide by Aline Godfroid. ISBN 9781138024670, Published November 18, 2019 by Routledge, 438 Pages – book review in Digital Scholarship for Humanities.<\/em><\/p>\n<\/div>\r\n <\/div>\r\n <\/div>[\/vc_tta_section][vc_tta_section title=”ENGLISH” tab_id=”1621255089271-1158414f-5cbe”]\r\n

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Agnieszka \u015al\u0119zak-\u015awiat, PhD<\/strong><\/p>\n

Assistant Professor in the Institute of Linguistics, University of Silesia <\/strong><\/p>\n

 <\/p>\n

agnieszka.slezak-swiat@us.edu.pl<\/a><\/p>\n

ORCID:\u00a00000-0002-0940-0532<\/p>\n

https:\/\/www.researchgate.net\/profile\/Agnieszka-Slezak-Swiat<\/a><\/p>\n

https:\/\/scholar.google.com\/citations?hl=en&user=kww-DE0AAAAJ<\/a><\/p>\n

 <\/p>\n

Research interests<\/strong>:<\/p>\n

Agnieszka \u015al\u0119zak-\u015awiat focuses in her research mainly on the issues related to the development of reading comprehension in the context of environmental humanities. In her research, teaching as well as social activity she attempts to meet the Sustainable Development Goals (SDGs) assumed by the United Nations General Assembly in the Agenda 2030.\u00a0 Thus her research priorities promoting and providing healthy living for people of all ages (Goal 3); ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all by contributing to the development of digital literacy (Goal 4); promoting gender equality (Goal 5) by active participation in WTO (World Toilet Organisation) actions aimed at decreasing the rates of girls dropping out from schools at the age of puberty in the developing countries.<\/p>\n

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Most important publications:<\/strong><\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2009). Observable strategizing \u2013 on limbic communication in advanced users of language. In Second Language Acquisition Studies in Neurolinguistic and Psycholinguistic Perspective.<\/em> J. Arabski and A. Wojtaszek. Multilingual Matters, 64-83.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2009). Czytanie ekstensywne on-line: dziewi\u0119ciolatek \u2014 rodzice \u2014 nauczyciel. Poliglota, 10(2)<\/em>. 55- 59.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2010). Migration In The European Union: teaching materials in Polish, English and German<\/em> (pp. 59-63). I. Adamus-Tyla (et al.), Katowice: Instytut Historii Uniwersytetu \u015al\u0105skiego. Tychy: Nauczycielskie Kolegium J\u0119zyk\u00f3w Obcych.<\/p>\n

\u015al\u0119zak-\u015awiat, A<\/strong>. (2010). Unemployment rates across the UE. In The European Union: teaching materials in Polish, English and German<\/em> (pp. 64-67). I. Adamus-Tyla (et al.), Katowice: Instytut Historii Uniwersytetu \u015al\u0105skiego. Tychy: Nauczycielskie Kolegium J\u0119zyk\u00f3w Obcych.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong>, Wysocka, M. S. (2010). The neural bases of communication. Linguistica Silesiana<\/em>, 31<\/em>, 256-264.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2011). Proces uczenia si\u0119 doros\u0142ych. In Nauka j\u0119zyka obcego w perspektywie ucznia <\/em>\u00a0(pp. 208-225) .H. Komorowska (Ed.),Warszawa: Oficyna Wydawnicza \u0141o\u015bgraf.<\/p>\n

Grotek, M., \u015al\u0119zak-\u015awiat, A.<\/strong> (2017). Balance and Coordination vs Reading Comprehension in L2 in Late Adulthood. In Third Age Learners of Foreign Languages<\/em> (pp. 92-108).D. Gabry\u015b-Barker (Ed.), Bristol: Multilingual Matters.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2018). Complementarity of reading from paper and screen: development of critical thinking. TAPSLA 5(2)<\/em>, 75\u201393.<\/p>\n

\u015al\u0119zak-\u015awiat, A.<\/strong> (2020). An authentic foreign language teacher.\u00a0 In Issues in Foreign Language Teaching and Teacher Development (137- 157).<\/em> J. Latkowska (Ed.),\u00a0 Katowice: Stowarzyszenie Inicjatyw Wydawniczych.<\/p>\n

Kilia\u0144ska-Przyby\u0142o, G., \u015al\u0119zak-\u015awiat, A.<\/strong> (2020). Eye tracking in Second Language Acquisition and Bilingualism. A Research synthesis and methodological guide by Aline Godfroid. ISBN 9781138024670, Published November 18, 2019 by Routledge, 438 Pages – book review in Digital Scholarship for Humanities.<\/em><\/p>\n<\/div>\r\n <\/div>\r\n <\/div>[\/vc_tta_section][\/vc_tta_tabs][\/vc_column][vc_column width=”1\/3″][vc_column_text]<\/p>\n

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