TRANSDISCIPLINARNI PRISTUP OBRAZOVANJU NASTAVNIKA STRANIH JEZIKA: ZNANJE, UČEŠĆE I OSNAŽIVANJE U FORMIRANJU ZAJEDNICA ZNANJA
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Iako pristupi učenju i nastavi stranih jezika poslednjih decenija predstavljaju jedno od najinovativnijih i najrazvijenijih oblasti interdisciplinarnih i transdisciplinarnih akademskih aktivnosti u primenjenoj lingvistici (Savet Evrope 2001, 2018, 2020; Filipović 2015b, 2019), obrazovanju nastavnika stranih jezika se još uvek ne posvećuje dovoljna pažnja. U okviru transdisciplinarne paradigme, obrazovanje nastavnika stranih jezika zasniva se na konstruktivizmu i konektivizmu u učionici kao i na interakciji sa svim zainteresovanim stranama. Takva promena pristupa nužno podrazumeva prelaz sa tradicionalne jezičke politike odozgo-nadole, zasnovane na jezičkom menadžmentu (Spolski 2009) u smeru jezičkog liderstva, odnosno jezičke politike odozdo-nagore (Filipović 2015a, 2015b; Filipović & Đurić 2021, itd.). Transdisciplinarni pristup obrazovanju nastavnika stranih jezika može značajno poboljšati ishode učenika na mlađem uzrastu jer otvara prostor za angažovanje čitave zajednice i situirano i distribuirano učenje i nastavu u procesu sazrevanja, kada deca još uvek nisu „izložena” tradicionalnim obrazovnim ideologijama.
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