Presentation in Study Visit Grup.No. 192 (Barcelona), March 2012

1. prepared by:
Jacek Romaniuk

2. Organizational structure

3. CFLTTEE types of degrees
 state-funded institution
 BA in English, French and German teacher education,
specialized in languge teaching, licencing to teach at
all levels of school education, up to C2 level
 various post-graduate studies (incl. CLIL) and in-
service training for teachers

4. CFLTTEE size and types of studies
 1067 students plus in-service trainees
 47 staff members, incl. 8 professors; 12 administrative
staff members
 studies in the day, evening, and weekend modes

5. Centre’s profile of the graduate -
selection
 A graduate, licensed to work as a teacher, possesses three broad competences:
 TEACHER’S COMPETENCE: to master the knowledge and psychological and
pedagogical skills at a level sufficient to effectively function in his or her
professional environment, to successfully perform student formation as well
as student subject development, to effectively organize lessons, maintain class
discipline, avoiding and negotiating conflicts, and to form bonds between the
school and its social partners, especially between the parents and the local
community
 SUBJECT COMPETENCE: to master the knowledge and skills connected with
teaching English, French or German, including a practical ability to
communicate, a knowledge of history, geography, culture, and literature of
the target-language countries, to possess the skills of self-observation and self-
evaluation to enable further development, also in the LL mode
 DIDACTIC COMPETENCE: to master methodology, including constructing an
original teaching curriculum or rationally selecting one, implementing
teaching methods and techniques in various types of schools, on different
levels, selecting teaching materials and means, conducting interdisciplinary
tracks, diagnosing the needs and skills of the student, his or her strong and
weak points, as well as the ability to test and examine along with offering
feedback

6. Centre’s profile of study
 6 semesters, 60 ECTS per year, 180 ECTS per entire course
 PRACTICAL English, French, German: academic reading, academic writing, oral
communication, pronunciation
 ENGLISH AND AMERICAN STUDIES: descriptive grammar, contrastive grammar,
history of English, introduction to linguistics, British culture and history, introduction
to literary studies, American culture and history, British literature, American literature –
the same component is taught at French and German Colleges
 FOREIGN LANGUAGE TEACHER TRAINING: pedagogy, pedagogy: the young learners,
educational psychology, IT, language acquisition, teaching language skills, developing
teaching skills, teacher advancement
 EUROPEAN EDUCATION: the European Union, Education in Europe
 FOREIGN LANGUAGE: other than English, French or German, certification on B2 level
 GENERAL UNIVERSITY LECTURES: of students’ individual choice

7. Strategies for inclusion and for student
enterpreneurship
 The University of Warsaw treats internationalization
as a priority.
 That is why it has the highest volume of Eramus
exchanges in Poland.
 UCLTE welcomes around 40 Erasmus students per
year, also sending a similar number for partial studies
abroad. Additionally, the Centre offers its study
services to all fee-paying international students, and
every year there are a few students, typically from
Middle-Eastern countries. All international students
enjoy the same privileges as our local students, and
are encouraged to take in various activities organized
by our Student Unions.

8.  Special needs students are also within the keen
attention of the University of Warsaw. There is a
special unit devoted to them, called the Office for
Persons with Disabilities.
 http://www.bon.uw.edu.pl/en/univ4all/index.html
 The Office has been created as an answer to the
growing demand from students with disabilities and
chronic illnesses for University assistance. The
activities in question concentrate on:

9.  on-going assistance for students and university
applicants who have disabilities or chronic illnesses;
 support for university staff who teach students with
disabilities;
 the adaptation of University premises to the needs of
students with mobility disabilities;
 the provision of adequate transportation for students
with mobility disabilities;
 the ensuring of access to personal computers and
other IT solutions to students with disabilities;
 the hiring out of other pertinent aids;
 the running of a digital library for blind students and
students with sight impairments.

10.  Each year, The Centre for Foreign Language Teacher
Training and European Education of the University of
Warsaw has several special needs students (with
seeing impairment or blind, mobility restrictions,
psychological problems, health deficiencies) and our
teachers cooperate with the Office for Persons with
Disabilities in order to find best teaching solutions
and guidance.
 So far, we managed to establish special modes of work
with all our special needs students and they have
been able to continue their studies.

11. student initiatives, school
autonomy, social participation
 University of Warsaw students enjoy a wide autonomy:
 seriously involved in the election of university authorities
(20 per cent of electoral votes)
 20 per cent membership in all university councils and
collective decision making bodies
 constantly involved in the teacher and class evaluation
process through yearly questionnaires
 The Student Union also enjoys wide prerogatives:
 promotes and organizes various cultural activities (for
example, the English and American Day at UCELTE;
international trips; fairs; study circles)
 a sizeable budget allotted by the university

12. The Centre for Foreign Language Teacher Training and
European Education develops social inclusion and
participation along two lines:
 integration with the European community
 integration with the local educational environment
These strategies of inclusion extend to international
students (through teaching practice in Warsaw’s
schools).

13.  A special way of integrating the students of the
Centre with the local environment outside the
university is the program of teaching practice. Our
students spend 150 hours at schools, engaging in
observation, teaching and contacts with the school
environment.
 They can also opt for international Erasmus
placements and well as Comenius teaching practice.

14.  The Centre also participates in an Intensive
Programme EDUCATION FOR DEMOCRATIC
CITIZENSHIP. DEALING WITH THE CHALLENGES
OF MULTICULTURAL SOCIETY.
 Each year a group of English language teacher
trainees attends a summer seminar at one of partner
universities in Europe.

15. Thank you for your attention!