I. ACROSS ERL STRANDS 

 I.1. Key Q.: WHAT DOES EDUCATION GAIN FROM RESTING IT UPON LANGUAGE? In the Search of a Language Pedagogical Paradigm. Daszkiewicz M., Dabrowska A. (Eds.) (2021), Warsaw: Oficyna Wydawnicza “Impuls”.

I.2. Key Q.:WHAT IS THE SCOPE OF THE EDUCATIONAL ROLE OF LANGUAGE? Educational role of language – Its Multifaceted Scope and Its Social Complexity, Daszkiewicz M., (2017), In: Educational Role of Language Daszkiewicz M., Wasilewska A. (Eds.), Gdańsk:Wydawnictwo Naukowe Katedra, 47-72

I.3. Key Q.: HOW CAN ‘LANGUAGE COMPOSING’ DRIVE EDUCATION? Language Composing as the Conceptual Axis of a Four-Domain Educational Paradigm, Daszkiewicz M. (2020), Kraków: Oficyna Wydawnicza “Impuls”, 135-148.

I.4. Key Q.:WHICH FACETS OF LINGUISTIC EXPERIENCE DO STUDENTS TAKE INTO ACCOUNT AND WHICH NOT? Language personality as a four-dimensional construct falling outside university students’ reflection,  Daszkiewicz M., (2019), Philological Sciences. Scientific Essays of Higher Education, Issue 2, 21-30.

 

II. WITHIN ERL STRANDS

[Scope Major: LANGUAGE & 1.1. SCHOOLING; 1.2. CULTURE; 1.3. METHODOLOGY; 1.4. PERSONALITY]

[Scope Minor: LANGUAGE(-) 2.1. BELIEFS; 2.2. ACTIVITY; 2.3. AFFECT; 2.4. THINKING]

Re. 1.1.

1. Key Q.: WHICH CONTEMPORARY ENGLISH TEACHING TECHNIQUES ARE APPLIED IN HIGHER GRADES IN PRIMARY SCHOOLS? Contemporary English teaching techniques in primary school and their pedagogical grounding. Božić Lenard, D., Lenard, I. (2020). In the search for language pedagogical paradigm, 35-46

2. Key Q.: WHICH GAMES AND ENGAGING ACTIVITIES ARE FREQUENTLY APPLIED IN ESP/EAP CLASSES? Games and engaging activities in the ESP/EAP classroom? rčec, I., Liermann-Zeljak, Y., Božić Lenard, D. (2020). Options, Practices and Possibilities of EAP and ESP Practitioners, Divini, Kiki (Ed.). Heraklion, Crete: University of Crete, 28-43

3. Key Q.: DO STUDENTS’ WRITINGS CORRELATE WITH THEIR REVISION EXAM GRADES ACQUIRED IN ENGLISH FOR SPECIFIC PURPOSES COURSES? A redefined approach to student assessment based on essay writing in ESP. Božić Lenard, D., Liermann-Zeljak, Y., Ferčec, I. (2018). Zbornik radova Filozofskog fakulteta u Prištini 48 (3), 5-36 

4. Key Q.: THE AIM OF THE PAPER IS TO ANALYZE THE CORPUS OF NAPREDAK MAGAZINE TO INVESTIGATE AND RECONSTRUCT THE PROFESSIONAL ROLE AND TASK OF TEACHERS IN SECOND HALF OF THE 19TH CENTURY.  Historical analysis of the teachers’ professional role in the second half of the 19th century using the corpus of the journal Napredak. Lenard, I. (2016). International Scientific Conference ‘Global and Local Perspectives of pedagogy’: Faculty of Humanities and Social Sciences Osijek, 47-58

5. Key Q.THE PAPER AIMED TO STUDY OPINIONS AND ATTITUDES OF STUDENTS ATTENDING PRIMARY SCHOOLS IN BOTH RURAL AND URBAN ENVIRONMENTS AS TO INVESTIGATE WHETHER STUDENTS WITH DEVELOPMENTAL DELAYS SHOULD BE INTEGRATED IN THE REGULAR EDUCATIONAL SYSTEM. Social Integration of Students with Developmental Delays in Primary School. Lenard, I.; Vinković, D. (2020). Didactic Challenges III: Didactic Retrospective and Perspective Where/How do we go from here?: Josip Juraj Strossmayer University of Osijek, Faculty of Education, 494-505

 

Re. 1.2

1. Key Q.:HISTORICAL OVERVIEW OF THE DEVELOPMENT AND ACTIVITIES OF SOS CHILDREN’S VILLAGE LADIMIREVCI IN THE REPUBLIC OF CROATIA. SOS Children’s Friendly Community Historical Overview. Lukaš, M., Lenard, I. (2014). Challenges in Building Child Friendly Communities, Slavonski Brod: Europe House, 44-55

Re. 1.3

1. Key Q.: WHAT ARE CROATIAN TEACHERS’ ATTITUDES TOWARDS PARTICIPATING IN LIFELONG LEARNING PROGRAMS AND PRACTITIONER RESEARCH? Teachers’ Embracing or Resisting Policy on Lifelong Learning through Practitioner Research. Božić Lenard, D., Lenard, I. (2021). Developing Teachers Research Literacy, Kielce: Wydawnictwo LIBRON, 215-241

2. Key Q.: HOW DO CROATIAN ESP TEACHERS ACQUIRE PEDAGOGICAL CONTENT KNOWLEDGE? Examining pedagogical content knowledge of ESP teachers. Božić Lenard, D., Lenard, I. (2019). Journal of Teaching English for Specific and Academic Purposes, 353-364

3. Key Q.:WHAT ARE CROATIAN TEACHERS’ ATTITUDES TOWARDS PARTICIPATING IN LIFELONG LEARNING PROGRAMS AND PRACTITIONER RESEARCH. Teachers’ Embracing or Resisting Policy on Lifelong Learning through Practitioner Research. Božić Lenard, D., Lenard, I. (2021). Developing Teachers Research Literacy, Kielce: Wydawnictwo LIBRON, 215-241

Re. 1.4.

1. Key Q.:  HOW DO LANGUAGE CONVENTIONS BOOST PERSONAL EXPERIENCING OF LANGUAGE? Language conventions – paradoxically – as grounds for EFL students’ (oracy-oriented) personal experience, Daszkiewicz M., (2018), Philological Sciences. Scientific Essays of Higher Education, Issue 5, 26-34

 

Re. 2.2.

1. Key Q.:HOW TO WORK WITH THE PICTURE? Čo vidíš na obrázku, alebo čo môžeš urobiť s obrázkom? What do you see in the picture or what can you do with the picture? Horváthová, I. (2018). In: Cudzie jazyky v premenách času 8, Bratislava: Ekonóm, p. 275-282

2. Key Q.:HOW TO MODIFY GRAMMAR-LEXICAL TESTS FOR THE LEARNERS WITH LEARNING DISABILITIES? Modification of Grammar-Lexical Tests in English Lessons for the Individuals with Developmental Learning Disabilities at Lower Secondary School. Horváthová, I. (2022). In: Edukácia, Univerzita Pavla Jozefa Šafárika v Košiciach:ŠafárikPress, p. 35-44