Elementy coachingu jako narzędzie procesu nauczania i oceniania w dydaktyce języka obcego

Abstract

The coaching approach finds its justified use in contemporary foreign language didactics. The essence of this approach is encapsulated by the belief that learning a foreign language constitutes an element of self-development and as such should reflect the individual needs and goals of the student. The coaching approach, then, transforms the two most important agents of the glottodidactic process, i.e. the teacher and the student, reimagining the teacher as the coach and the student as the coachee. Such an approach, in turn, invites questions concerning the use of coaching tools in actual language courses. The author presents selected examples of beneficial practices, as well as the possibilities of utilizing coaching tools in foreign language courses.