Recent Articles

EdTech and ‘Minimally Invasive Education’ – the SOLE way forward?

Full-length text now available at, and a printer-friendly version at Below is an early commentary published in IATEFL Voices.

Reference as: Paradowski, Michał B. (2014) Classrooms in the cloud or castles in the air? IATEFL Voices 239, 8–10.


Dekalog analityka danych i infografika – quid, cur, quomodo

Michał B. Paradowski Instytut Lingwistyki Stosowanej UW (pierwotnie opublikowane w: Kluza, Maciej (Red.) (2011) Wizualizacja wiedzy: Od Biblia Pauperum do hipertekstu. Lublin: Wiedza i Edukacja, 338–346.) Mais on peut regarder un tableau pendant une semaine et ne plus jamais y penser. On peut aussi regarder un tableau pendant une seconde et y penser toute sa […]

Wizualizacja danych – dużo więcej, niż prezentacja

Michał B. ParadowskiInstytut Lingwistyki Stosowanej UW(pierwotnie opublikowane w: Kluza, Maciej (Red.) (2011) Wizualizacja wiedzy: Od Biblia Pauperum do hipertekstu. Lublin: Wiedza i Edukacja, 37–60.) Obraz jest wart więcej, niż tysiąc słów. Rola obrazu we współczesnej kulturze Większość z nas ma codziennie styczność z setkami, jeśli nie tysiącami obrazów. Ogromną popularnością cieszą się serwisy internetowe umożliwiające […]

Foreign Language Textbook Evaluation Chart

(2003) Michał B. Paradowski Virtually every teacher, no matter whether a private tutor or a language or state school instructor, sooner or later has to make a decision with regard to the choice of the textbook to be used during a course. In such situations inexperienced teachers frequently fall back on course books that are […]

Deductive vs. inductive teaching

I hear and I forget.I see and I remember.I do and I understand. attributed to Confucius (551–479? bc) The above-mentioned criteria for creditable PG rules are particularly relevant to deductive (rule-driven, top-down) teaching, which leads from an explicit presentation of metalinguistic information, the provision of a set of abstractions, isolated language rules at autonomous levels […]

Utility of formal instruction and focus on form in language teaching

Essential to most studies of SLA/FLL is the issue of the degree of explicitness necessary to draw learners’ attention to the targeted linguistic features. This can take the shape of either regular formal instruction, where a specific area of the TL constitutes an item in the syllabus, or of focus-on-form instruction—FonF—attempting to accentuate the formal […]

Critical Period Hypothesis

The only language men ever speak perfectly is the one they learn in babyhood, when no one can teach them anything!—Maria Montessori, Italian educationist, The Absorbent Mind (1949:ch. 1) Children are generally taken to acquire languages rapidly and seemingly with little effort, where adults are believed to be doomed to failure, their task frequently considered challenging […]

Young learner characteristics

1.    Involuntary attention Children do not pay attention to the language system; they have involuntary attention and memory, which means that their mind will be engaged with the semantics—the task, topic, or situation—but will not focus on the linguistic code. If they manage to acquire the form, it will be achieved indirectly, through peripheral rather […]

Origins of English words

[sample only][1] el uso los irá [estos términos] introduciendo con el tiempo, que con facilidad se entiendan; y esto es enriquecer la lengua, sobre quien tiene poder el vulgo y el uso.custom will bring [these terms] into use in the course of time, so that they will be readily understood; this is the way a […]

Pedagogical grammar

The art of being wise is knowing what to overlook. —William James, American psychologist and philosopher The Principles of Psychology (1890:Vol. 2 Ch. XXII: Reasoning. Different Orders of Human Genius) What is a ‘pedagogical grammar’ (PG)? Like grammar, this term is ambiguous. Corder (1975a), for instance, understands the concept as “the statements about, and exemplifications […]