Department of English Language

This paper maps the performative and performance-influenced book Endland Stories, written by Tim Etchells, the director of Forced Entertainment. It primarily examines the performativity embedded in the book and the implication to Deleuzoguattarian philosophy. The performative nature of the writing of Etchells, similarly to those of Gilles Deleuze and Félix Guattari, is achieved via their provocative and organically-devised structure abounding with vitalistic connections. The reading of both Deleuze's philosophy and Etchells's texts produces an organic, lifelike , immanent quality.

Both performance and pedagogy operate on a two–way communication between the agent and the recipient: the actor and the audience, the teacher and the student. Both performance and pedagogy have the potential to transform as well as to fail. We will explore to what extent performance means a becoming – a liminal experience both for the performers and the audience by exploring the proximity triggering elements. This paper will isolate these invitations that stem from the performance practice of the distinguished British experimental theatre troupe Forced Entertainment in engaging the audience. These moments of " summoning the presence in the absence " are allocated and applied into pedagogic principles to show how the common denominators of performance and pedagogy – liveness, fleetingness and irritability are intertwined. Rather than examining physical immersion we will explore how the virtual proximity, the " between and betwixt " , actor and spectator, between teacher and student, is achieved (or not) and how it contributes to mutually immanent, life illuminating experience. In the final part of the paper a practical application of conceptual findings from the theoretical part will be applied in English lessons to demonstrate whether these immanent invitations are easily executable or not.

The present paper examines the osmotic presence of Shakespeare in English contemporary theatre. The Shakespeare's position in the centre of the Western canon is irrevocable, yet the influence operates rather as a cultural residue: a ghost or echo. The aim of this paper is to highlight the notion of ghosting, a term coined by Marvin Carlson, as the process of using memory (both individual and cultural) to understand and interpret the new. Thus Shakespeare's presence in contemporary culture need not be seen as what Colin Teevan calls the theatrical equivalent of muesli; on the contrary, the theatre of Shakespeare, according to Hans Lehmann, resembles postdramatic theatre. Thereby this paper suggests a link between Shakespeare and Forced Entertainment, a leading British experimental theatre, and attempts to illustrate this by revisiting the company's workshop called Five Day Lear, the only direct fabrication of Shakespeare in Forced Entertainment's oeuvre, a marginal video Mark Does Lear made by Tim Etchells, the company's artistic director; additionally the project highlights the ghosts of Shakespeare's presence in Spectacular and The Thrill of it All – two Forced Entertainment's recent performances. The paper further accentuates a glocal rather than global reading of Shakespeare so as to justify current needs for spin-off translations of Shakespeare into English (such as the NoFearShakespeare project).

Both performance and pedagogy operate on a two–way communication between the agent and the recipient - the actor and the audience, or the teacher and the student. Both performance and pedagogy have the significant potential to transform as well as to fail. This very weakness of theatre as well as pedagogy is also its grease strength: its authentic possibility to fail. The vulnerability, fragility of both theatre and learning highlights its human nature creating thereby a sympathetic bond with the audience. These moments, so-called “invitations” (or performative proximity) can be via performance theory applied on teaching, most notably in case of critical thinking. My major interest is the issue of virtual proximity, immersion, the transformativity of in-between, simulation and immanence. Similarly I believe theatre as well as pedagogy are both transformative, life illuminating experience.

The study is a small-scale explanatory survey to investigate English language learners’ (N=82) attitudes and beliefs about their own pronunciation. The findings are compared to those of in-service teachers (N=23) and their pronunciation teaching practices. The data were obtained through a set of two survey questionnaires that were to shed the light on the opinions of Czech undergraduate students and to explore whether there are any clear reasons for those beliefs in the in-service teachers’ pronunciation attitudes and practices. The results clearly show that both the students and the teachers are aware of the importance of good pronunciation for successful communication. However, on the other hand, they also indicate that the teachers are not very knowledgeable in the components of pronunciation teaching, thus focusing primarily on segmental instructions at the expense of prosody training. This notion was supported by the importance that both the students and the teachers assign to the particular components of English pronunciation. The paper also suggests some steps that can be taken to improve the situation of pronunciation teaching in the Czech schools.

The article aims at presenting the results of an investigation into the knowledge of phonemic transcription among Czech undergraduate students. It was motivated by the hypothesis that despite a frequent use of transcription in teaching materials and by English language teachers, its workable knowledge in students is poor. The study deals with the basic concepts of recording spoken language, advantages and disadvantages of using transcription in language teaching and argues for its inclusion in language teaching. The article also includes several suggestions on possible incorporation of transcription into English teaching together with examples of suitable teaching resources.

Written before 720, Vita Sancti Wilfridi by Eddius Stephanus is a significant work of early Anglo-Latin hagiography. The article attempts to summarize the results of thorough analysis of the selected part of the Vita (chapters 1-32) from the point of view of its morphology and syntax. Typical features are illustrated on excerpts from the Vita and compared with those of the Frankish hagiography Vita vel passio Haimhrammi episcopi et martyris Ratisbonensis by Arbeo of Freising. The analysis and comparison of selected features of morphology and syntax aim to prove the relatively high level of Medieval Latin in the 8th-century Britain.

The article deals with the issue of bilingual child speakers [1] [2] in multinational [3] and mono-national families and highlights the parents´ significance of the bilingual education trends and implications among members of contemporary families. As a foreign language acquisition of children is the crucial priority for modern parents when raising the offspring, an interest in bilingual submersion is continuously growing. This study aims to contribute to the debate on conceptual family bilingualism education [4]. Besides the general perception of bilingualism, together with its popular definitions [5] [6] , the family language policy FLP [7] [8] has stepped up as a vibrant topic in raising bilingual children research [9]. The results gathered from the survey done among 56 families across continents uncover the attitudes and endeavour of monolingual/bilingual parents for their bilingual child second language acquisition. The article also tackles with open sources on a social network such as Facebook, voluntary clubs or educational children groups operating in the society.

Experiencias educativas en niveles universitarios y no universitarios docente ideal desde una perspectiva de futuros maestros checos Resumen El presente estudio recopila los datos de expectativas de estudiantes universitarios, futuros maestros, sobre el docente ideal en cuanto a rasgos de personalidad, valores morales y apariencia física. El análisis se basó en la clasificación de 28 rasgos de personalidad del docente ideal de primaria y secundaria y se ejecutó a través de un cuestionario anónimo que abarcó una amplia gama de cualidades para seleccionar y ordenar. El estudio demostró que la percepción de un docente ideal no se limita a unos pocos rasgos de personalidad, sino que la variedad abarca entre 14 y 22 cualidades diferentes, dependiendo del respondiente y la posición del ranking determinada. Sumando los resultados individuales, la variedad y frecuencia de respuestas por los respondientes oscila entre 50% hasta 79%. Los datos obtenidos de 55 respondientes en este estudio se contrastaron con resultados de investigaciones previas, procedentes de los años 90 del siglo XX.

The paper analyses the applicability of the wonder.me virtual space for higher education in the time of Covid-19. The wonder.me enables students and teachers to naturally meet, discuss, teach and learn, socialise, cooperate on research projects and other academic activities in pairs or large groups synchronistically [1][2]. In this study, we focused on the approaches of emerging didactics and pedagogies [3][4] employed through conferencing system wonder.me. The study intends to prove that online academic socialising in higher education through wonder.me almost adequately substitutes the real-life conversations and meetings, which Covid-19 distance education [5][6] restricted. We offer insights into the usability of wonder.me in foreign language speaking skills, debates and discussions across university classrooms, cross-curricular teaching, project and research development, internationalisation and virtual mobility.

The purpose of this comparative study is to analyse the readability of English written texts ([1]. [2]) stated as CEFR B2 level, composed and aimed for the second language L2 reading practice. The corpus of N=14 written passages embraces articles, reports and literary texts collected and established as paradigmatic B2-level texts by the Common European Framework of Reference for Languages. The labelled or simplified texts published in textbooks or the internet serve students to test and assess reading comprehension when learning English as a second language ([3], [4], [5], [6]). The selected texts were subjected to readability analysis employing seven readability formulas with the aim to contrast the genuine CEFR B2 level with the declared CEFR B2 level while comparing results with the Flesch-Reading Ease ([7]) scores employed by The Common European Framework of Reference for Languages as a criterion for measurement of the official difficulty of second language acquisition levels. Results demonstrate a discrepancy between the proclaimed and genuine levels of analysed written texts of the corpus, including the sample texts coming from the Council of Europe website, the official producer of CEFR levels.

La globalización, uniformidad o estandarización de los patrones norteamericanos son perceptibles no solamente en los modelos de la vida social, cultural o política, sino también en el lenguaje. Mientras unos aprecian sus ventajas socioculturales (Zentella 1997, Stavans 2003), otros perciben en este fenómeno una amenaza para la lengua y cultura (Betanzos Palacios 2001, González Echevaría 2003). El siguiente estudio analiza datos y opiniones sobre el fenómeno sociolingüístico del anglicismos y Spanglish de punto de vista de la propia gente mexicana que se enfrenta con la influencia anglo-sajona en su vida cotidiana en México. Para el análisis de la postura del español en México se emplearon datos de 118 respuestas de los informantes, tanto positivas, negativas o neutras, procedentes del Estado de Puebla y Estado de Tlaxcala. Los datos demostraron que la gente se preocupaba por su idioma español y que su postura hacia la influencia anglo - sajona era en la mayor parte negativa. A pesar de que también se obtuvieron 29 respuestas neutras, estos informantes reflexionaban sobre el fenómeno sin ser indiferentes en sus opiniones.

Parental language plays a crucial role in the life of Czech migrant infants. The reported results reveal a complex picture of Czech migrant bilingual children in the age of 8 to 15 who are pupils of Czech School without Borders in London, Great Britain and at the same time pupils of the compulsory teaching system in British Schools. Although the linguistic and related social ability in bilingual children have been analysed by scientists before [1] [2] [3] there is a lack of developmental research on Czech children residing in Great Britain in the current 21st century. The particular group in a particular institution was examined through a field survey with the main objective to reveal the social linguistic interferences, attitudinal perspectives and identities of these multilingual children. Considering that the comparative perspectives of children in the European environment benefit migrants with multilingual assimilation [1] the study reveals susceptibility of the impact of pros and drawbacks of children´s bilingual position in the British environment. The linguistic and social consequences can be perceived as an inner personal "battle" of the bilingual children because of the sociolinguistic functions. These are caused by language mixing and are evident in many bilingual communities [4] [5] [6]. With regard to the evidence of cognitive advantages of bilingualism on everyday life performing [7] [8] [9] [10] children´s personal perception of favourableness or disadvantageousness of being bilingual in either linguistic or non-linguistic control was analysed. To embrace the implications of this studied phenomenon, the level of the usage of Czech language at children´s homes was contrasted with the inevitable and exclusive official language medium, English.

The paper determines the grade of employability developed in the second language learning, focusing on the development of skills and competences for students' professional life. The following research aims at quality of education for employability, discloses the awareness and understanding of competences for employability among the English trainee teachers from the Faculty of Education, University of Hradec Kralove, Czech Republic. The paper draws on the previous studies in higher education [1] and the demands of recruitment agencies, enterprises and companies [2]. The importance of competences and skills such as complex problemsolving, critical thinking, creativity, etc., ranked among essential requirements for future job achievement [3] in previous researches, are analysed and compared to the conducted study results. The methodology is based on the data collection from English trainee teachers, future educators of young people at kindergartens, primary and secondary schools in the Czech Republic. The software survio.com was employed to gather data of n=14 skills and competences for employability from N=54 trainee teachers who rated them through closeended rank order questions of a questionnaire, while the subsequent didactical techniques and procedures to develop competences and skills in the classroom were equally considered.

Education for sustainability has its inherent place within the teaching methods in the Centre of Foreign Languages (CFL), University of Hradec Kralove (UHK). The main purpose of this paper is to analyze the employment of smart pedagogies and emerging didactics as a means of education for sustainability, focusing on quality education and fostering skills priorities. The methodology of this study discloses significant sustainability competences and skills, inevitable for students´ future employability relying on the integration of four steps of SAMR model in second language classroom teaching in (CFL UHK). The classification of sustainability competences went under scrutiny in this study.

Spanglish (Espanglish o espanglés como lo llaman los hispanohablantes, "alérgicos" a las palabras que empiezan con "sp") es un fenómeno que muchos lingüistas consideran presente no solamente en el habla de alguna gente en los EEUU, sino que dicen que todos los países hispanohablantes experimentan este aspecto lingüístico. La influencia del inglés hacia el español en los países hispanohablantes también se suele denominar como el uso de anglicismos.

The territories of today´s USA and Mexico had been in constant contact since 1492, when Columbus officially discovered America. In the 19 th century, the USA purchased one part of the Mexican territory from its inhabitants after winning the war with Mexico. As Mexicans were very experienced farmers, and the USA could not manage their own agriculture and industry, a particular need for Mexican farmers occurred. In the 20 th century the very famous Bracero Program established US agriculture as the most advanced on Earth.

The issue of migration between Mexico and the United States of America is one of the most important subjects discussed among inhabitants of Mexico. The process of crossing the Mexican-American border is becoming very expensive and dangerous, especially for "los mojados", people crossing the Border illegally. The Ministry of Foreign Affairs and other institutions inform current and potential immigrants about the difficulties on the Border through TV and radio news.