National Implications - William Allan Kritsonis, PhD 
William Allan Kritsonis, PhD
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
Books – Articles – Lectures - Workshops
The Lamar University Electronic Journal of Student Research Summer 2008
Do Polish post-secondary vocational school students prefer speaking in person, listening, reading or writing during English classes?
Norman L. Butler, PhD
Lecturer in English Foreign Languages Department AGH University of Science and Technology Cracow, Poland
Barry S. Davidson, EdD
Assistant Professor College of Education Troy University Alabama, USA
Renata Pirog, MA
Teacher of English SZKOLA “COSINUS’ Cracow
William Allan Kritsonis, PhD
Professor and Faculty Mentor PhD Program in Educational Leadership The Whitlowe R. Green College of Education Prairie View A&M University Member of the Texas A&M University System Visiting Lecturer (2005) Oxford Round Table University of Oxford, Oxford, England Distinguished Alumnus (2004) College of Education and Professional Studies Central Washington University
Tyrone Tanner, EdD Associate Professor PhD Program in Educational Leadership Prairie View A&M University Member of the Texas A&M University System Special Note: Thanks to Dr. Kimberly Grantham Griffith for getting the article published in the United States of America.
________________________________________________________________________ ABSTRACT The purpose of this brief commentary is to determine which language skill Polish post-secondary vocational school learners think ought to be practiced most frequently during English classes. Sixteen computer science students, who study part-time at SZKOLA “COSINUS” in Cracow, Poland were surveyed, and the authors found that most learners (69%) want to practice speaking in person in English classes .The theoretical framework for this article is provided by the general idea of the school as an organization and social institution. ________________________________________________________________________
Definition What are post-secondary vocational schools (szkoly policealne i pomaturalne)? Introduction Post-secondary vocational schools (PVSs) are part of the Polish secondary school system. Thus, curricula are centrally coordinated, and there is continuity between PVSs and the Polish secondary school system. The purpose of PVSs is to prepare students for specialized skilled manual labor or specializations requiring secondary school qualifications (Ministry of National Education 1994,p. 10). There are three types of PVSs, based on ownership: 1) public (i.e., state owned), 2) non-public (privately owned), and 3) non-public with state status (i.e., privately owned; the state status means that the school can deliver the same programs as a state institution). Admission to PVS programs requires having completed secondary school. Foreign languages have been part of the Polish school curriculum for some time. Starting in the late 1940’s, the Russian language was adopted as the primary foreign language to be instructed to all students from the age of 11 and upwards, regardless of the kind of institution (Janowski, 1992, 43). A “West European language” was offered as a “second foreign language” only to pupils attending full secondary school, in other words, institutions leading to a school leaving certificate (Janowski, 1992, 43). From the 1989-
90 academic year onward the learning of Russian ceased to be compulsory, and, at about the same time, the Polish government began to encourage the widespread teaching of West European languages in schools (Janowski, 1992, 50). Fifty-five new teacher training colleges have been opened throughout Poland in support of the government's policy (Janowski,1992, 51) and by 1992 two foreign organizations had endorsed this new training initiative by sending volunteers to Poland: 1) Solidarity Eastern Europe, a Canadian company and 2) the American Peace Corps. Dr. Butler has first-hand knowledge about the activities of these organizations. In 1991, he was recruited by Solidarity Eastern Europe to teach English at Rzeszow University of Technology, and while he was there had the pleasure to interface academically with a Peace Corps worker. Purpose of the Article The motivation for this work is Ireland and Great Britain’ s current “open door” policies towards Polish workers. Citizens of Poland have the same right to be employed in these countries as Irish and British nationals. 1 Therefore, it is now more important than ever for Polish students to learn English. The theoretical framework for this article is supplied by the general notion of the school as an organization and social institution. Research Question Which of the following language skills do Polish post-secondary vocational school learners think should be practiced most often in English classes: speaking in person, listening, reading or writing? The predicted choice was “speaking in person” because students have fewer opportunities to speak English outside of the classroom than to listen to, read or write it. Student Choices and Results On 8 March 2008 sixteen computer science students, who study part-time at SZKOLA “COSINUS”. Cracow, were asked to indicate on sheets of paper the language skill they thought ought to be practiced most often in English classes. Sixty nine percent indicated “speaking in person “.That means that most learners want to practice speaking when they are in English classes. Therefore, the predicted answer to our research question was confirmed. Concluding Remarks Our findings have implications for English language teaching at Polish post-secondary vocational schools.2 Nevertheless, it is recommended that more research be carried out, in the future, involving additional institutions.
Notes 1. According to the Irish Examiner, thirty three thousand Polish workers have arrived in Ireland since Poland’s accession to the EU in May, 2004. 2. It should be noted that English language texts do not provide enough speaking activities limiting opportunities for learners to practice speaking in person.
References 1. Irish Examiner, Abuse of Polish workers widespread, says embassy. file:///C:/Documents%20and%20Settings/Norman%20Butler/Moje%20dokumenty/story1 30329102.asp.htm, Retrieved: 12 November, 2006. 2. Janowski A. (1992), Polish Education: Changes and Prospects. Oxford Studies in Comparative Education 2 (1), 41-55. 3.Ministry of National Education (1994), Act on Schools of Higher Education, the Academic Title and Academic Degrees. Warsaw: Ministry of National Education. See: www.nationalforum.com – Dr. William Allan Kritsonis