Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
„Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia” to czasopismo naukowe afiliowane przy Uniwersytecie Komisji Edukacji Narodowej w Krakowie, ukazujące się w dwóch wersjach: drukowanej oraz cyfrowej. Tytuł rocznika wyznacza płaszczyznę spotkań oraz konfrontacji różnorodnych sposobów rozumienia i badania skomplikowanej rzeczywistości edukacyjnej, związanej z językiem polskim jako szkolnym przedmiotem, a także z uczeniem i uczeniem się języka polskiego jako obcego i drugiego. „Studia ad Didacticam” to w założeniu interdyscyplinarne forum wymiany myśli, prezentacji badań oraz efektów kształcenia, otwarte również dla dydaktyków innych języków, ze szczególnym uwzględnieniem języków słowiańskich. Na nasze łamy zapraszamy nie tylko teoretyków oraz badaczy dydaktyki literatury i języka, ale także praktyków, nauczycieli i studentów. Zależy nam, aby „Studia ad Didacticam” stanowiły przestrzeń współpracy różnych środowisk edukacyjnych, sprzyjającą podnoszeniu jakości kształcenia. Czasopismo jest indeksowane w bazach CEEOL CEJSH Polska Bibliografia Naukowa Index Copernicus ERIH PLUS Most Wiedzy Zapraszamy do współpracy
Uniwersytet Komisji Edukacji Narodowej w Krakowie
POLITYKA PRAW AUTORSKICH Wydawca „Annales Universitatis Paedagogicae Cracoviensis. Studia as Didacticam Litterarum Polonarum et Linguae Polonae. Pertinentia” jest upoważniony do korzystania z wszystkich opublikowanych w czasopiśmie materiałów oraz ich rozpowszechniana na podstawie umowy licencji niewyłącznej nieograniczonej w czasie. Umowę zawiera się, uprzednio na czas nieoznaczony, każdorazowo z autorem/ką konkretnego utworu na określonych w tamtejszej umowie polach eksploatacji. Autor przenosi bezpłatnie na Wydawcę wyłączne autorskie prawa majątkowe do utworu w zakresie jego wielokrotnego wydania i rozpowszechnienia na wszelkich znanych nośnikach na wszystkich znanych polach eksploatacji, a zwłaszcza do: utrwalenia utworu, zwielokrotnienia utworu dowolną techniką (w tym m.in. drukiem oraz w formie zapisu elektronicznego) na wszelkich znanych nośnikach (w tym m.in. informatycznych, elektronicznych i poligraficznych) oraz we wszelkich systemach informatycznych (szczególnie typu internet), wprowadzenia utworu do pamięci komputera, rozpowszechniania utworu i egzemplarzy zwielokrotnienia utworu, wprowadzenia do obrotu utworu i egzemplarzy zwielokrotnienia utworu, udzielaniu wszelkich licencji i sublicencji na korzystanie z utworu, publicznego wykonania, odtwarzania, wystawiania i wyświetlania utworu, użyczaniu, najmu i dzierżawy utworu oraz egzemplarzy zwielokrotnienia utworu, udostępniania, wprowadzanie do obrotu i rozpowszechniania utworu i egzemplarzy zwielokrotnienia utworu za pośrednictwem sieci informatycznych, w szczególności typu internet. POLITYKA OTWARTEGO DOSTĘPU „Annales Universitatis Paedagogicae Cracoviensis. Studia as Didacticam Litterarum Polonarum et Linguae Polonae. Pertinentia” to czasopismo o otwartym dostępie. Cała jego zawartość jest dostępna bezpłatnie dla użytkowników i instytucji na zasadach licencji niewyłącznej CreativeCommons (CC-BY-4.0). Użytkownicy/ki mogą czytać, pobierać, kopiować, rozpowszechniać (w dowolnych mediach i formatach), drukować teksty artykułów bez uprzedniej zgody wydawcy lub autora/ki, pod warunkiem podania źródła dostępu i autorstwa danej publikacji. Jest to zgodne z definicją otwartego dostępu BOAI (http://www.soros.org/openaccess).
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Pożegnanie Profesora Zenona Urygi
Bibliografia wybranych prac Profesora Zenona Urygi z lat 1962-2020
Problem z podmiotowością we współczesnej szkolnej edukacji
The article focuses on the fundamental and still relevant problems of subjectivity in education, which require re-examination by considering new contexts. This issue concerns the evolving nature of human beings – their way of existence, development, and, consequently, their education and schooling, their understanding of life and the challenges it poses. Therefore, the attention in the text is focused on the change of the “problem situation”, i.e. on the conditioning of a certain contextual whole, which consists of the relationship of the subject with the environment, the configuration of circumstances at a given cultural moment, and a unique system of values and attitudes providing justifications for planned actions and assessment of the consequences. The coming age of the young generation takes place among many diverse influences and conditions. In the literature, the youth is called Generation Z and Alpha, characterised by being more educated by the media than by school. What would young people like to change in education? What would they convey to adults – parents and teachers? When asked, they answer: “Listen to us”, “Let us make mistakes and make our own mistakes”, “Respect should not be age-dependent”, “You can also learn something from us”. What we hear in these statements is an encouragement to dialogue. Young people often notice that their parents, teachers, “significant others” are unable to listen and talk. The author of the text outlines the possibilities of applying desires in the school situation.
Szkolne wypalenie. O dobrostanie nauczyciela oraz ucznia w badaniach i najnowszej literaturze dla młodego odbiorcy
Regularly conducted international surveys (PIRLS, TIMSS) reveal that alongside positive data about achievements of students, there also exist certain results which are reluctantly commented on. These results display the negative attitude of Polish students and their parentstowards school, as well as the lack of satisfaction of Polish teachers with their work. What are the causes of this condition? What are the possibilities to improve the situation? In the article, I try to look for answers in psychological and educational research conducted among contemporary teenagers, as well as in the images of teacher–student relationships in the latest literature for young recipients.
„Bycie podmiotem” jako wartość i wyzwanie edukacyjne w czasach technopolu
The late rapid development of new media, technologies (including the recent advancements in artificial intelligence), and other phenomena characterizing the “technopoly culture” result in recurring questions and concerns. These questions focus on the conditio humana and strategies of “being” in an increasingly complex world. The article attempts to justify the value of human subjectivity and the ways of understanding and experiencing it. In addition to the meanings as‑signed to subjectivity, the analysis examines the functions that this value performs in the sphere of cognition, self­‑knowledge, learning, communication, and other activities. These functions can serve as effective tools in the “clash” of man with the increasingly expansive technoculture, preventing its dehumanisation and potential dictatorship. The article discusses the ways to develop student subjectivity in the education process (including Polish studies). The general conclusions and reflections formulated at the end of the article concern the title issues.
Zewnętrzne uwarunkowania podmiotowości nauczyciela polonisty
In the article, the author reflected on the subjectivity of teachers and selected conditions affecting their empowerment. It is assumed that the subjectivity of a teacher means his or her freedom of action in the process of teaching, learning and upbringing. This subjectivity is shaped by internal factors (qualifications and competencies of a teacher, his or her personality, identification with the profession) and external factors (e.g. the educational policy of the country, activities of the educational administration, applicable regulations, standards). External factors that determine the subjectivity of a teacher and to which the author devotes significant attention include teacher education standards, university training programs, external examinations, and rankings. It is also pointed out that implementing the idea of subjectivity involves choices (and tensions) that the teacher must make. These choices have an impact on the quality of the education process and, above all, on students.
Instytucjonalne obszary wolności vs. zniewolenia polonisty w dobie Chatbotów GPT
The author discusses contemporary conditions of the subject actions of Polish teachers in educational institutions. He analyses areas of pedagogical freedom that can be exploited and the forms of its limitation in the context of universal access to GPT Chats. The author emphasises that exams which are transformed into multi‑level control systems and specifically constructed teacher evaluation surveys become tools that narrow the areas of pedagogical freedom. As a result, systemic solutions reduce most of the actions of Polish teachers to depersonalised functions that can be performed by artificial intelligence Chatbots.
The article refers to the output of Zofia Agnieszka Kłakówna (including the book Przymus i wolność [Constraint and Freedom]), as well as the output of her co-authors who co-created the anthropological-cultural concept of education, curricula, and textbooks for many years, expounding this concept (the so-called “Cracovian school of didactics”). The author reflects on the idea of subjectivity and the categories conditioning subjectivity, and then explains in detail what subjectivity in educational theory and practice involves. Since pure subjectivity is not achievable according to the vision presented in the article, the author specifies what conditions would have to be met in order to move towards a subjective standard of evaluation in educational design activities as well as in actual school activities.
Podróż w głąb siebie. O dydaktyce podmiotowej w przygotowaniu zawodowym nauczycieli polonistów
The article aims at reflecting on subject didactics in the professional preparation of Polish language teachers. The discussion is focused on the understanding, the role, and the selected ways of implementing subject didactics, inscribed in the anthropocentric and anthropological­cultural school and university education, with learners at its centre, i.e. students and their future teachers. One of the ways of realising the idea of such didactics in the professional preparation of students is, for instance, academic tutoring, which is the method of taking care of the mentee – a candidate for a Polish language teacher.
Paideia poetów a podmiotowość współczesnego ucznia. Labirynt jako figura paideutyczna
The considerations focus on the paideutic dimension of poetry, the empowerment of the learner and the impact of new media on school interpretations. Other crucial concepts include paideia, understood not so much as the idea of educating children, but as the fulfilment of self- development and self-improvement vocation. In the case of contemporary pupils, this is strongly influenced by cyber media, new forms of art on the Internet and the questioning of accepted ethical and aesthetic hierarchies. The metaphor of the labyrinth is a figure of the paideutic effort of interacting with art.
Tutoring w kształceniu przyszłych polonistów. Refleksje z badań
This article presents tutoring as an educational method that derives from the ancient Master-Student teaching model, which is characterised by a dialogical exchange of ideas. The author demonstrates ways of implementing personalised tutoring at the University of Łódź as part of the “Model Education of Teachers” project (2019–2023), aimed at developing the independence of students through reflection on their own needs and cognitive explorations. The reflections of young people on the role of the Polish teacher and the teaching process (issues of authenticity, teacher authority, and constructivist approaches to didactics) were analysed. Particular attention was paid to the importance of well‑being, resilience and positive thinking in the context of professional development. The impact of positive emotions on task performance was highlighted.
Personalizacja w kształceniu szkolnym – z doświadczeń nauczyciela i opiekuna zawodowych praktyk tutorskich
The article is dedicated to the issue of university professional tutoring practice as a form of personalised education, preparing students for the teaching profession and conducting tutoring sessions in primary and secondary schools. The author presents the foundations of personalisation in schools and universities by explaining the idea of tutoring, pointing out the specifics of this method, and emphasising its importance for the educational process in respecting the student subjectivity. The reflections on professional practice are based on scientific material obtained from three private schools, where students conducted tutoring sessions with primary and secondary school students. In evaluating this practice, the researcher refers to testimonies from the students, the parents, and the school teachers who supervised the practice. These issues serve as the basis for the author to formulate conclusions regarding the usefulness of tutoring in schools and its place in university education.
Trudne tematy w szkole. Przygotowanie przyszłych polonistów do wprowadzania w praktyce edukacyjnej problematyki związanej z zaburzeniami odżywiania
The contemporary range of books and films directed at young audiences is very diverse. More and more often, authors are reaching out for topics related to eating disorders. However, these issues happen to be raised too rarely at school. It seems that, among other reasons, this is due to a lack of appropriate competencies for working with corresponding texts of culture and, thus, for addressing discussions on eating disorders. The article aims to outline a proposal for appropriate classes for Polish philology students preparing them to introduce eating disorders-related issues into educational practice.
Nastawienie badawcze nauczyciela polonisty – wyznacznikiem realizacji przez niego idei własnej podmiotowości
The main problem to which the scientific reflection will be devoted is the conduct of micro‑studies by Polish language teachers as a determinant of their sense of subjectivity. The article will present the results of a survey research, conducted on the basis of an online survey questionnaire, the participants of which were members of the most popular Facebook groups for Polish language teachers. The respondents commented on the methods and techniques of research on Polish language education, which they encountered during their studies and their professional work. They also assessed the importance of the results of these studies in shaping the teacher’s sense of personal subjectivity in contemporary schools. Polish teachers gave examples of their own research and pointed out opportunities and limitations to realising the idea of teachers’ subjectivity in the changing educational and social reality.
Nie ma uczniów – są ludzie. O podmiotowości na lekcjach języka polskiego w świetle wypowiedzi przyszłych nauczycieli polonistów
This article addresses the issue of subjectivity in Polish language lessons. In this context, the considerations of future Polish language teachers become relevant. Therefore, the author conducted a diagnostic survey among first­year Polish philology students on the subjectivity of a pupil in Polish language lessons. The respondents presented, among other things, their own understanding of the concept of subjectivity, highlighted a number of determinants of subjectivity in cultural­literary and linguistic education, and identified when a pupil can feel like a subject and when this feeling can be threatened. Furthermore, they suggested ways to foster the subjectivity of pupils in Polish language lessons.
The article explores the implementation of creative activities at school. The author tries to demonstrate the necessity of shaping so-called soft competencies such as innovativeness, flexi­ bility, and creativity in contemporary schools. The text discusses the results of the survey research concerning how Polish language teachers engage students in creative activities and proposes creative exercises. The author also discusses the essays produced by her primary and secondary school students.
[Nie]ocenione. Twórcze praktyki pisarskie w akademickiej i szkolnej dydaktyce polonistycznej
The method of assessment gives us information about the activities that constitute the educational process. It is also a declaration of educational ideology, determined by the principles included in regulations and school documents. In light of contemporary pedagogical theories, the communicative aspect of assessment, including the assessment of written assignments, should be valued in teaching. The article describes the attitudes of trainee teachers towards the assessment included in their internship reports. According to the reports, excessive formalism related to the evaluation and the perspective of exams destroys the creativity of students and results in schematic essays. Moreover, a similar pattern applies to the essays of university students shaped during the educational process. As a remedy, the author suggested a return to the method of writing practice, included in the article in the context of creative writing. Due to this method, the new outcome of a pedagogical context is achieved. The text contains examples of students’ works created using the described method.
Ekfraza w edukacji polonistycznej (z perspektywy nauczania integrującego)
The article is devoted to the place of ekphrasis in Polish language education. In the light of Henryk Kurczab’s concept of integrative teaching, as well as comparative and interdisciplinary research, using teaching by experiencing, doing, investigating, selected ekphrastic poems by Zbigniew Herbert and Adriana Szymanska and essayistic ekphrases are discussed. The proposed approach proves that the literary fascination with painting present in poetry and essayism of the XX–XXI centuries allows for exploring the dialogue between a poet or an essayist and a painter, as well as between a teacher and students.
Kształcenie językowe w czasach antropocenu – w kierunku zrównoważonej edukacji
Many pages have already been written about profiling Polish language education in relation to climate and environmental issues. New interpretations of reading texts are promoted concerning ecocritical studies. The resources related to the educational use of ecolinguistics are much more modest. This research refers to the assumptions of posthumanist trends in linguistics, including ecolinguistics and language ecology as well as to sustainable education and didactics. The article also shows which trends could be used in language education to balance the power over the environment that humans (including their language) have arbitrarily assigned to themselves. It is about education that influences the development of conscious attitudes in students, related to transcending the “here and now,” full of empathy towards the environment and non‑people.
Nauczanie retorycznej argumentacji jako element kształcenia podmiotowego – trudności i szanse
In the core curriculum of the Polish language in secondary schools, many areas of knowledge and skills are indicated as rhetorical, while the area of argumentative, persuasive and polemical competencies is recognised as rhetorical par excellence. The article draws attention to the fact that argumentative and polemical issues, combining the issue of language use with the issue of correct and incorrect thinking, are realised to an unsatisfactory degree within the framework of Polish language (literary and linguistic) education. The school essay, which is considered to be an argumentative form of writing, hardly deals with genuinely controversial topics and teaches explanation and illustration by example rather than critical analysis of different ways of thinking and correct inference. In the opinion of the author of this article, argumentative and polemical competencies belong to the competencies of the future, because living in Western democratic societies, which are changing dynamically and becoming increasingly multicultural, will inevitably involve the ability to critically evaluate different (and often mutually contradictory) positions and reasonings. Given the fact that the argumentative component of rhetorical education is currently insufficiently implemented at school, the author calls for a reconsideration of the way in which methodological solutions are designed. This will allow for reliable practice of argumentative and polemical skills included in the core curriculum as content and objectives of education.
Podmiot i przedmiot kształcenia językowego w szkole ponadpodstawowej na wybranym materiale podręcznikowym
The article addresses language education from both subject and object perspectives, as presented in secondary school textbooks compliant with the 2018 core curriculum. The analysis of the empirical material has the character of a preliminary identification of the new textbooks. The review of proposals for the introduction of linguistic content and the formation of linguistic-communicative skills was conducted from the perspective of pragmalinguistics and linguistic genology. Both the informational and task-based components of the textbooks were analyzed.
Szkolna klasyka – o sposobach projektowania dialogu z dorobkiem przeszłości w podstawie programowej i podręcznikach licealnych
The text focuses on the question of interpreting literary works in high school. The analysis comprises two parts: the interpretation directives themselves (the obligatory/optional nature of canon, analytical procedures, the scope of historical and cultural information) based on the documents from the Ministry of Education (the curricula of the years 2002, 2008, 2018), as well as the influence of these directives on educational practices, especially on methods of designing interpretative space around texts which are considered important for shaping national identity. The analysis of selected textbook examples supplements the review of the above‑mentioned curricula.
Uczniowie szkół ponadpodstawowych jako odbiorcy wybranych materiałów dydaktycznych
The article examines three educational aids designed for high school students. The following topics were selected for discussion: summaries of romantic readings by Adam Mickiewicz, educational films by Mieczysław Mietczyński known as Profesor Niczego and psychological guides by Przemysław Staroń. The aids are aimed to present the content of the literary works and, assess their teaching potential. It is shown how students are perceived by the authors of the creative works and what attitude young learners have towards these aids. Finally, the tasks of a contemporary Polish teacher are outlined.
Dojrzałość, ale jaka? Egzamin maturalny z języka polskiego a wyzwania współczesności
This article seeks an answer to the question of how the Polish matriculation exam formula determines linguistic and cultural competencies and, above all, what impact it has on the development of the sense of subjectivity and self­agency in secondary school students. The starting point of the analysis is the formula of the Polish matriculation examination from the turn of the 19th and 20th centuries. The diachronic approach is confronted with the analysis of the current examination formula. To achieve this, a survey was conducted among matriculation examiners concerning the current examination system and its adequacy to the challenges facing Polish language education in the twenty­first century.
Między prawem do błędu a psychologiczną potrzebą domknięcia poznawczego
The fear of interpretation at school is a result of the fear of error present among students during the lecture. The risk of error is a part of learning. It is one of its pillars. Knowledge and skills do not progress without errors. Therefore, it is important not to punish students for making mistakes but give feedback concerning the mechanism of thinking, especially in the process of interpretation. The fear is a result of the anxiety that contact with literature and its interpretation can change one’s thinking and feelings. Everybody needs to stay in the circle of his or her inner convictions, which is the phenomenon of cognitive closure. Literary work often subverts the stable and coherent view of reality. Thus, when it comes to interpretation, the task of the teacher is, on the one hand, to inspire independent thinking and, on the other hand, to check the need for cognitive closure.
„Każde kolejne pokolenie Polaków powinno się mierzyć z tym tekstem”, czyli o "Weselu" po raz kolejny
The author proposes possible ways of reading Wesele [The Wedding] by Stanisław Wyspiański in schools. She focuses on aesthetic and ethical issues. Referring to the findings of literary­ studies and social anthropology, the author indicates ways of reading related to national myths and the different understanding of independence by the intelligentsia and peasants. It directs the analytical reflections of young people on the so-called “background” characters and the importance of cultural differences. The transparency of the lesson formulas reveals the mechanisms of subjective treatment of female and male students.
Dorastanie zaangażowane. Nastoletni bohaterowie powieści Anny Cieplak wobec migracji i sprawczości ("Ma być czysto" - teoria i praktyka recepcji)
Contemporary Polish literature for young adults (including the novels of Anna Cieplak) is a part of the field of considerations of engaged humanities. It refers to widely understood socio ‑cultural and moral contexts, addressing the issues of difficult adolescence and the changing family model presented in the perspective of migration, transnationalism and migrant identity. Socialisation and the broadly understood upbringing of children and adolescents in the Silesian province become the fundamental themes of Cieplak’s works. The writer also draws attention to the space in which the characters move (a small‑town community) and to the uneasy dialogues of generations. As shown by the study of students’ reception of this work, the novel Ma być czysto (It is Supposed to Be Clean) confirmed the above theses. The students recognise that the psychological portraits of the female protagonists presented in the book are convincing and rich and provoke deeper considerations of an existential‑ethical nature. The statements of studentsprove their engagement with reading while also referring to empathy towards families with migration experience and the challenges faced by modern teena‑ gers trying to define their own identity.
O prawie do godności ucznia i nauczyciela, czyli o dramaturgii spotkania z Innym (L. Lotto, „Zwiastowanie” a wymogi egzaminu maturalnego)
The article compares the widely held belief in the educational environment regarding the rights to dignity of students and teachers – rights that encompass subjectivity and the consideration of risks associated with freedom – with the interpretation of these beliefs in the Matriculation Exam Guide for the Polish Language (at both basic and extended levels) in force since 2023. The interpretation of the painting Annunciation by Lorenzo Lotto serves as argumentative material, highlighting the universal human right to dignity and to the risk inherent in the freedom that is characteristic of the dramaturgy of encountering otherness. It is argued that such a formula applies to the encounter between a student, a teacher, and a text in a school setting because only then is there a chance for a subjective and profound interpretive engagement with the lesson material. The author asserts that the guidelines and examples provided in the Matricu lation Exam Guide contradict the opportunity to reveal the subjectivity of students, promoting only the reproduction of ready‑made knowledge.
Iketaon albo pompowanie podmiotów. O niechlubnej sztuce demagogii
The article analyses the phenomenon of manipulation in the tragedy Odprawa posłów greckich [The Dismissal of the Greek Envoys] by Jan Kochanowski as well as universal rhetorical strategies used in persuasive practice from antiquity to this day. The aim of the presented educational and cultural project, tested in school and academic environment, is to show the mechanisms of creating the illusory subjectivity of recipients (“subjects’ pumping”) using rhetorical techniques based on appealing to strong emotions and shaping a simplified, polarised image of the world. The article will not only refer to history and literary tradition but also to research on demagogy and propaganda.
Zachwyca czy nie zachwyca geniusz Mickiewicza? O budowaniu (czułej) relacji z autorem i tekstem
The article presents reflections on how to interest students in the works of Adam Mickiewicz (titles included in the core curriculum for grades 7–8) and the poet himself. It is emphasised that familiarizing young people with nineteenth‑century works, which are often unattractive in the first place, may be effective due to a (sensitive) relationship of students with the author and, through him, with the text. The article opposes the uncritical creation of myths. Two books for young readers are recommended, which present Mickiewicz in an engaging way, discuss the emerging difficulties and the choices that had to be made, explore his life passions and what mattered most to him. The books provide an opportunity to get to know the person with his advantages and disadvantages. Attention is also drawn to a different (than two centuries earlier) dimension of the values promoted in the works under analysis, such as resistance and patriotism, considering the need to reformulate the purposes, the narrative method, and the selection of tools for discussions of texts during Polish language lessons.
Sploty, więzi, doświadczenie konkretu. Nowa podmiotowość nauczyciela polonisty
The results of ecological research are unequivocal. Our impact on the biosphere is destructive and poses a threat not only to nature but also to humans. Natural sciences also provide clear guidelines on how we should act to preserve the world in a state that ensures our survival. In this plan for world repair, the humanities have a significant role to play. As Ewa Bińczyk advocates, what we need today is an “ecological correction of the humanities” and a marriage of sciences. Therefore, the article is an attempt to describe innovative reading practices considering new competencies of a Polish language teacher, including interdisciplinarity, relationality, engagement, and fieldwork developed within the methodology of the new humanities. Then, new educational and reading practices will be presented using the interpretation of Ludzie bezdomni [Homeless People] by Stefan Żeromski as an example.
Edukacja polonistyczna jako wprowadzenie dla wspólnego świata
The article considers the possibility of a literary education that focuses not on the teacher or student, but on the world at the center of its practice. In the article, G. Biesta’s category of world‑centered education is used. This perspective allows for reflection on the category of ecological subjectivity (referring to W. Bobinski). In this context, the poem Love by C. Miłosz is interpreted, and the concept of educational practice is derived as the practice of kindness.
Pierwsze kroki w nauce języka, czyli jak nauczać dzieci z Ukrainy języka polskiego z wykorzystaniem przeznaczonego dla nich "Elementarza"
The article deals with issues related to planning Polish as a foreign/second language for children and emphasises the need to consider the language level of a child in L2. It is important to select appropriate vocabulary, grammatical structures and prosodic elements, taking into account the subjectivity of a learner as well as the right to form their own personality and self‑actualise according to their needs and interests. The curriculum should be tailored to the communication needs of a child. An example of this approach is Elementarz [Primer], a reading primer for children from Ukraine, developed by the FINE Foundation in co‑operation with UNICEF. This primer aims to support teachers and parents who want to help their children learn Polish from scratch. Therefore, each page of Elementarz contains short and simple instructions explaining how to solve a task with the child. The book is designed to encourage the child to engage in various activities – from colouring and cutting to glueing different materials. This approach is based on the author’s belief that physical activity and social interaction are fundamental to the development of a child.
Przez czytanie do opanowania języka. Na przykładzie kursu języka polskiego dla dzieci z Ukrainy
The author of the article and co‑author of the programme used during the Polish language course draws on her experience of working with a group of ten children from Ukraine. The course was based on the latest research on the process of teaching and learning to read in order to equip the participants with language skills that would enable them to participate in classes in Polish schools. In the difficult learning situation in which the children from Ukraine found themselves, the independent construction of grammatically correct statements could only be realised through step‑by‑step learning of the written code.
Teatr dobry na wszystko – między dydaktyką a glottodydaktyką polonistyczną
Theatre provides many educational benefits. A new Polish educational reality encourages combining the teaching of Polish as a native language and as a foreign language. The author explains the importance of theatre education and the needs of learners with migration experience. Then she describes the work on preparing the adaptation and staging of Krzyżacy [The Knights of the Cross] by Henryk Sienkiewicz, adapted to the needs of foreigners learning Polish as a foreign language. The author hopes that describing the experience will become an inspiration for Polish teachers in primary and/or secondary schools to create their own theatre projects following the needs of their pupils – both Polish and foreign. It is important to act less schematically, creatively crossing the boundaries of the literary text. This frees the subjectivity of the participants in the educational process.
Człowiek i miejsce w edukacji polonistycznej – między tworzeniem więzi a nakładaniem więzów
This publication is part of the research conducted in the field of regional teaching of Polish. It shows the discrepancy between ministerial directives and school practice. The omission of appropriate provisions in the General Education Core Curriculum of 2017, which gave no time for reading practice during Polish lessons, was considered unfavourable for the teaching of humanities. The current document ignores the importance of the cultural values of the family environment of students and their immediate region; no mention was made of the possibilities that come from appreciating the important relationships between the student and the complex nature of the territory in which they live. An attempt was made to signal this gap metaphorically in the title of the publication (“[…] Between Creating Bonds and Socialisation”). Analytical considerations are accompanied by a detailed reflection on education and upbringing in the spirit of modern regionalism. This brings tangible benefits when the content of regional Polish studies is implemented in accordance with the directives of anthropocentric cultural education, respecting the individuality of young people.