Prawne aspekty pobytu i nauczania języka polskiego ucznia z doświadczeniem migracyjnym w szkole polskiej

Abstract

Intensive migration of recent years is gradually transforming Polish schools into multicultural

ones. This article presents and analyses the social and organizational consequences of new

legal regulations on the residence and education of pupils with migratory experience who

have insufficient knowledge of Polish to take advantage of education in Polish schools. It

draws attention to the need for schools to make organizational adjustments, including the

development of new curricular content and the necessity of training school employees in

new (meta)competencies. These include intercultural and communicative competencies,

with special regard to techniques for working with pupils that do not speak Polish (or

speak it poorly) in class, and which support subject learning in Polish. The framework for

discussion is the concept of inclusive schools that take into account this new type of pupil in

Polish schools, as well as the need to equip teachers with new competencies and prepare the

learning environment.