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Modern Foreign Languages in Poland

100%
Łączek M.
Applied Linguistics Papers
|
2019
|
issue 26/3
39-49
EN
This text, on its theoretical plane, sketches the differentia specifica existing between Polish (applied) linguistics and didactics (methodology) of foreign language teaching and learning/ glottodidactics as well as probes contexts of teaching the native versus the other (i.e. foreign) language – based on English. After referring to some of the most important works found in the (Polish) literature (all concerned with teaching and learning the English language), in the further part of the article, the author advises on current education system in Poland. The empirical section, in turn, quotes the most recent figures excerpted from the data published by the Central Statistical Office in Poland, and regarding the number of speakers of particular modern foreign languages (based on primary, lower secondary and secondary education in the preceding school year, i.e. 2016–2017).
2
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O językach mniejszościowych (ze szczególnym uwzględnieniem walijskiego)

100%
Łączek M.
Applied Linguistics Papers
|
2018
|
issue 25/3
107-120
EN
The article concentrates on minority languages. At its beginning, the author focuses on the most crucial legislation initiatives that have been adopted by the Council of Europe; a prompt reference is then made to the concepts of bilingualism, multilingualism, plurilingualism as well as ethnic variety. In the further course of his analyses, and after providing the data gathered by adequate institutions of the European Union and UNESCO, he refers to the Welsh language as an example of a minority language.
3
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BRYTYJSCY POLACY – POLSCY BRYTYJCZYCY: OSIĄGNIĘCIA MŁODEGO POKOLENIA EMIGRACYJNEGO W ZAKRESIE JĘZYKA OJCZYSTEGO NA PODSTAWIE ANALIZY EGZAMINU GENERAL CERTIFICATE OF SECONDARY EDUCATION (POLISH)

100%
Łączek M.
Neofilolog
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2017
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issue 49/2
257-272
EN
The article concentrates on achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certifi¬cate of Secondary Education (Polish). At its beginning, the author lays out some of the issues concerned with bilingual glottodidactics and Polish education abroad (the latter is presented in an exolingual context; here: based on England). In the further course, a reference is made to English educational system with a particular stress put on Key Stage 4 examinations, that is General Certificate of Secondary Educa-tion (here: in Polish). The data gathered come from one of the AQA centres in which the author of the present text worked.
4
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Funkcja facylitacyjna angielskiej polityki oświatowej w zakresie kształcenia mniejszości etnicznych (przypadek inspektoratu oświaty w Milton Keynes)

100%
Łączek M.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
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2017
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issue 23
167-179
EN
The article concentrates on the facilitative function of English educational policy with regard to education of ethnic minorities. At its beginning the author focuses on the major assumptions of Education and Inspections Act 2006; a reference is made to European educational policy regarding newly arrived minority students (NAMS), too. In the further course of his analyses he refers to different means of support of ethnic minority pupils included in Guidance on the assessment of EAL pupils who may have special educational needs prepared by Ethnic Minority Achievement Support Service (EMASS) employees from Milton Keynes local education authority
5
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Efektywność kreatywnych metod w rozwijaniu kompetencji językowych studentów w zakresie języka angielskiego

100%
Łączek M.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2015
|
issue 12
57-67
EN
The application of innovative methods in modern foreign language teaching ought to result in better effectiveness of learning operationalised as results in standardized tests of achievement. In particular, one expects here high effectiveness of the discursive method which is part of innovative teaching trend, and developed in foreign language teaching as a counterbalance to traditional methods, a good example of which is the classic grammar-translation method. The author of the article presents the results of his research based on a heterogeneous research schema. The results showed that in the initial phase of teaching English the traditional method ought to be applied and communicative approach only once students have reached the level of English proficiency appropriate for them (research 1). The results of research 2 were similar to those of the first one with the only difference being that it was the discursive method that was more effective in the case of intermediate students. On the whole, the research confirmed the effectiveness of the discursive method in developing university students’ language skills in the English language. It turned out, too, that this effectiveness was mostly determined by the initial level of the competence taught, and the sphere of the skills developed.
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