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  1. 2 Kwartalnik Pedagogiczny

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  1. 2 Pułaczewska H.

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  2. 1 2016

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Środowiskowe korelaty znajomości języka polskiego wśród młodzieży polskiego pochodzenia w Ratyzbonie

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Pułaczewska H.
Kwartalnik Pedagogiczny
|
2016
|
vol. 61(4 (242))
116-136
PL
The article is devoted to the cultivation of the Polish language among the youths of Polish descent, raised in the Bavarian town of Regensburg. It presents the results of a questionnairebased study in which 37 teenagers having diversified skills in spoken and written Polish – from none through splendid – were asked questions related to their self-identity, attitudes towards Poland and the Polish language, the status of Polish in Germany and the world, friendships with age peers in Poland, attending Polish language courses, their own general educational achievements in the German school, the education of their Polish-speaking mothers, and their parents caring about the Polish language. The study looks at correlations between these factors on the one hand, and the respondents’ Polish language skills on the other. Among other things, it demonstrates that the teenager’s skills in Polish and the value put on the language by the parents go hand in hand with the mother’s level of education. Additionally, it presents evidence that the percentage of children raised with two languages in secondary schools of more prestigious type is very high and now lower than in schools of lower profile. This counters the premises of the public discourse led by some right-wing German politicians who blame migrant parents speaking their native languages at home for poor educational achievements of their children.
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„Niemiecka szkoła, polski dom”. Analiza wypracowań o udziale polskiej kultury i języka polskiego w życiu dzieci polskich emigrantów w Bawarii

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Pułaczewska H.
Kwartalnik Pedagogiczny
|
2018
|
vol. 63(4(250))
263-288
PL
The primary goal of the study is to assess the perception of self and the social environment in Polish teenagers from the so-called generation 1.5 in Germany, that is, people who moved to Germany as children and adolescents, accompanying adult immigrants. The secondary goal was to compare this group with teenagers of Polish origin born and socialised in Germany. The instruments of corpus linguistics such as listing of keywords and limited keyword-based contextual analysis were applied to analyse a corpus of 37 essays by respondents aged 13–17 and attending courses of the Polish language and culture in Regensburg and Munich, on the topic “German school, Polish home. People, cultures, languages and the role of Polish in my life.” A considerable difference occurred between both groups. Teenagers from Poland cast their essays in a narrative form reporting the process of immigration, their daily struggle for social adaptation, and their hopes for future improvement. The reports exposed tension and struggle caused by the difficulty to reach the intended goals, such as adequate school achievement, social acceptance and maintenance of bonds with Poland. Teenagers born in Germany cast their reports prevailingly in a static or iterative form, viewing themselves as exceptional in a positive sense, and took pride in their bilingualism and biculturalism. The analysis also revealed different roles played by attending the Polish classes in both groups.
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