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1

Polifunkcyjność czy specjalizacja nauczyciela polonisty?

100%
Lipińska E.
Kwartalnik Polonicum
|
2019
|
issue 31/32
10-18
EN
Presently teaching of Polish as a native tongue and as a foreign language are two different professions. Yet as in Polish schools the number of children with complex language biographies is constantly growing it would be more desirable for teachers of Polish to have double competences, a teacher of Polish as a native and foreign/second language. The text shows how the context in which Polish language is taught has recently changed and what the education of double-competence teachers could look like.
2
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Dwujęzyczność kognitywna

100%
Lipińska E.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
|
2015
|
issue 20
55-68
EN
The paper makes a clear distinction between cognitive bilingualism and knowledge of two languages. The first term is embedded in the context of education, it can be measured and its development can be followed; the second is understood as mastering, but only partially, of one or both languages. Moreover, the article identifies subjective and objective factors that influence the perception of bilingualism and biculturalism, and emphasizes the ambiguity of the term first language, together with the essence of heritage language. My considerations refer to Polish diaspora, and to situations where one of the languages is Polish and the other (the second/foreign one) is another European language.
3
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O transmisji polskości w Australii

100%
Lipińska E.
Zeszyty Naukowe PUNO
|
2015
|
issue 3
323-235
EN
Maintenance of the Polish language and culture abroad, particularly in such remote countries as Australia, is never an easy task. In this paper, I describe the difficulties in adaptation of young generation Polish migrants, linking these problems with the stages of human development (according to Erik H. Erikson’s psychosocial theory). I focus especially on the key role of parents and Polish Saturday Schools, but also family connections and peer relations in the maintenance of the mother tongue. The status of the Polish language in the migrant environment evolves: it becomes a functional second language with, conversely – English taking priority. For bilingualism to be accomplished, both languages need to be of equal fluency. In order to evaluate competency in Polish and English for migrant school children I devised a set of unique procedures, which I briefly discuss. In the paper I also present some data regarding the Polish diaspora in Australia, with particular emphasis on the quantity of Polish Saturday schools
4

Zachowanie własnych i przyswojenie obcych wartości – o kulturowych i językowych konsekwencjach emigracji z Polski do Australii

100%
Lipińska E.
Postscriptum Polonistyczne
|
2016
|
issue 1(17)
115-131
EN
Leaving one’s homeland comes as a shock for an emigrant and his family. It is even more difficult when they decide to settle down in a country as far away from Poland as Australia is. Its exotic character, so different from European li festyle conventions, can cause difficulties in adapting to the new culture and make the whole process last longer. Language and culture – the two elements closely connected with emigration a re discussed in the article. On the one hand there is a need to preserve one’s own values, on the other, however at the same time, one must adapt to new values to avoid isolation.
5
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Podejście eklektyczne w nauczaniu polszczyzny za granicą na przykładzie wiersza Stanisława Barańczaka Garden party

100%
Lipińska E.
Postscriptum Polonistyczne
|
2015
|
issue 2(16)
141-154
EN
The article discusses the problem of teaching Polish as a heritage language, outside of Poland and when the number of teaching hours is limited. In such a situation it is worthwhile to integrate subsystems and language skills as well as combining the curricula of a range of subjects. This eclectic approach seems to be effective here. The approach is described not as a set of random actions, but as well¬ thought out and coherent procedures. The article uses the example of Barańczak’s Garden party to present how different techniques can be applied in teaching. It also underlines the necessity of using different media, which makes language education more modern and more attractive.
6
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Język polonijny czy języki polonijne?

100%
Lipińska E.
Postscriptum Polonistyczne
|
2019
|
issue 2 (24)
189-204
EN
The paper addresses aspects of the language of the Polish diaspora and of the standard language, as forms of language spoken by Poles living abroad. The standard language is/should be common for all Poles – used everywhere and by everyone in the same way. The Polish diaspora language, on the other hand, appears only in specific territories and is used for communication in specific groups of Poles. It differs depending on the country where they settled and on the language it comes into contact with, as well as on the diversity of the emi-grants, and also depending on the Polish they brought from their home coun-try (either them themselves or their parents). Although the terms “Polonia” [Polish diaspora] and “język polonijny” [Polish diaspora language] are com-monly used, one should be aware that the latter are actually numerous.
7
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Typ rodziny a polskość dzieci za granicą

100%
Lipińska E.
Postscriptum Polonistyczne
|
2018
|
issue 2 (22) Glottodydaktyka wśród dzieci i młodzieży wobec wyzwań wielo-, transkulturowości i ruchów migracyjnych
37-50
EN
The article aims at discussing the strategies of maintaining Polish traditions in different types of families leaving abroad: migration families, disconnected single­‑parent families, broken families, mixed families leaving in a country of one of the parents’ origin or a country foreign to both parents, as well as multinational patchwork families. In each type there are certain difficulties in transmitting the Polish language and culture, but they are caused by different reasons. The social status also determines the used code (a limited or developed one). It results in great language diversity among children living abroad and determines their attitudes towards Polishness.
8
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Podręcznik dla średnio zaawansowanych pt.: „Kiedyś wrócisz tu...". Sprawności w kursie ogólnym

100%
Lipińska E., Jagielloński U.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
|
1998
|
vol. 10
9
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Kodeks etyki w budowaniu wizerunku pracy biura rachunkowego

100%
Lipińska E.
Studia Ekonomiczne
|
2016
|
vol. 285
228-237
PL
Brak jednoznacznych uregulowań prawnych i jasno wytyczonych w życiu gospodarczym zasad etycznych, a także kryzysy finansowe i dążenie do maksymalizacji zysków bez względu na wszystko, spowodowały, że Stowarzyszenie Księgowych w Polsce wychodząc naprzeciw wszystkim zajmującym się rachunkowością i ich potrzebom, stworzyło i wprowadziło w życie Kodeks Zawodowej Etyki w Rachunkowości. Celem Kodeksu jest wskazanie odpowiedniej postawy wobec napotykanych problemów etycznych. Autor próbuje wskazać, jak ważne są zasady etyki w rachunkowości, ukazać istotę i sens ich stosowania przez księgowych oraz biura rachunkowe. Artykuł opiera się na analizie literatury i Kodeksu Zawodowej Etyki w Rachunkowości, wykorzystano również metodę analizy źródeł.
EN
Lack of clear law regulations and ethical principles clearly set out in an economic life, as well as financial crises and the desire to maximize profits in line with “no matter what” rule caused the Association of Accountants in Poland, in order to address the expectations of everyone involved in accounting and to meet their needs has created and put into effect the This Code of Professional Conduct in Accounting. The purpose of the Code is to identify an appropriate attitude towards the encountered ethical problems. The author attempts to point out the importance of ethical rules in accounting, reveal their essence and meaning of their use by accountants and accounting offices. The article is based on the analysis of literature and the Code of Professional Conduct in Accounting, the method of sources analysis has been applied.
10
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POLISH AS A HERITAGE LANGUAGE – SOMEWHERE IN BETWEEN

63%
Seretny A., Lipińska E.
Studia Migracyjne - Przegląd Polonijny
|
2016
|
vol. 42
|
issue 2 (160)
177-201
EN
There are many terms which refer to Polish language and they do not have the same meaning. The differences however, even minor, are particularly important in the area of language learning and teaching for both researchers and instructors (teachers of Polish as a mother tongue and as a foreign language). Not only should they be able to differentiate between various terminological categories but also be aware of their theoretical and practical implications, e.g. what is the function of Polish when it is not the pupils’ first language? what role does it play for its speakers? what is the difference between language learning and language acquisition, between bilingualism and knowledge of two languages? what is semilingualism and diglossia? These issues are closely linked with multilingualism and multiculturalism which in today’s society have become phenomena characteristic of many communities.
11

Multimedia w praktyce dydaktycznej – konieczna innowacja czy innowacyjna konieczność

63%
Seretny A., Lipińska E.
Kwartalnik Polonicum
|
2015
|
issue 18
2 - 8
EN
Nowadays the range of technologies available for use in teaching and learning languages has become very diverse  therefore the ways that they are being used in classrooms have become central to language practice. Innovative approaches to language development are often considered necessary in the digital age. Does however the investment we are making in new technologies give us proper value for money? Many researches have already pointed out that the new technologies do not have any intrinsic value and just their use does not guarantee success in mastering a language. In order to stimulate acquisition they have to be seamlessly integrated into process of learning. In our study we wanted to find out what approach to new technologies (their presence and role in classroom practice) take three groups of people involved in language learning/teaching process; namely, experienced teachers, future teachers and present pupils as older teachers are very often regarded as people who are “technology unfriendly”, pupils on the other hand are normally perceived as enthusiast of every innovation.
12
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O polszczyźnie literackiej na obczyźnie

63%
Lipińska E., Seretny A.
Postscriptum Polonistyczne
|
2009
|
issue 2(4)
145-165
13
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Nauczanie kompetencji językowych w układzie zintegrowanym, czyli praktyka w praktyce

63%
Seretny A., Lipińska E.
Postscriptum Polonistyczne
|
2012
|
issue 2(10)
165-176
EN
The cognitive approach in teaching points out clearly to the necessity of integrating language skills in didactic process. Such skills in everyday situations usually appear together: we read in order to write down certain information, we listen to someone’s utterance in order to repeat it to someone else, we write something for someone else to read it etc. Such attitude in teaching imitates a real character of natural communication that combines different types of skills in one multidimensional entity. Methodological materials say nothing or very little on the necessity of integral teaching of the parts of language system that are connected even closer than language skills. No statement can be produced if we do not know the words that this statement should contain and we do not know the rules that must be followed to put these words together. We also need to be able to spell and write down the words correctly in order to make our statement understandable. The article discusses the idea of integrated teaching of the parts of language system along with highlighting its advantages. It is also going to be proved that due to such approach in teaching a learner has numerous and various contacts with language materials, which according to Craik and Lockhart (1971) enhances the process of remembering learnt material.
14
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Trafność i rzetelność testu jako miary jego poprawności, czyli o błędach w konstruowaniu językowych testów osiągnięć

63%
Seretny A., Lipińska E., Centrum Języka i Kultury Polskiej w Świecie W. P., aseretny@poczta.onet.pl, ewa.lipinska@uj.edu.pl
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
|
2015
|
vol. 22
PL
Narzędziem pomiaru najczęściej stosowanym w dydaktyce języka jest test osiągnięć. Za jego pomocą określa się stopień opanowania przez uczących się określonego materiału i/lub wielkość przyrostu ich umiejętności językowych. Błędy popełniane na etapie konstruowania testu osiągnięć w zakresie doboru treści podlegających sprawdzeniu, zadań testowych oraz zastosowanych kryteriów poprawy mogą fałszować rzeczywisty obraz umiejętności zdających, niesłusznie je przeceniając lub dostatecznie ich nie dowartościowując. W niniejszym tekście analizie poddaje się czynniki wpływające na trafność oraz rzetelność testu osiągnięć, które są podstawowymi wyznacznikami jego poprawności.
EN
A language achievement test is the most commonly used evaluation tool in the field of language learning/ teaching. Such tests measure students’ mastery of a particular instructional domain in order to make decisions regarding their advancement and/or competency. A well-constructed test will give both the teacher and the students an appraisal of their respective achievements. Administering tests will lose its importance if the items do not pose a particular challenge to the students and/or if they do not adequately reflect the given body of content. The text presents a thorough analysis of the factors affecting validity and reliability of achievement tests. Validity is the most important quality of test use, which concerns the extent to which meaningful inferences can be drawn from test scores. No test can achieve its intended purpose if its results are unreliable.
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