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Pieśń ludowa w kształtowaniu świadomości fonologicznej dziecka

100%
Osowicka-Kondratowicz M.
Język Polski
|
2018
|
vol. 98
|
issue 3
108-118
PL
W artykule wskazano na zasadność wykorzystania pieśni ludowej w programach kształtowania świadomości fonologicznej u dzieci w wieku przedszkolnym 
i wczesnoszkolnym. Przedstawiono, jakie kompetencje i sprawności są aktywizowane podczas nauki przez dzieci tekstu gwarowego oraz śpiewania pieśni ludowych. W podsumowaniu stwierdzono, że odpowiednio dobrana pieśń ludowa może być skuteczną formą ćwiczenia świadomości fonologicznej w procesie nabywania języka przez dzieci.
EN
In this article the legitimacy of using folk songs to form phonological awareness among children at preschool and early-school age was shown. It was depicted what competence and skills are activated when children learn local dialect texts and sing folk songs. It was concluded that a properly selected folk song can be an effective form of phonological awareness practice in the process of language acquisition by children.
2
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W kierunku dwujęzyczności w edukacji wczesnoszkolnej – problemy nauczania czytania w języku obcym na przykładzie języka angielskiego

84%
Kusiak-Pisowacka M.
Problemy Wczesnej Edukacji
|
2017
|
vol. 13
|
issue 1(36)
42-53
EN
The article focusses on developing reading by Polish young learners of English as a foreign language. The discussion is conducted within a psycholinguistic componential perspective, which allows for a detailed analysis of various components that constitute the reading skill. Most attention is given to phonological awareness at the decoding stage of reading and its role in beginning reading. First, the author deals with syntactic and orthographic differences between reading in English and reading in Polish. The results of several cross-linguistic studies are presented to illustrate the importance of inter-lingual differences in reading in a foreign language. Then the article reports on the analysis of five coursebooks of English for Polish young learners. The study aimed to investigate how each of the coursebooks develops the reading skill. The analysis looked at the methods of teaching reading, types of reading tasks, the explicitness of phonological instruction, presentation of letter-sound correspondences and the development of other reading-related abilities. The results of the study revealed that the coursebooks differ in the way they teach beginning reading, raising important questions of both didactic and theoretical nature.
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