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Teaching Foreign Languages to the Deaf in Poland

100%
Kamiński K.
Linguistische Treffen in Wrocław
|
2021
|
issue 20
217-226
EN
Inclusive teaching is strongly emphasised nowadays in European regulations and documents. Educa- tors, teachers, scholars and policy makers are struggling to make education accessible to the widest possible group of learners. One of such groups are the d/Deaf – teaching them foreign languages is still an area that has not been fully explored. Although it is undoubtful that the d/Deaf require adjustments in teaching techniques and content, some researchers claim that there is no special method that could be applied to teaching this group of learners. The article presents the characteristics of teaching foreign languages to the d/Deaf. This theory is combined with the results of a study conducted on a group of foreign language teachers (of English and Polish) working with d/Deaf learners, showing how they manage to teach this peculiar group of students. The data gathered in a form of online interviews and reported in the paper shed light on how teachers approach this particular group of FL learners. The article presents conclusions regarding the conditions and formal regulations of the Polish education system. They concern possible changes in the educational programme and the teacher training sys- tem. Additionally, the paper presents a wide range of practical suggestions regarding teaching foreign languages to the d/Deaf.
2
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Invisible Children: Children from a Migration Background in Polish Dormitories

75%
Kościółek J.
Kultura i Edukacja
|
2022
|
issue 2(136)
202-214
EN
The situation of children from a migration background in Polish dormitories and boarding schools is analysed herein. It is an emerging issue, practically absent in child studies in Poland. The author refers to research that is a part of MiCreate (Migrant Children and Communities in Transforming Europe) and demonstrates that despite the growing presence of migrant children in dormitories, they are invisible within the education system. The legal gaps in regulations applying to these children as residents of dormitories are explored herein, and integrative measures are analysed to find the possible causes of their ineffectiveness. The research was conducted in a dormitory in the city of Kraków. It included interviews with the institution’s staff, participatory observations and autobiographical narrative interviews with students. This article may inspire further large-scale research into the problems of migrant children being present and living in such dormitories.
3
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Nauczanie etyki z perspektywy kształcenia ogólnego

51%
Stępkowski D., Pękala J. L.
Roczniki Pedagogiczne
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2021
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vol. 13(49)
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issue 1
66-80
EN
Ethics teaching has been functioning in the Polish educational system for nearly three decades. The authors conduct its analysis due to three senses of the general education category: as an idea of public education, as a criterion for the selection of teaching content and as a principle of integrating educational and non-educational activities. On this basis, they postulate reflection on moral and ethical education at school, of which only one part is/can be ethics teaching.
PL
Lekcje etyki funkcjonują w polskim systemie oświatowym od blisko trzech dekad. Autorzy przeprowadzają ich analizę ze względu na trzy sensy kategorii kształcenia ogólnego: jako idei edukacji ogólnodostępnej, jako kryterium doboru treści nauczania i jako zasady integrowania działania edukacyjnego i nieedukacyjnego – (samo)kształceniowego. Na tej podstawie wysuwają postulat refleksji nad edukacją moralno-etyczną w szkole, której tylko jedną z części są/mogą być lekcje etyki.
4
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Umgang mit Heterogenität im (Fremdsprachen-)Unterricht – Rahmenbedingungen im polnischen Bildungssystem

51%
Jaroszewska A.
Neofilolog
|
2022
|
issue 58/2
179-192
EN
The aim of the article is to discuss the main Polish educational legislation aimed at promoting diversity and individualization in the the process of schooling. The focus is on dealing with heterogeneity, which has become frequent in Polish schools and kindergartens. This includes various aspects concerning differentiation in children and young people, such as individual developmentental characteristics, gender, socio-cultural environment, special educational needs or giftedness. Heterogeneity requires individualization of the educational process, which also applies to the teaching of foreign languages. This poses a challenge for many teachers, including foreign language teachers. In many respects Polish legislation regulates how to deal with heterogeneity and individualization in the educational context.
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