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Sytuacja polskich szkół sobotnich w Wielkiej brytanii

100%

Podhorecka A.

Zeszyty Naukowe PUNO

2015

issue 3

67-81

t the beginning of her exposé the author explains the reasons why so many Polish people found themselves in Great Britain at the end of the Second World War. She describes the political situation at the time and presents the difficult position of the Polish émigrés.Two matters needed immediate attention after the war: pastoral care and Polish education. The Polish Catholic Mission organised the pastoral care and the Polish Educational Society took over responsibility for the Polish Saturday Schools. The author cites the reasons for the existence of these Supplementary Schools and describes their difficult but also very effective beginnings. She also presents the history of their achievements over a fifty year period. She underlines the involvement of Polish families in that educational process and praises their patriotism and their understanding of the need to promote mother tongue teaching. The author dedicates a section to the history of Polish exams in England and their inherent part in the schools’ activities. They have always been the ‘icing on the cake’ in the educational process. She also provides the reader with some examination statistics, which illustrate perfectly the development of Polish education in England. The aims of this have always been threefold: idealistic, formal and practical. Poland’s entry into the European Union dramatically changed the face of Polish education in England, which was slowly moving towards decline. The huge influx of Polish families has led to renewed interest in Saturday schools. New schools have been established throughout the United Kingdom; the number of pupils has grown dramatically, as has the number of candidates taking Polish exams. The future of these schools is secure at least for the time being. The author ends her discourse by expressing concern about Polish children who do not have the opportunity to attend a Saturday school and learn the Polish language. A life opportunity wasted!

Odziedziczyć język, czyli o współczesnych problemach i wyzwaniach nauczania języka polskiego jako języka pochodzenia

63%

Niesporek-Szamburska B.

Roczniki Humanistyczne

2022

vol. 70

issue 10

45-60

Maintaining and developing the knowledge of Polish as an inherited language, and bringing the cultural heritage of the country of origin closer, is not an easy task. The author starts with a definition of the concept of an inherited language. Next, selected problems faced by teachers of Polish as the language of origin in schools abroad are presented. The author points to the differentiation of the level of language proficiency in groups of students and indicates its determinants. She also shows new contexts: the world of technology, which is close to the students, and the pandemic that made learning difficult but also accelerated the modernisation of teaching tools and increased the competence of teachers in using them. The author also makes a critical analysis of the core curriculum and the offer of didactic materials for Polish diaspora schools, which do not always meet the requirements of the didactic process or modern realities.

Podtrzymywanie i rozwijanie znajomości języka polskiego jako odziedziczonego, także przybliżanie dziedzictwa kulturowego kraju pochodzenia, nie jest łatwym zadaniem. Autorka wychodzi od określenia pojęcia języka odziedziczonego. Kolejno przedstawia wybrane problemy, z jakimi spotykają się uczący języka polskiego jako języka pochodzenia w szkołach poza granicami kraju. Zwraca uwagę na zróżnicowanie poziomu znajomości języka w grupach uczniów i wskazuje na jego uwarunkowania. Wskazuje też nowe konteksty: świat technologii – bliski uczniom oraz pandemię, która utrudniła naukę, ale także przyspieszyła unowocześnianie narzędzi dydaktycznych oraz podniosła kompetencje nauczycieli w posługiwaniu się nimi. Autorka dokonuje także krytycznej analizy podstawy programowej oraz oferty materiałów dydaktycznych dla szkół polonijnych – nie zawsze odpowiadających wymogom procesu dydaktycznego i nowoczesnym realiom.

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1 Roczniki Humanistyczne

1 Zeszyty Naukowe PUNO

1 Niesporek-Szamburska B.

1 Podhorecka A.

1 2022

1 2015

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Sytuacja polskich szkół sobotnich w Wielkiej brytanii

Odziedziczyć język, czyli o współczesnych problemach i wyzwaniach nauczania języka polskiego jako języka pochodzenia