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Wczesnoszkolne nauczanie języków obcych – polskie prace empiryczne w świetle aktualnych dyskusji o badaniach przyswajania języka obcego przez dzieci

100%
Andrzejewska E.
Neofilolog
|
2010
|
issue 35
131-141
EN
The introduction of compulsory teaching of a foreign language in the early years of education is the most important development in recent accounts of foreign language teaching. The identification of the early start is accompanied by attempts to obtain empirically based concepts aiming to show how to teach children in school conditions in the most effective way. Last 10 years witnessed a considerable progress in the area of learning and teaching foreign languages by/to children. This article presents Polish empirical studies in the light of contemporary research related to teaching a foreign language in the early years of education.
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Problematyka sprawności mówienia we wczesnoszkolnej edukacji językowej w świetle współczesnych niemieckojęzycznych badań empirycznych

84%
Wieszczeczyńska E.
Neofilolog
|
2010
|
issue 35
143-152
PL
The main goal of this paper is to evaluate recent empirical studiesconducted in the German environment which concern theprocesses of foreign language acquisition by young children intheir early school education. The results of these new studies led tothe development of new teaching strategies based on the interactionbetween the teacher and the young learners. Different aspectsof the studies reported in the paper are now subject to a widespreaddebate and they deserve attention in our educational contextas well, since Polish schools resemble German ones in manyrespects. Therefore, the critical overview presented here can beseen as an inspiration for a new research agenda in the area ofsecond language research and teaching methodology for that agegroup. Moreover, from the practical point of view, it opens newoptions in developing new teaching methods and teaching materialsfor young foreign language learners in Polish schools.
3
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Cisza w edukacji wczesnoszkolnej

84%
Nitecka-Walerych A.
Colloquium Wydziału Nauk Humanistycznych i Społecznych AMW
|
2021
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vol. 13
|
issue 4
123-143
EN
The problems of this article oscillate around silence in education understood in two ways: as stagnation and unwillingness to take action within the framework of imposed conditions and as silence, in other words not dealing with certain problems, avoiding difficult issues. The first part is devoted to educational silence from a systemic point of view, while the second part, based on reports from student teaching practice, deals with the profile of an early education teacher, his/her work style, problems connected with the teaching profes-sion and, above all, with the areas neglected/overlooked in early education and an attempt to explain this phenomenon.
PL
Problematyka niniejszego artykułu oscyluje wokół ciszy w edukacji rozumianej w dwojaki sposób: jako stagnacja i niechęć do podejmowanie działań w ramach narzuconych uwarunkowań oraz jako milczenie, inaczej – niezajmowanie się pewnymi problemami, unikania spraw trudnych. Pierwsza część jest po-święcona ciszy edukacyjnej w ujęciu systemowym, druga, oparta na raportach ze studenckich praktyk pedagogicznych, dotyczy sylwetki nauczyciela wczesnej edukacji, stylu jego pracy, problemów związanych z wykonywaniem nauczycielskiego zawodu, a przede wszystkim obszarów pomijanych/zaniedba-nych w nauczaniu początkowym i próby wyjaśnienia tego zjawiska.
4
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Dziecko w wieży Babel czyli przygotowanie do wielojęzyczności na etapie wczesnoszkolnym

84%
Strzemeska R.
Neofilolog
|
2010
|
issue 35
75-84
EN
The current Polish tendencies to promote only English language in primary schools and various constraints in the „building of multilingualismfriendly environment” in early education call for an urgent action. To meet European appeals for multilingualism from an early age, two languages could be introduced in kindergartens and schools even in the present reality. This would require a new approch to teacher training, teacher co-operation, good administrative decisions, co-operation with parents, and integrated teaching. These statements will be illustrated by positive examples taken from the life of a kindergarten and a primary school in Toruń and Gdańsk, Poland.
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