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Rozumienie „funkcjonalnego podejścia do nauki o języku” w planie ramowym (podstawie) oraz w jego realizacji

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Niesporek-Szamburska B.
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
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2019
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vol. 10
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issue 285
228-239
EN
The author undertook to interpret the linguistic assumptions of language education in the field of the Polish language course in the new core curriculum of general education effective from 2017. In the analysis, the author took into account the functionalist / functionalism slogans often used in the framework plan as the theory of language underlying the language education and the Polish language as a subject. The author in the elaboration: – presented a semantic analysis of operational passwords with the functional component, – indicated deficiencies in the language theory, which lacks logical explanations of the idea for recipients (teachers), – showed the absence of the teaching / learning concept, – presented an analysis of the basis assumptions in specific programs for teaching Polish, – compared the analyzed concept to the authentic ideas of functionality. Interpretation and analysis of the core curriculum have proved that it is difficult to find in it a coherent and a functional action plan.
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