Search results

1

Sprawności receptywno-produktywne w kształceniu sprawności słuchania

100%

Chyb M. U.

Kształcenie Językowe

|

2017

|

vol. 15 (25)

27-39

EN

The aim of the article is to present selected receptive-productive skills making up auditory perception. The author focuses on an analysis of two skills, i.e. searching for and using information, and responding to messages. She defines the objectives of the teaching of these skills and presents possible methods to be used in the teaching of Polish. According to the author, the skills should be honed during mother tongue classes, because their mastery prepares pupils for effective listening in various situations outside school.

2

Analiza opisów przedmiotu, postaci i krajobrazu napisanych przez uczniów klas IV–VI szkoły podstawowej

80%

Mariowska M.

Kształcenie Językowe

|

2017

|

vol. 15 (25)

101-118

EN

In the article the author analyses three kinds of descriptions created during Polish language classes in forms 4–6 — description of an object, of a human figure and of a landscape. She explores the structure of the pupils’ texts, taking into account, first of all, the order of description elements and the level of detail. Her analysis demonstrates that achieving the right level of detail is difficult for pupils and depends to a large extent on how instructions are formulated and whether the pupils can see they object they are describing. When it comes to the order of description elements, the most frequently used arrangement is hierarchical, complemented by an arrangement best suited to the object being described, e.g. vertical for a description of a human figure or horizontal for a description of a landscape. The author’s research confirms that the ability to create such texts require practice and in-depth analysis of one’s surroundings.

3

Wstęp do rozprawki — oczekiwania a rzeczywistość

80%

Kaszewski K.

Kształcenie Językowe

|

2017

|

vol. 15 (25)

83-99

EN

The introduction regarded as a very important part of a text, having a considerable impact on its persuasive power and substantive value. In the article I examine how pupils cope with creating this part of their texts in an argumentative form known as short essay. The research material was made up of around 100 essays on several topics, written by first form pupils from various kinds of post-secondary schools. The analyses focused on the content of the introductions, their links to the objective of each essay, the topic and main part of the text. They demonstrate that most introductions are weak in terms of their content and pragmatics; often their only significant component is a thesis (though this is not always the case either). After presenting the results of the analyses, I point to the possible causes of this unsatisfactory state of affairs.

4

Uchodźcy w opowiadaniach uczniowskich

80%

Cichocki E.

Kształcenie Językowe

|

2017

|

vol. 15 (25)

119-131

EN

The article contains an analysis and the interpretation of student essays about refugees. The authors of the works are sixth grade students from one of Wroclaw primary schools. The students present refugees, showing who are the fugitives, what is the reason for refugeeism, what do refugees lose,what are thetraits of character of refugees, the difficulties encountered by fugitives,what proposals do refugees hear, how refugees make their live in Poland. The article contains a summary of student responses as well as conclusions from the analysis of school compositions. Stories with dialogue were created as part of a natural didactic experiment focusing on alterity and strangeness.

5

Nauczanie języka polskiego na Uniwersytecie Dyneburskim: przeszłość i teraźniejszość

80%

Rubene D., Kazjukevičs A.

Acta Baltico-Slavica

|

2012

|

vol. 36

EN

Polish philology at the Daugavpils University – yesterdays and present In 1991, in the Daugavpils Pedagogical Institute was opened the first group of Polish. This was the beginning of the studies of Polish language not only in Daugavpils, but also in the Second Republic of Latvia. Students of the first groups had possibility to receive a diploma of specialist teaching Polish language from Polish and Russian, as well as Russian literature. In 2005 was created the program “Bachelor of Polish philology with a second foreign language”. After receiving a bachelor’s degree in Polish philology students have possibility to continue their education at two-year master’s degree. Currently, the “Polish Studies” among the universities of Latvia proposes only Daugavpils University. Every year Polish language institution is organizing an international conference “Polish-Baltic cultural associations”, which involved researchers from the Polish and Baltic countries. In 2010 at the Daugavpils University was opened Centre of Polish Language and Culture, which functions as a center for education and research. Polish philology at the Faculty of Humanities of the Daugavpils University support Polish Embassy, Foundations “Semper Polonia” and “Pomoc Polakom na Wschodzie” and the Association “Wspólnota Polska”.

6

Mały teatrzyk wielkiego przełomu wieków

80%

Szwed A.

Postscriptum Polonistyczne

|

2013

|

issue 2(12)

287-293

XX

The article presents an account of how the Polish language course taught by Polish lecturers at Sofia University at the end of the twentieth–and the beginning of the twenty-first century resulted in the establishment of the educational theatre as an unconventional, creative and extremely successful form of improving the students’ knowledge and practice of Polish lan-guage by staging literary works in a creative way with literary studies, theatrical skills and language studies coming together in this venture. In 2000 the theater staged the play A Win-dow Open to the Wind based on poems by the Polish Sappho-like poetess Maria Pawlikowska- Jasnorzewska. The play was performed to celebrate the opening of the Polish studies room at the University. The next performance staged the play Eutedemis. A Manuscript Found on the Internet based on a poem by the young poetess Małgorzatа Kapicа. These performances fulfill multiple aims and first and foremost they do help develop practical language skills.

7

Sociolinguistics in selected textbooks used for teaching Polish as a native language in a primary school

70%

Szymańska M.

Journal of Language and Cultural Education

|

2016

|

vol. 4

|

issue 1

60-70

EN

The text is an effort to present a change which took place at the turn of centuries in teaching Polish as a native language. It is, first of all, about a new sociolinguistic perspective in teaching Polish which appeared at schools. The author analyses four selected series of textbooks used for teaching Polish in a primary school. Special attention was paid to activity books, which are analysed with regard for presence of situational exercises that make students analyse communication situations and their typical language behaviours. They also make them create effective utterances adequate to a specific context. The conducted research shows that a communication perspective is not represented well in school textbooks. Activities focusing on development of communication competence are rare, they are scattered or separated from other language actions. Thus, they do not fit into a general textbook concept, and they often are only a decoration required by the core curriculum.

8

Interculturality on the border of disciplines. Polish language teaching as a means of intercultural education

70%

Stankiewicz K., Żurek A.

Glottodidactica

|

2012

|

vol. 39

|

issue 1

127-136

PL

The goal of the article is a presentation of the existing and potential relations between Polish language teaching and intercultural education both in the theoretical and practical aspect. The authors present the basic assumptions and goals of intercultural education, paying particular attention to intercultural learning. What follows is a thorough analysis of the presence of the intercultural approach in the theory and practice of the Polish language didactics and its relation to the pedagogy.

9

Profil dorosłego uczącego się języka polskiego jako obcego, czyli kto, gdzie, dlaczego i w jaki sposób uczy się języka polskiego w naszym kraju

57%

Janowska I.

Neofilolog

|

2011

|

issue 37

75-86

EN

The changing status and conditions of teaching Polish language in the Eu-ropean context have led to a fundamental shift in the profile of Polish lan-guage learners, their needs, motivation and learning aims. What follows is the fact that the curricula creators, course organisers and the authors of teaching materials, course books and learning aids have faced new challeng-es, problems, and learner expectations. The following paper is an attempt to outline the profile of an adult learner studying Polish in Poland.

10

Rewolucja funkcjonalna. O literackich i kulturowych aspektach nauczania języka polskiego jako obcego

51%

Próchniak W.

Poradnik Językowy

|

2022

|

vol. 790

|

issue 1

196-213

EN

The paper contains a short overview of the currently used methods of teaching Polish as a foreign language and a discussion of some phenomena related to interculturalism. The essential element of the paper is the linguistic and cultural teaching proposal based on a short story by Sławomir Mrożek titled Rewolucja (Revolution).

PL

Artykuł zawiera krótki przegląd metod stosowanych obecnie w glottodydaktyce polonistycznej oraz omówienie niektórych zjawisk związanych z interkulturowością. Istotnym elementem artykułu jest propozycja nauczania językowo-kulturowego na podstawie opowiadania Sławomira Mrożka pod tytułem Rewolucja.

11

Oświata i szkolnictwo polskie na lamach tygodnika „Głos znad Niemna na Uchodźstwie”

41%

Petrov V.

Łódzkie Studia Teologiczne

|

2018

|

vol. 27

|

issue 4

147-159

EN

This article focuses on the press discourse analysis concerning education and Polish school system in Belarus which took place in the period 2015–2017 in “Głos znad Niemna na uchodźstwie” (“A voice from the Neman River in Exile”) weekly. The situation of Poles as Polish people living abroad in the contemporary Belarus seems to be complicated. On one hand, they form big percentage of the society in Belarus, but on the other hand, a significant part of them has a difficulty to preserve Polish identity. Polish press in Belarus plays a vital role in the process of creation and development of national awareness. “Głos znad Niemna na uchodźstwie” weekly issued as the press organ of the Union of Poles in Belarus has been playing such a vital role for years. The discourse analysis has proved to be particularly helpful concerning some problematic issues of ethnic and national minorities. One should highlight the fact that the public discourse is used both for the formation and reinforcement of the national identity. We analyzed six selected papers concerning the education and Polish school system in Belarus in “Głos znad Niemna na uchodźstwie” weekly. We observed what topics concerning Polish education in Belarus are highlighted in the press, what the discourse construction is, types of used vocabulary and structures, what changes in readers’ behavior and mentality are obtained.

12

Nauczanie języka polskiego na Uniwersytecie Dyneburskim: przeszłość i teraźniejszość

41%

Rubene D., Kazjukevičs A.

Acta Baltico-Slavica

|

2012

|

vol. 36

279-286

EN

In 1991, in the Daugavpils Pedagogical Institute was opened the first group of Polish. This was the beginning of the studies of Polish language not only in Daugavpils, but also in the Second Republic of Latvia. Students of the first groups had possibility to receive a diploma of specialist teaching Polish language from Polish and Russian, as well as Russian literature. In 2005 was created the program “Bachelor of Polish philology with a second foreign language”. After receiving a bachelor’s degree in Polish philology students have possibility to continue their education at two-year master’s degree. Currently, the “Polish Studies” among the universities of Latvia proposes only Daugavpils University. Every year Polish language institution is organizing an international conference “Polish-Baltic cultural associations”, which involved researchers from the Polish and Baltic countries. In 2010 at the Daugavpils University was opened Centre of Polish Language and Culture, which functions as a center for education and research. Polish philology at the Faculty of Humanities of the Daugavpils University support Polish Embassy, Foundations “Semper Polonia” and “Pomoc Polakom na Wschodzie” and the Association “Wspólnota Polska”.

RU

В 1991 году в Даугавпилсском педагогическом институте была открыта первая польская группа. Это стало началом польской филологии не только в Даугавпилсе, но и во Второй Латвийской Республике. Студенты первых польских групп имели возможность получить диплом учителя польского и русского языка, а также русской литературы. В 2005 году была создана программа“Бакалавр польской филологии со вторым иностранным языком”. После получения степени бакалавра польской филологии желающие имеют возможность продолжить свое образование в магистратуре. На данный момент программу “Польская филология” среди вузов Латвии предлагает только Даугавпилсский университет. Каждый год университет организует международную конференцию “Польско-Балтийские культурные связи”, в которой участвуют ученые из Польши и балтийских стран. В 2010 году в Даугавпилсском университете был создан Центр польского языка и культуры, который занимается исследованиями в области польского языка, литературы, а также популяризацией польской культуры. Польская филология в Даугавпилсском университете существует при поддержке посольства Польши, фондов “Semper Polonia” и “Pomoc Polakom na Wschodzie”, а также ассоциации “Wspólnota Polska”.

Refine search results

Sprawności receptywno-produktywne w kształceniu sprawności słuchania

Analiza opisów przedmiotu, postaci i krajobrazu napisanych przez uczniów klas IV–VI szkoły podstawowej

Wstęp do rozprawki — oczekiwania a rzeczywistość

Uchodźcy w opowiadaniach uczniowskich

Nauczanie języka polskiego na Uniwersytecie Dyneburskim: przeszłość i teraźniejszość

Mały teatrzyk wielkiego przełomu wieków

Sociolinguistics in selected textbooks used for teaching Polish as a native language in a primary school

Interculturality on the border of disciplines. Polish language teaching as a means of intercultural education

Profil dorosłego uczącego się języka polskiego jako obcego, czyli kto, gdzie, dlaczego i w jaki sposób uczy się języka polskiego w naszym kraju

Rewolucja funkcjonalna. O literackich i kulturowych aspektach nauczania języka polskiego jako obcego

Oświata i szkolnictwo polskie na lamach tygodnika „Głos znad Niemna na Uchodźstwie”

Nauczanie języka polskiego na Uniwersytecie Dyneburskim: przeszłość i teraźniejszość