Pub Date : 2018-10-08DOI: 10.19195/1642-5782.16(26).6
Patrycja Kochanek
Identity and image of Polish people and German minority based on research carried out in both groupsThe article is an analysis of the pilot version of empirical research which was carried out in two groups — Polish people and the minority of Germans which lives in Poland. Research was done in 2013. Almost one hundred responders answered questions in an online survey. The main goal of this study was to point out some characteristics of these two societies and to see how they create their own identity and how they see each other — what are their images. The categorization of answers gave two different images of communities which have some specific and unique characteristics and values.
{"title":"Tożsamość i wizerunek Polaków oraz przedstawicieli mniejszości niemieckiej na podstawie badań przeprowadzonych w obu tych grupach","authors":"Patrycja Kochanek","doi":"10.19195/1642-5782.16(26).6","DOIUrl":"https://doi.org/10.19195/1642-5782.16(26).6","url":null,"abstract":"Identity and image of Polish people and German minority based on research carried out in both groupsThe article is an analysis of the pilot version of empirical research which was carried out in two groups — Polish people and the minority of Germans which lives in Poland. Research was done in 2013. Almost one hundred responders answered questions in an online survey. The main goal of this study was to point out some characteristics of these two societies and to see how they create their own identity and how they see each other — what are their images. The categorization of answers gave two different images of communities which have some specific and unique characteristics and values.","PeriodicalId":375604,"journal":{"name":"Kształcenie Językowe","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122897390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-08DOI: 10.19195/1642-5782.16(26).3
Jolanta Fiszbak
On needs of students with migration experience from the perspective of Polish language teacherThe article On needs of students with migration experience from the perspective of Polish language teacher focuses on lack of proper background of Polish teachers in working with immigrants’ and re-emigrants’ children. The author emphasises that existing governmental regulations, which offer language support for those children, do not solve appearing problems. She argues that before a child is admitted to a school, s/he should undergo a thorough Polish language course, and teachers of the school to which the student is to be admitted, should get informed on the culture and everyday life of the given student’s country. Only then will the language feedback provided by the school be effective and the student will receive a proper emotional support in difficult situation of being in new environment. The author also points to the fact that a student with migration experience can be a child who can perfectly speak Polish language and who lives in Poland but whose one of the parents is not Polish; this also concerns children of Polish parents who came back to Poland after years of emigration. For those children very often the language support is either not necessary, or needed to a small extent in comparison to children who cannot speak Polish language. However, concern and emotional support from the surrounding may prove very important. The author emphasises the need of setting up an online learning platform dedicated to all the students with migration experiences. Such platform would be a means of showing concern to the child of immigrants and re-emigrants, as well as it would provide care and attention for their needs. This learning platform could also support developing the knowledge of student’s first language or serve as a help in learning the language of child’s ancestors via a Polish student, whose one of the parents is a foreigner.
{"title":"O potrzebach uczniów z doświadczeniami migracyjnymi z perspektywy szkolnego polonisty","authors":"Jolanta Fiszbak","doi":"10.19195/1642-5782.16(26).3","DOIUrl":"https://doi.org/10.19195/1642-5782.16(26).3","url":null,"abstract":"On needs of students with migration experience from the perspective of Polish language teacherThe article On needs of students with migration experience from the perspective of Polish language teacher focuses on lack of proper background of Polish teachers in working with immigrants’ and re-emigrants’ children. The author emphasises that existing governmental regulations, which offer language support for those children, do not solve appearing problems. She argues that before a child is admitted to a school, s/he should undergo a thorough Polish language course, and teachers of the school to which the student is to be admitted, should get informed on the culture and everyday life of the given student’s country. Only then will the language feedback provided by the school be effective and the student will receive a proper emotional support in difficult situation of being in new environment. The author also points to the fact that a student with migration experience can be a child who can perfectly speak Polish language and who lives in Poland but whose one of the parents is not Polish; this also concerns children of Polish parents who came back to Poland after years of emigration. For those children very often the language support is either not necessary, or needed to a small extent in comparison to children who cannot speak Polish language. However, concern and emotional support from the surrounding may prove very important. The author emphasises the need of setting up an online learning platform dedicated to all the students with migration experiences. Such platform would be a means of showing concern to the child of immigrants and re-emigrants, as well as it would provide care and attention for their needs. This learning platform could also support developing the knowledge of student’s first language or serve as a help in learning the language of child’s ancestors via a Polish student, whose one of the parents is a foreigner.","PeriodicalId":375604,"journal":{"name":"Kształcenie Językowe","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124222887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-08DOI: 10.19195/1642-5782.16(26).5
Małgorzata Misiak
The Lemkos — just others or no less than strangersThe Lemkos are a group of Ruthenian population, whose history is closely linked with that of Poland. Historically, they emerged as a fully distinct ethnographic entity in the Polish Carpathians, that is within the Polish state. The article is an attempt to answer the question: how are the Lemkos perceived by the Poles, who for centuries have constituted their natural social and national milieu? There is no doubt that the Lemkos differ from the Poles in their customs, language and religion. But are they strangers? In the Polish-Lithuanian Commonwealth the Polish gentry regarded the Ruthenians living in the Commonwealth as part of the Polish community. In the Second Polish Republic they enjoyed all the rights of Polish citizens. Shortly after the war, in 1944–1947, they were forcibly moved by the communist authorities from their little homeland in the Beskid Mountains. Today, as surveys conducted among the Poles show, the Lemkos are a group practically unknown to ordinary Poles.
{"title":"Łemkowie — tylko „inni” czy aż „obcy”?","authors":"Małgorzata Misiak","doi":"10.19195/1642-5782.16(26).5","DOIUrl":"https://doi.org/10.19195/1642-5782.16(26).5","url":null,"abstract":"The Lemkos — just others or no less than strangersThe Lemkos are a group of Ruthenian population, whose history is closely linked with that of Poland. Historically, they emerged as a fully distinct ethnographic entity in the Polish Carpathians, that is within the Polish state. The article is an attempt to answer the question: how are the Lemkos perceived by the Poles, who for centuries have constituted their natural social and national milieu? There is no doubt that the Lemkos differ from the Poles in their customs, language and religion. But are they strangers? In the Polish-Lithuanian Commonwealth the Polish gentry regarded the Ruthenians living in the Commonwealth as part of the Polish community. In the Second Polish Republic they enjoyed all the rights of Polish citizens. Shortly after the war, in 1944–1947, they were forcibly moved by the communist authorities from their little homeland in the Beskid Mountains. Today, as surveys conducted among the Poles show, the Lemkos are a group practically unknown to ordinary Poles.","PeriodicalId":375604,"journal":{"name":"Kształcenie Językowe","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131816736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-08DOI: 10.19195/1642-5782.16(26).2
Małgorzata Gajak-Toczek
The language as home — on the functional teaching of Polish in textbooks for teachers by Tadeusz Czapczyński The aim of this article is to discuss Tadeusz Czapczyński’s textbooks for teachers: Exercises in Speaking 1922 and Methodology of Stylistic Exercises in Primary and Secondary School. The Manual for Taught 1929. It grew out of the reform tendencies specific to the education in Galicia and the Kingdom of Poland and correlated with the innovative findings of the pedagogical and psychological sciences and the disciplines of motherhood. In an innovative way Czapczyński prevented nineteenth-century verbalism, placing the student in a new role: researcher and explorer. This Polish teacher was advocating for the training of correct and proficient skills in speech and writing, and thus subjected practical purposes to classroom activities. In place of memorizing the norms and rules he introduced exercises in everyday language use.
{"title":"Język domostwem bycia — o funkcjonalnym nauczaniu polszczyzny w podręcznikach dla nauczycieli Tadeusza Czapczyńskiego","authors":"Małgorzata Gajak-Toczek","doi":"10.19195/1642-5782.16(26).2","DOIUrl":"https://doi.org/10.19195/1642-5782.16(26).2","url":null,"abstract":"The language as home — on the functional teaching of Polish in textbooks for teachers by Tadeusz Czapczyński The aim of this article is to discuss Tadeusz Czapczyński’s textbooks for teachers: Exercises in Speaking 1922 and Methodology of Stylistic Exercises in Primary and Secondary School. The Manual for Taught 1929. It grew out of the reform tendencies specific to the education in Galicia and the Kingdom of Poland and correlated with the innovative findings of the pedagogical and psychological sciences and the disciplines of motherhood. In an innovative way Czapczyński prevented nineteenth-century verbalism, placing the student in a new role: researcher and explorer. This Polish teacher was advocating for the training of correct and proficient skills in speech and writing, and thus subjected practical purposes to classroom activities. In place of memorizing the norms and rules he introduced exercises in everyday language use.","PeriodicalId":375604,"journal":{"name":"Kształcenie Językowe","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114889447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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