„Verba dicendi” w dialogach jako przejaw stereotypizacji w postrzeganiu mamy i taty w serii książek „o Basi” Zofii Staneckiej i Marianny Oklejak

The aim of the article is to show to what extent verba dicendi can create the stereotypical image of parents. Following the analysis, it can be concluded that the assumed hypothesis has proved to be correct, i.e. the use of verbs consistent with the characteristic (stereotypical) qualities of mother and father were present in the Basia book series.

Nauczyć umierania. Tanatopedagogika na lekcjach języka polskiego w liceum na przykładzie literatury najnowszej

The aim of this article is to present a didactic proposition on the introduction of thanatopedagogical themes in Polish language lessons in high school while discussing contemporary literature. The first part of the work presents the most important elements of thanatopedagogy as a science in the context of literary studies. The history of the concept is described in the context of changes in the cultural understanding of death, and the way of presenting the final things in the literature of children and adolescents — from didactic to personalistic — is discussed. In the following subsections, two texts from the latest Polish literature are interpreted: The Things I Didn’t Throw Out by Marcin Wicha and Mira Marcin’s Bezmatek. Proposals are made for using these works to introduce elements of reflection on the finality of things to Polish lessons (the subject of mourning, anthropology of death and dying, the language used for speaking about passing away). The text ends with a summary of the most crucial research conclusions: about the important role of recent literature in conversations on ultimate topics, the need for thanatopedagogical education for teachers, and the need for large psychological competences to conduct such conversations.

Edukacja wczesnoszkolna versus język łaciński — podręczniki

The article presents three coursebooks on the Latin language, published in years 2006–2018 in Poland. The author examines the advantages and disadvantages of the books and wonders if they may be used as teaching materials during early school education, i.e. in primary school, grades 1–3.

Argument a przykład w rozprawce

In the school essay, the student is expected to distinguish between an argument and an example. In this article, I analyze the benefits and difficulties associated with this approach to argumentation as well as present ideas for activities and exercises that can help students formulate arguments, choose examples, and distinguish one from the other.

Nauczanie (o) składni a kompetencja językowo-komunikacyjna uczniów z ASD

The aim of the article is to point out the deeper problem of language teaching — teaching school grammar (on the example of syntax), which is associated more with teaching about the language than the language itself. In the current core curriculum, language teaching is not connected to communicative competence — the ability to create oral and written statements. It has caused the regression in Polish language didactics and the return to the discussion of teaching language or/and teaching about the language in modern primary school. Subjective, functional, and communicative approach in teaching language is really important when teaching children with Autism Spectrum Disorder, and that is why the current system-normative approach in school discourse should be reflected upon. If the subjectiveness and individualisation of teaching as well as special educational needs and abilities of students with ASD are considered in this reflection, the conclusion emerges — the need to remodel the method of organising the language teaching process.

Tekst prasowy jako bodziec do interakcji na lekcji języka obcego

The paper shows how press text enables the development of interaction as a kind of interesting stimulus which motivates speaking. There were given characteristics of different genres of press text which have their aims in communication. Glottodidactic potential reveal title and lead as well as the body of text. The idea to imply press text for interaction was described. Attention was paid to what learners gain from both reading press text and speaking about its content. Moreover, instructions to a teacher were determined. The role of a teacher who can maintain the speaking action in the classroom was emphasized.