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In the article the following terms have been revised: competences, communicative competence, intercultural competence. The classification of some new competences required in glottodidactics has been suggested. In the presented model the intercultural competence has been included and its relationship with other competences has been described. The guidelines of Common European Framework of Reference for Languages have been discussed here. Educational application has shown how the new competences should be developed.

The article presents the most important changes in the contemporary literary criticism and the ways in which they influence thinking of Polish education among foreigners. The author concentrates above all on teaching Polish literature and culture; he begins with reflection on the very essence and aim of teaching Polish literature to foreigners, then he discusses the main problems and doubts that an educator nowadays must face. He describes also different possible models of Polish literary and cultural education designed for foreigners.

The article presents the most important language rules and tendencies in teaching Polish as a foreign language. The author fully discusses word lists that are obligatory on different levels of proficiency in Polish language, pointing out to their advantages and disadvantages. She reminds about the necessity of completing such lists caused by intensive globalization and computerization. The article presents also problems concerning language used by young people nowadays, that is not only under the process of constant changes but it also becomes ‘out of date’ very quickly. Using fashionable words and words that have become commonly used as an example the author of the article proves the importance of language intuition while preparing lists of vocabulary for a certain level of language proficiency. The author concentrates also on describing problems concerning methods of teaching Polish as a foreign language that are connected with the rapid evolution of the language.

In the first part of the article the possibilities of mutual influence between methodology of Polish language teaching and glottodidactics of Polish language are discussed. The idea of cultural program and cultural method designed to realize it is briefly presented here. In the second part of the article the idea of cultural program is discussed in diachronic aspect: the possibility of introducing teaching (presentation) of foreign culture as a part of foreign language teaching as well as Polish culture as a part of teaching Polish as a foreign language. The article concludes with some predictions concerning leading tendencies in glottodidactics of Polish language between 2011 and 2020.

The article discusses the usefulness and adequacy of hermeneutic theory of language by Hans­Georg Gadamer in glottodidactic process. It presents the attempt to define the phenomenon of language (in this case regarded as a foreign language) that is different than the linguistic one. It is a contribution to further search for different ways of defining a native language while teaching it at Polish faculties abroad. The aim of such search is to find an answer to the question: what is it that we teach?

The author of the article presents the concept of experience and experiencing in the field of Polonistic education. According to the scholar, Hans­Georg Gadamer’s philosophical hermeneutics can serve as an inspiring context in research and educational work of a teacher. Gadamer’s hermeneutics has been one of the influential ideas in philosophy and social sciences in recent years. The type of experience presented by the philosopher, that is more like a meeting, a talk than only a live stream, and whose task is to activate and rationalize what is primary in the process of common experiencing the world, can be used in school education in many ways

The author of the article poses a question concerning adequacy of research proposals inspired by the circle called ‘the ethic of reading’ and ‘theological return’. She points out to the fact that questions concerning axiology of reading, that have been recently considered old­fashioned, are the classical problems of humanistics today. It results from the notion of interference between different disciplines, but above all from the fact that ethical response to the work of literature is an integral element of individual reading. Ethics appears in readers mind before poetics. It makes possible uniting a reader (that has been wrongly divided into an emotional and a suspicious kind) into one subject of multiple reading experience. Powerful institutions of a text are based after all on individual reading of a subject that experiences, understands and evaluates the text.

The article presents the possibilities of using the techniques of synestics in the process of teaching how to interpret poetry. The author of the article uses exercises and techniques of synestics in two functions: educational and didactic. She creates situation in which students have not read the text they were asked to read and explains how exercises can lead to developing self­awareness that encourages reading. A lesson that leads to interpreting Anna Świrszczyńska’s poem Budowałam barykadę [I Built a Barricade] motivates reading Adam Mickiewicz’s Reduta Ordona [Ordon’s Redoubt]. The author describes a process of presenting poetic texts to the lower secondary school student in a way that makes him realize important existential problems undertaken by the poetry.

The author of the article considers the importance of a note in education as well as in social and professional life and therefore she decides to reinterpret its function from two points of view: a traditional one existing in didactics (note ensures durability of the results of teaching) and from a perspective of media communication and digital reality that in many cases lead to reinterpretation and redefinition of many fixed opinions. Having defined such field of interest, the author of the article presents a note from a perspective of dominating today particular Polonistic concept of education. She presents taking notes as multistage process of gaining skills to write texts and proposes effective model of working on a note in a class (defined in stages and conditions) – while a student matures to his own textual activity.

The article presents the possibility of using mandala during the classes with children studying Polish as a foreign language. Some particular areas of Polonistic education have been discussed here, such areas where using this technique supporting passing the knowledge and developing skills is possible. The functions of educational mandala have been described along with the most important rules of using it. Working with the picture of mandala can help to liberate a child’s creative activity.

The cognitive approach in teaching points out clearly to the necessity of integrating language skills in didactic process. Such skills in everyday situations usually appear together: we read in order to write down certain information, we listen to someone’s utterance in order to repeat it to someone else, we write something for someone else to read it etc. Such attitude in teaching imitates a real character of natural communication that combines different types of skills in one multidimensional entity. Methodological materials say nothing or very little on the necessity of integral teaching of the parts of language system that are connected even closer than language skills. No statement can be produced if we do not know the words that this statement should contain and we do not know the rules that must be followed to put these words together. We also need to be able to spell and write down the words correctly in order to make our statement understandable. The article discusses the idea of integrated teaching of the parts of language system along with highlighting its advantages. It is also going to be proved that due to such approach in teaching a learner has numerous and various contacts with language materials, which according to Craik and Lockhart (1971) enhances the process of remembering learnt material.

Reading CEFR texts that use the task­based approach to teaching/learning foreign languages enables teachers to develop a critical approach towards the teaching aids that they have at their disposal and the ways they can be used in didactic process. In order to be up­to­date and teach Polish as a foreign language according to the rules of task­based approach the teacher must prepare the teaching aids on his own. However, older textbooks must not necessarily be banned and rejected. They often contain interesting examples of exercises that can be used during language classes. The main topic of the article is to present several ways of adapting the traditional textbooks to teaching and learning through the task­based approach. The author of the article asserts that it is not the type of textbook that decides about the method of teaching; on the contrary, with a little effort the teacher can apply a task­based approach using ‘traditional’ materials.

The article is aimed at discussing the problem of teaching Polish as a foreign language to the children and teenagers of Polish origin. The authors point out to the specific situation of teaching bilingual children and present several contexts (socio­cultural, intercultural, psychological and pedagogical, local) that determine the character of such teaching aid as a textbook for children who want to learn Polish as a second language. The authors of the article discuss components of such textbook and methods of preparing them using their own work (a textbook Bawimy się w polski 1) as an example. They also present certain examples of developing an inspiration (for example an intercultural one) that this textbook contains.

The article discusses different roles that the name of noises, exclamations and other onomatopoeic lexems of expressive character that are inscribed in cultural patterns can play in developing a child’s speech and in teaching Polish as a foreign and native language. It gives examples of the exercises and didactic strategies that support students in taking part in effective communication and make them get used to vivd language, filled with emotions.

The article raises an issue of students’ cognition of literary texts from the nineteenth century included in the core curriculum. The author draws attention to the difficulties associated with understanding the literal and metaphorical language that varies from the everyday language of the students. The author also introduces methods to mitigate these problems and proposes a form of classroom exercises which facilitate the analysis and interpretations of literary works.

Balladyna by Juliusz Słowacki is a text which causes controversy as its interpretation cannot be unequivocal – it results from the plot based on the rule of parallelism and parody as well as its structure and its frame that is an evident sign of irony. The history of critical reception of Balladyna demonstrates how difficult it is simply to read this drama. It can be regarded as a quintessence of Romantic playing with conventions, but it contains many elements of pre­Romantic tradition and it also opens the aesthetic and worldview perspectives for modern and postmodern literature. Such multidimensional drama is included in a core curriculum at lower secondary school. It is a source of difficulties for teachers and students and it is often read in too simplified manner during the lessons. The aim of the article is to present a suggestion of such attitude towards the drama that can help to discover the play of ambiguous perspectives that is inscribed in it.

The author of the article proposes the way of reading and interpreting Olga Tokarczuk’s novel at high school. The choice of the novel results not only from the changes in curriculum, but also from a chance of enriching the lists of obligatory reading with the texts undertaking interesting problems such as relation between man and animals. The scholar sees here a counterweight for problems connected with liberation of the nation or social topics that seem to dominate in Polonistic discourse at high­school. The very presence of Olga Tokarczuk’s novel at Polish language classes would question an anthropocentric way of interpreting the world around.

The article presents experiences that result from teaching Polish culture at the Chair of Polish Language at Beijing Foreign Studies University and the author’s idea concerning practical usage of knowledge about Poland during language classes. The author has described methods of teaching Polish culture in Polonistic didactics according to the theory of teaching foreign languages and the differences between Polish and Chinese culture. The article consists of four parts: justification of the necessity of introducing information about Poland, an image of the culture in teaching language skills, popularizing knowledge about Poland and recapitulation. This description is of scientific and analytical character.

Poetry analysis is never easy. Especially when someone’s literary output is observed and read from a perspective of few thousands kilometers and completely different cultural and philosophical background. Such situation takes place when one attempts to read Wisława Szymborska’s poetry in Japan. Language and literature specialists are able to trace numerous connections between her texts and their own reading experience; but for students who have just learned Polish and attempt to become familiar with our culture it is an outstanding challenge. They have to conquer the barrier of language, culture and poetical presentation. But when they do that, their adventure with Polish poetry is just about to begin.

The problems concerning teaching a culture of Polish language are analysed in the article, along with description of the ambiguity of the term ‘culture of language’ itself. Taking Polish Philology Faculty in Lviv as an example, the author of the article discusses the stages of cultural and linguistic education of Ukrainian students and presents the specific character of a didactic discipline called culture of a language at the Ukrainian university (the content, tasks, methods of working during the classes). She presents the results of research on normative awareness of the Polish Philology students in Lviv at different stages of learning Polish language.

The author of the article discusses pragmatic functions of honorifics ‘excuse me’, ‘please’, ‘you are welcome’, ‘thank you’ in Polish and compare them with Russian language etiquette. Her aim is to reveal the potential sources of failures in gaining sociocultural competences by the Russians studying Polish and to define potential linguistic and cultural misunderstandings.

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Sprawozdanie z ogólnopolskiej konferencji naukowej „Reaktywacja klasyki w szkole: wiek XIX +” Katowice, 19–21 października 2011

Sprawozdanie z konferencji „Nowe opisanie świata. Literatura i sztuka dla dzieci i młodzieży w kręgach oddziaływań” organizowanej przez Katedrę Dydaktyki Języka i Literatury Polskiej Uniwersytetu Śląskiego, 17–18 listopada 2011 r.

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