https://doi.org/10.31261/TPDJP.2026.35.02
Listening constitutes a fundamental communicative and relational competence; however, listening receives limited attention in Polish language and literature education. The curriculum for language education continues to privilege a logocentric and literate perspective, marginalizing orality and aurality. The aim of this article is to demonstrate the significance of a culture of listening in Polish language and literature education and to show how incorporating aurality and orality can broaden the traditionally text-centered model of education. The analysis focuses on three dimensions of listening: the soundscape as a space of cultural communication, the musicality of the text, and the affective dimension of listening, with particular attention to their potential for developing communicative competences and media literacy.
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2026
Published: 2021-11-25
10.31261/TPDJP
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
English
Język Polski