The article discusses the most important stages of shaping the modern Polish system of educating teachers. The analysis dates back to the early 80’s when the Teacher’s Charter Act defining the requirements for a person occupying a teaching position was passed. This is important for the current regulations, as this act has been functioning until today. Accordingly, the next legal acts and their practical implementations on the example of study programmes with pedagogical preparation are mentioned. A comparison of various solutions resulting from legal conditions, standards of teacher training and curricula implemented at Maria Curie-Skłodowska University in Lublin is made. The examples discussed are an exemplification of the system of preparation for the teaching profession in Poland. The summary indicates advantages and disadvantages of the presented solutions.

The article presents the life of a young man with Tourette’s syndrome, and focuses attention on the relationship with his parents, his brother and the peer group. The attention is paid to the importance of family support in the process of adapting a disabled person to life. Both examples of stereotypical behavior towards disability, as well as examples of an open attitude towards the needs of the Other are shown. In the final part,  recommendations for Polish language teachers regarding the potential of Werner’s film in shaping attitudes of tolerance and empathy towards others are included.

The article seeks a way to interest students in poetry by finding in it problems important to the teenage generation. Selected poems by Wisława Szymborska are shown as a medium that can provoke in-depth reflection on problems of keen interest to teenagers. Ways of discussing the Nobel Prize winner’s works in the context of such issues as empathy, propaganda, and ecology are shown, and it is suggested that many questions can be posed by reaching for this poetry.

The aim of our paper is to analyse the 3rd issue of the “Gazeta Strajkowa” [“Strike Newspaper”] on School Strike for Climate. The publication consists of photographs taken between 2019 and 2021 by photographers engaged in the Public Protest Archive, which is a digital repository documenting social protests in Poland after 2015. The subject of the analysis are photos, graphics representing selected slogans appearing on strike banners and various accompanying forms of texts, such as an editorial by Filip Springer, voices of activists, information on our planet’s condition and the strike demands. It has been found that the banners and symbols used by young strikers symbolise their striving for an immediate limitation of global climate change and for the implementation of solutions recommended by scientific communities. In the article, an attempt has been made at verifying whether or not some exemplary slogans from the banners correspond to scientific statements. Mention has also been made of the key emotions of activists represented in the photographs and how they affect the viewers’ emotions. The last part of the paper gives ideas on how to use the newspaper in humanities education for the climate.

The paper analyses a chapter called Father’s Father from the Andrei Bitov’s novel Pushkin House – an example of ecological discourse in Russian fiction literature. The provided literary analysis of the fictional text serves as a basis for pedagogical text interpretation useful in the literary courses. Ecological problems presented in the novel are evaluated as resulting from social changes that took place after the establishment of the Soviet power. The novel juxtaposes natural ecology and cultural ecology as both result from consumer (uncritical, exploiting) attitude towards nature/culture and (un)conscious effort to eliminate natural hierarchy. The paper interprets the text by decoding its individual elements on the intertextual and metatextual levels. It also analyses selected elements of the text poetics, including the chronotope of the text, and decodes the typology of characters and its meaning.

The aim of this paper is to present research findings concerning children’s perceptions of reading processes. The empirical data was collected from the third year primary school pupils as part of a wider research on reading comprehension. In the qualitative research, we used the semi-structured microinterview method to collect data and the content analysis method to evaluate it. The results of the research highlight similarities and differences in children’s interpretations of reading processes, as well as the influence of their previous reading experiences on their ways of conceptualization and development of linguistic competences. The occurrence of the identified semantic categories in the individual participants confirms the structured and multi-component nature of children’s images.

The notes of young children who have already learned Polish letters but have not yet started institutional learning or are at the beginning of school education, have a non-standard graphic form. The aim of the article is to show the positive consequences of looking at such records as the effect of the intentional use of the script, located between the orthographic representation and the phonetic transcription. The change of perspective allows us to reconstruct the ways of children’s conceptualization of writing and its relation to speech. Children’s notes reflect the ways of categorizing speech sounds and reconstructing the native language’s graphemic system, and also illustrate the process of increasing language awareness. Perceiving children’s deviations from standard spelling in terms of the attempts to reflect pronunciation rather than misspellings offers an opportunity to help them learn to read and write more effectively.

The ability to define is necessary for each language user and should be developed during school education. However, it should also be noted that this skill is not explicitly mentioned in the current core curriculum for Polish. Instead, the core curriculum refers to the ability to read definitions and to distinguish between their types. This article aims to present the results of the study of language skills represented by 4th grade students in a primary school. The pupils created definitions of the word “superhero” indicated in the instruction. The collected material was used to reconstruct the pupils’ understanding of the genre pattern of a definition. The analysis given in the article is limi­ted to the structural aspect of the genre pattern. Definition patterns and their types are presented. The survey shows that the pupils are aware of the studied genre. The vast majority of them can produce structurally correct definitions. They can indicate a definiendum, definiens and sometimes a linking part (copula). In general, students make real definitions. Only a few examples represent another type of a definition, e.g. an ostensive or synonymous one.

This text raises the issue of the importance of the free speech method in developing students’ linguistic competence at different levels of education. It presents the use of this didactic solution in the introductory lesson on the development of school reading in relation to the designed activities, which – subordinate to the literary work – provide multiple opportunities for working on improving students’ oral and written expression. The presented method implemented in school practice allows for natural integration of literary, cultural and linguistic education, overcomes the artificial separation of literature and language, reveals ways of thinking about culture as a formation that binds together literary material and its products. It also indicates a specific direction of didactic thinking to be implemented in Polish language classes, considered by the author of the text as desirable.

One of the primary features of ASD is verbal and communicational non-normativity. School assessment of textual competence consists in reading, analyzing and evaluating a student’s text according to universally established criteria (e.g., CKE assessment rules), known as the key. Such assessment and, above all, the reviewing of a student’s text tend to be associated with the requirements set for students in the developmental norm. However, texts produced by students who are neurotypical and of students with ASD should not be compared or evaluated according to the same criteria. Individuali­zation of teaching and formative assessment must consider the specific difficulties, abilities and needs of students with ASD, as well as adapting the existing text-assessment criteria.

Due to economic and geopolitical changes, Polish schools are more and more often attended by children whose command of Polish is either inadequate or nonexistent. In recent years, the number of educational institutions in Poland where languages other than Polish are heard during lessons and in school yards has been constantly growing. It is the teachers’ task to introduce foreign students to Polish as their new language and to do so in a way that will allow these students to communicate with their social environment, including their peers, and, perhaps more importantly, to effectively study school subjects in their proper peer group. Anna Seretny’s purpose in this article is to present the advantages of the correlated method as an effective tool for developing linguistic competences in education, a method that consists in teaching language through content and content through language. Though originally advocated for teaching Polish as a heritage language in ethnic schools outside Poland, the correlated method can successfully be used for a new purpose. It is based on the conviction that well-developed language competences, defined as the ability to conduct linguistic activities necessary to achieve specific educational goals and tasks, are the key to every pupils’ academic achievements and educational success.

The article discusses the issue of teaching Polish to students with migration experience. It also presents the cultural component, often being a determining factor for the dynamic of acquiring the Polish language and successive adaptation in Polish schools. The first part of the article is a brief overview of the language proficiency dichotomy theory by Jim Cummins, the general characteristics of the school-taught variety of language, as well as the potential difficulties/challenges that students may encounter during everyday school lessons. The second part of the text provides examples of good practices – activities that may support the acquisition of the language of school education among students, both in terms of reading comprehension, writing papers, and universal practical solutions that can be used in all lessons.

In her article, Magdalena Zakrzewska-Verdugo compares the standards of Plain Polish and those concerning the knowledge of Polish as a Foreign Language applied to the B1 level, which defines the required language competence level in applications for Polish citizenship. Zakrzewska-Verdugo finds many similarities between both sets of standards and suggests the use of some outcomes of research on Plain Language in devising materials for courses of Polish as a Foreign Language. She describes the process of adjusting study materials to the desired language competence level with the help of text processing applications, e.g., Jasnopis and Logios. Finally, she comes us with proposals of tasks for the B1 level Polish courses devised with the help of these tools and following plain language standards. These tasks address current topics, e.g., environmental protection and climate change.

The article draws attention to the need of developing the cultural competence of pupils who have experienced migration as a factor affecting their everyday functioning in the space of a Polish school. The considerations are conducted around the culturemes which Katarzyna Gryncewicz, Paulina Pawlik identify in Marek Grechuta’s song “Ojczyzna” [Homeland]. This theoretical approach is complemented by a lesson proposal in which analysis of sung poetry and selected well-known Polish literature becomes a starting point for a discussion on the different ways in which students in a multicultural class conceptualize the concept of homeland. A lesson like this, based on methods of inclusive education, is aimed at shaping a tolerant and empathetic attitude towards representatives of other countries.

he book consists of texts by six authors. It concerns various dimensions of the new vision of Polish teacher studies, which was developed during the Programme Conference “Towards New Polish Studies” (Katowice, 17–18 April 2023). The texts oscillate around the diagnosis of needs and attempts to define the determinants of good Polish studies. The authors underline the fact that Polish language teaching has been interdisciplinary in nature for years, and is a sub-discipline existing between literary studies and linguistics, pedagogy and psychology, philosophy and sociology, university and school as well as theory and practice. They also point to the relationship between practicing various forms of interpretive activity and hopes for improving the level of Polish language education. At the same time, they prove that the rules of institutional evaluation break such hopes. The researchers formulate theses concerning competences and skills a Polish teacher should have in times of crisis, and highlight the role of educational research today in the face of new civilizational challenges for Polish language teaching.