The article is an attempt at presenting school space as the site of agon of sorts, where not only a duel for a student, but equally frequently, a fight with the student is taking place. Based on realisations of a school theme in children’s and youth literature, the author argues that a school spatial project is correlated with educational ideas being currently in operation in the institution. Democratisation of space, as seen in Akademia pana Kleksa or stories about Pippi, created by original and unconventional actions of teachers and students helps pupils achieve the freedom of thought — the superior aim of education.

The author addresses an important subject matter of raising the young generation ina spirit of tolerance, respect for the other person’s right to being other. She indicates how a Polish langugage class can teach dialogue and open young people to other cultures, and prepare them to live an active and effective life in multicultural reality. In her view, Polish‑Jewish relations, reflected in literary works of Polish, Polish‑Jewish and Jewish writers, can provide a valuable teaching material. She notices that Polish literature is not a source of exclusively negative stereotypes. On the contrary, Jewish people are portrayed in a warm, sympathetic and oftentimes friendly manner. Yet, as the author emphasizes, the Polish literary tradition will not help familiarize the Jewish culture. Therefore, she suggests including in Polish language and literature classes texts of such authors as for instance Isaac Bashevis Singer and proposes specific didactic solutions (working on Singer’s texts by flipped clasroom method).

The article concerns objects of sacred architecture, which, when brought up during Polish langugae classes, can become a starting point for reflection on other cultures, and, mostimportantly, on tolerance, respect for otherness and the Other, thereby preparing students forcivic life in multicultural and multireligious Europe.

The article deals with the normative basis and social stereotypes concerning multicultural education. The authors give an analysis of legal acts pertaining to the Romani minority and confront the assumed postulated state of affairs with the actual conduct of students at school studied by means of surveys. The results lead to the presentation of the educational determinants in a bicultural school and provide an answer to the question if a complete tolerance toward ethnic minorities is possible on the part of Polish children. The final part offers proposals to be implemented at school and aimed at bettering Romanis’ conditions in school practice and their image in the society.

Gustaw Morcinek’s novel Siedem zegarków kopidoła Joachima Rybki is for hima sort of literary examination of conscience. In school practice, it can also be viewed as a road to a better cognition and understanding by a student of his/her surrounding reality. Reflection on the Silesian writer’s text may become a perfect means to make students aware of the universal nature of some issues and values. In Joachim Rybka’s closet, the clocks measure time giving a pretext for taking a trip down memory lane and recollecting adventures and characters possessing wordly wisdom. A S ilesian ditch‑digger is a distanced man and very candid. His long and well‑lived life gives him the right and privilege to have this attitude. He sees things that others do not want to notice.

The aim of the article is to show different uses of TV series during Polish languageclasses. An attempt is made at determining the causes of popularity of TV genres, their specificity and problems with academic study. The reasons for absence of TV series in Polish studies education are indicated alongside an array of possibilities for using this genre in the teaching of literature, culture and the Polish language. The final part of the article includes a project of a class devoted to a comparative analysis of two characters — literary Izabella Łęcka (Lalka) and serial Mary Crawley (Downton Abbey).

The article presents the results of studies aimed at evaluating the level of lexicological and lexical competence of middle school students, and the results of a study of school determinants of this competence assessed through surveys, interviews and in‑class observation. The level of lexicological competence was evaluated as good, whereas the textual examination revealed lexical competence to be lower and more varied. The most important shortcomings were: insufficiently retained comprehension of lexical categories introduced during Polish language classes, inability to draw the line between what is part of jargon and a general language register, better acquisition of receptively passive than active competence, evident shortcomings in passive and active vocabulary, particularly the vocabulary beyond commonly used range, and inability to understand metaphors from the textual context. The conclusions based on the in‑class observation were consistent with the results of the textual examination — students had more opportunities to deepen their lexicological competence. On the other hand, working on lexical competence was not systematic, too few lexical‑phraseological tasks were asigned and no tasks aimed to enhance lexical skill — expressive and receptive — were observed. The results of surveys and interviews point to the problem that many middle school teachers are not aware of the importance of developing and enhancing lexical competence. Therefore, they do not give it due attention in the educational process. Also, teachers are unable to determine the level of passive and active knowledge of vocabulary in their pupils whereby they are not fully aware of their students’ educational needs.

The article analyses and evaluates the translations in several contemorary learner’sdictionaries of the correct Polish langugae of an idiom twardy orzech do zgryzienia. I focus on the place of the idiom in the micro‑ and macro‑structure of dictionaries, proposed normative solutions and on whether these dictionaries take into account the concept of a two‑level linguistic norm of contemporary Polish. I point to errors and inaccuracies in the notation of the idiom in learner’s dictionaries of the correct Polish language and to their consequences. In conclusion, I propose postulates guiding practical actions in desirable directions when it comes to including idioms in learner’s dictionaries of correct Polish.

In the article, the author discusses the category of appearance in a linguistic‑Cultural auto(stereotype) of a G IRL. The picture emerging from the survey data confirmed the functioning in the youths’ language and culture of some conventional wisdom pertaining to a contemporary young woman, particularly with regard to physical and esthetic components of her image. In accordance with the obtained picture, a girl has to be pretty and kempt. The bust and other physical feminine „attributes” — legs and buttocks are of imortance. An inseparable object of a young woman is a purse, in which she carries a lot of things. The linguistic‑cultural image of a girl emerging from the boys’ comments is more critical.

The author aims at reconstructing the image of family emerging from handbooks ofthe Georgian language and literature. She points to the relations between next of kin (husband— wife, parents — children, daughter‑in‑law — in‑laws,grandparents — grandchildren) and persons in the family circle (family — neighbours, family — guests), as well as the functions performed by the family members (economic, socialising, guardianship). She indicates whether the handbook portrayal of family strenghtens or transgresses the existing (Georgian) stereotypical conceptions of family.

The author addresses the problem of motivation of students during Polish languageclasses. Against the broadly outlined theoretical backround (motivation in major theoretical systems, afective and cognitive factors of motivation), the author discusses propositions of behavioural techniques which can be successfully employed during Polish language classes thereby contributing to facilitating the didactic process through engagement of students.

Edukacja przez słowo - obraz - dźwięk. Red. Justyna Hanna Budzik, Ilona Copik, Katowice: Wydawnictwo Uniwersytetu Śląskiego, 2015

Justyna Hanna Budzik, Filmowe cuda i sztuczki magiczne. Szkice z archeologii kina, Katowice: Wydawnictwo Uniwersytetu Śląskiego, 2015