Teaching literature undergoes not only changes within didactic methods and a set of canonic texts, but it is also a part of the communication technology development. The author of the article ponders upon the ways in which the status of the school reading changes, the situations in which the teacher uses such means as, for example, multimedia historical contexts, textual, musical and iconographic comments, musical soundtracks and video files available on-line, dictionaries, encyclopaedias, etc.
The author asks the question if the “educational machines” facilitating the lesson allow the teachers and students to gain extra time for discussion and reflection. Is it not the case that the expansion of media in teaching is accompanied by shame and sense of guilt of the literary education institution that they are not modern enough whereas the literature itself has become an archaic medium, an old-fashioned machine of meanings, an old model of presentation?

The author of the article shows the consequences of transplanting different literary methodologies, especially structuralism, poststructural hermeneutics, intertextuality and a pragmatic approach to the text on to the ground of school didactics. Assuming that the school cannot be the place of methodological arguments, she highlights the necessity of teacher’s methodological awareness and basing on Lechoń, a tex by Stanisław Baliński, shows the interpretative consequences of the usage of different methodological bases. Teacher’s methodological awareness allows for a good preparation of students for the matura exam. The basis of all interpretative conclusions constitutes an analytic examination of a literary text.

The author of the article A fable — a recurring reading book points to the possibilities of using a fable and fable context on three levels of teaching. The suggestions of reading the same fable in primary, lower secondary and secondary school prove the universality of the interpreted texts. As it turns out, the knowledge of the fable context is a necessary element accompanying the process of reading the contemporary literature in secondary school.

The work, on the basis of selected textbooks, pays attention to the presence of borderland literature in Polish education in secondary schools. What was particularly emphasized was the purposefulness of integrating the very issue with regional education. Next, by means of the interpretation of the fragment of an epic poem Na wysokiej połoninie by Stanisław Vincenz, the ideas connected with the borderland trend were presented, as well as the possibilities of realization of different didactic aims.

The article, deriving methodological inspirations from the so called poetics of experience, presents the effects of reading different texts of culture. The author describes three pictures by Wilhelm Sasnal and a few-minute film made by him presented in Zachęta in Warsaw. She points to possinle interpretative contexts, namely Andersen’s fables, illustrations by Andrzej Strumiłła, film by Orson Welles, portray paintings by Sasnal and others. The analyses and interpretations included in the article can be used during Polish didactic classes.

For a start, the author discusses the role and types of activity in school education and literary communication of kindergarten and school children. Next, she points to multidimensional meaning of a game of poeticizing which arouses and exercises imagination, sensitizes aesthetically and evokes creative expression. Thus, it has an influence on an intellectual and mental development of a young person. Besides, a child, in view of born inclinations for fantasy, as a sort of born poet, which was emphasised by outstanding poets (Julian Tuwim, Jerzy Ficowski, among others). The author supports these theoretical considerations with certain examples. She presents and discusses children’s and youth’s poetical samples, among other things, the results of the task based on a “half-poem” by Wisława Szymborska Museum and poems by the sixth grade students inspired by Zbigniew Herbert’s poem A box called imagination. She supports the initial theses of the article on an educational role of a game of poeticizing with children and young people.

The author presents the arguments in favour of introducing the reform of the Polish orthography which should mainly consist in the unification of some regulations and removal of some inconsistence and errors. Among arguments he makes conclusions deriving from the analysis of the history of spelling. Disadvantageous orthographic regulations are a big problem for their users. Taking a look at the orthographic regulations established in different periods of time allows for distinguishing the rules that need to be corrected, improved and adjusted to the contemporary Polish language, among other things, in relation with a developing electronic communication. The article finishes with suggestions of changes of some orthographic rules with their justification.

The article refers to the determinants of learners’ linguistic competence. It defines the influence of spatial competence (understood here as a sum of abilities within the scope of imagination and spacious orientation) on reading comprehension skills. The article consists of two parts. In the first one, it outlines the issue of gaining spatial competence and its impact on linguistic competences (i.e. orthography and lexis). The second part, on the other hand, presents the results of the studies on the influence of different types of tasks done by primary school learners (short answer, matching and essay tasks, etc.). The studies show a substantial influence of imagination and spacious orientation on reading comprehension skills (on the example of primary school sixth grade learners).

Creative actions in Polish lessons are used in integrated teaching. Later on, they are less and less common. In order to develop student’s communicative skills at later stages, creative actions should still be used. Plastic arts, music, paratheatrical actions allow for a better reception of literary texts, and discovery of their complex messages and meanings. A deepened and personally experienced reception of a literary text in such a communication enables the learner to extend it by his/her own realization in a creative process. The learner creating, for instance, a plastic work or his/her own literary text inspired by a reading, is willing to talk about it during the lesson. He/she almost unconsciously develops his/her communicative skills, shapes his humanistic skills and improves his/her language. Creative actions allow for learning communicative skills in almost informal contexts close to natural speakers where the real information and emotion exchange takes place.

The studies of didactic communication prove that the qualification register of questions, though numerous and diversified, does not stimulate the education process in a satisfactory way. The article, in two dimensions — a theoretical and practical one (on the basis of the author’s studies), presents selected areas of the Polish language education in which the categories of question and discourse combine with each other. The organization of a didactic process in the context of a questioning discourse refers to the conception of the contemporary Polish language education postulating the arousal of learner’s creative activity and his/her direct participation in the lesson. The author concentrates on the following issues:
1) She pays attention to the determinants of a questioning discourse and its conditions combining with an anthropocentric orientation of didactics. 2) She presents the main assumptions of the art of asking questions. 3) She emphasizes the importance of the ability to listen actively taking into consideration its aspects for both the Polish language and socio-cultural education. 4) She discusses a classification of questions according to the act of thinking and presents the rules of question construction and usage in the Polish language practice (the exercises with question formulation according to the act of thinking).

The article analyses the scope of knowledge on phraseological units, notions from phraseology and types of phraseological exercises, as well as the scope of phraseologisms taken into account in textbooks for the Polish language by several publishing series. The exercises proposed by the textbook authors were compared with the actual students’ needs and linguistic difficulties, established on the basis of studies on students’ phraseology (among other things the understanding of notions and terminology, the knowledge of meanings of phraseological units and their usage in communication). Remarks and didactic implications were formulated. These concerned among other things the extension of the exercise repertoire, the adjustment of the exercises to the development of communicative skills and sesnitisation to the proper usage of phraseologisms, as well as the image of the world reinforced in phraseology.

In the analysis the article refers to the cognitive methodology and linguistic world image. On the basis of examples from authentic and creative texts on seasons written by children, the article shows the way the time of seasons is conceptualized. It points to the relations between the very conceptualization with colloquial perspectives of time as the road, lengthening and shortening 
given seasons depending on the point of observation and the usage of simple linguistic means speeding the time of expected events.

The article inscribes itself into the studies on a description of a linguistic and cultural world image reinforced in the Polish folk tradition — in regional hymns and songs. As a starting point the author states that the language serves not only communication, but is also a tool for the interpretation of the world from the point of view of an average language user. On the basis of analysis of 145 hymns collected by Adolf Dygacz, she reconstructs a linguistic image of a miner reinforced in the very folk texts. Mining hymns are a reflection of the real, social and spiritual life of miners. They without a doubt have a substantial cognitive value. They often contain very specific information on miners, their family life, experiences, passions, dreams and religion. They reinforce important facts concerning the region, the process of coal output, voice the cult of work, document many names of tools and professional actions. The language of the works in question reflects characteristic features of material, social and spiritual mining community.

The article constitutes a contribution to the studies on a linguistic image of a young man in the context of the principles of good upbringing. The material was taken from the column Ada to nie wypada in “Filipinka”, a non-existing magazine for teenagers between 1979 and 1980. The very material invokes an inconsistent image of a young man. Generally speaking, a slightly different image of a young man is presented by girls, the boy himself and an adult — an editor of the column who replied to letters and commented on given behaviours. The two main opposing features — an excessive sensitivity or thick skin — sum up a developing image of a young man from the turn of the 1970s and the 1980s of the former century. Yearning for chivalry manifested by the editor breaks in the social reality — fades in favour of equal partnership relations. According to the cultural stereotype of a caretaker or a self-confident ruler are slowly but systematically displaced in favour of the attitudes of a legitimate fellow who has the same privileges and duties as a female colleague. These socio-cultural changes are reflected in a changing linguistic stereotype.

Krzyżyk D. Synonimia pojęć prawdziwościowych — teoria i nauczanie. Katowice 2008.

Słownik ortograficzny PWN z wymową/ Oprac. Aleksandra Kuabiak‑Sokół. Warszawa 2008; Edward Polański: Zasady pisowni i interpunkcji. Warszawa 2008 [recenzja]

Anna Kołodziej, Bernadeta Niesporek-Szamburska: O pracach domowych z języka polskiego prawie wszystko. Część 1: Tworzyć teksty. Kielce 2008 [recenzja]