The article presents a functional model of the analysis and interpretation of a cultural text, and justifies an introduction of a functional approach to the pattern given for learner interpretation. The functional model of the analysis and interpretation of a poetic text takes into account polimethodology when investigating a literary work, becoming, at the same time, a more flexible tool, allowing an interpreter to choose the most suitable literature methodology for a given text. The above-presented reception of a poetic work makes use of the already-known means of getting to know a text: Ingarden’s phenomenology, structuralism, comprehension from a hermeneutic and intertextual perspective. The model constructed is an extended structure because, according to the assumptions, it must take into consideration a multiplicity of solutions. It is composed of more than fifty operationalised actions, taken by the learner when working on a text. The model suggested has a layered structure. It consists of four layers; the first one covers literal and metaphorical meanings (finding the meanings in question is an element of interpretation), the second is composed of the rules of text organization, and functions of poetic means of expression used in the work. The third layer constitutes contextual and intertextual references, whereas the last one is build of values. Each of the layers enumerated takes into account the learner actions crucial to perform a task, that is the analysis and interpretation of a poetic text. The model is a pattern to follow; it creates an optimal set of learner analytic actions vital to the analysis and interpretation of every single literary work.

This text was inspired by two articles published in “Polityka” within the period of the last three years. Both texts brought information of new phenomena in the sphere of the present-day cultural life, which served as a pre-text to formulate opinions concerning the difference between press “news”, an occasional curiosity, the release of which does not require a thorougher presentation, description and a popular-science publication in a given field of the contemporary culture, developing the social awareness.
Press excerpts, their superficial, and unrelated to the knowledge of the evolution of social communication celebration of the “latest gossip” does not only meet expectations of popular - -science readers, but also disinform them. Usually, social or language phenomena do not come out of nowhere. One has to understand social behaviours which signal them, indicate their origin, and place these signals in developmental tendencies of the culture recognised by studies. An example of the lack of specific knowledge the authors of the afore-mentioned articles in “Polityka” should represent is the lack of knowledge on the assumptions of W. Ong’s theory of communication. It treats about the change of people’s awareness as a result of the changes in word conveyers. It also says what brings the development of technology. By analogy to some features of the culture of primary orality (that is before writing) Ong calls the coming epoch, already showing its signals, an epoch of secondary orality. Being deprived of the knowledge on the subject, partial and isolated phenomena described in articles in “Polityka” do not popularise an important research point of view, but constitute a curiosity the meaning of which is unclear.

The subject of the article constitutes a new conception of the activisation of cultural contexts in the school didactics of literature. The starting point is a discussion of new contexts connected with cultural and technological changes. Learners invariably deal with different media transmissions and Internet hypertexts.
The author proposes a type of didactic game, in which the literature during selected lessons constitutes the context for non-literary communicators, such as film, music, photography, TV programmes. The introduction of painting and music serves the purpose of enhancing the attractiveness of a literary work analysed by means of the use of the context in the function arousing “meadiator’s” fascination. In this way, the context becomes an active (and well-known to learners) catalisator of a literary reading.

The text refers to contemporary propositions of covering the Biblical text in school. It opposes to a point of view of a laic reading of the Bible, treating it as a collection of myths and history. The author proposes reaching the Bible by means of a careful choice of literary texts. She notices big interpretation possibilities in texts by Tadeusz Nowak, who not only reinterprets the biblical motives, but somehow provoking the reader, reads the Bible without taking into account its sacral dimension. Destroying the Biblical tissue, he, at the same time, warns his readers against a laic approach to the Bible, reduced to merely plot stories. The presence of Nowak’s texts in the Polish lessons allows not only for making references to the Bible, but also highlighting the Biblical meanings of the works analysed.

The author of the article raises the issue of multiculturalism and its relations to education. Polish philology education should teach respect for people of different origins and traditions. The author proposes to develop the attitude of openness and tolerance by means of literature. She advocates to start considerations about “differentness” and “otherness” from the novel by Isaac Beshevis Singer. The author points to the presence of the Jewish problem in selected curricula of the Polish language, as well as a series of possibilities it gives to the teacher. Considerations about a dialogue of two big cultures closes an author’s idea of discussing Singers work during Polish lessons.

The article constitutes a proposal of a lesson devoted to a dialogue of the contemporary literature with Laments by Jan Kochanowski. The work consists of two parts. The first one covers theoretical issues giving evidence of the possibility of contrasting Kochanowski’s Laments with Dziennik gliwicki by Różewicz. The second part illustrates the teaching practice and shows the possibility of conducting a cycle of didactic classes based only on the analysis of the fragment of a “beggar’s lament” by a contemporary poet. In such a way, the material presented gives young man a chance of discovering a structure of the contemporary poetry, especially its complex genre tissue. The main aim of the lesson suggested is an attempt to re-read and create the picture of suffering man, that is, falling and rebearing, experiencing his/her own borders.

The main assumption of the lesson plan is to suggest a subject to a teacher which is close to both him/her and his/her learners. “School” has become the subject of analysis conducted on the basis of contemporary texts — Madame, a novel by A. Libery and Pusta szkoła, a story by B. Latawiec.
The creation of characters, with a special emphasis put on learners and teachers, as well as the school building and intertextual games, such as allusions and quotations, contributes to a multidimensional scope of meaning of a “living organism” referring to school. Thus, it is an important task for a teacher to use a variety of teaching techniques in a lesson (e.g. mindmapping, jobcards, etc.) to increase the learner’s active participation in it. A comparative analysis of both texts can be conducted in matura classes with an extended Polish programme.

Artykuł stanowi opis wybranych zajęć z kultury żywego słowa – istotnego przedmiotu realizowanego w ramach studiów filologii polskiej dla osób, które wybrały specjalizację nauczycielską.
Na podstawie wiersza Powiedz, że wkrótce Stanisława Barańczaka (z tomu Chirurgiczna precyzja) starałam się ukazać, jak znaczący jest ten utwór oraz jak wiele kontekstów należy uwzględnić, aby poszerzyć jego interpretację, łącząc zagadnienia o charakterze literackim, językowym, egzystencjalnym i wykonawczym.

The author suggests a division and change of the proportions of the course of the history of the Polish literature and knowledge about language which has been suggested for many years. In the light of the contemporary development of pragmatic and cognitive linguistics, as well as intensive learning of eastem-European language conducted by, for instance, English teachers, one teacher for both disciplines is in an extremely difficult situation. Difficulties he/she faces during few lessons devoted to appropriate choices of the language code in multiple situations of the speech act lie in the fact that the attitudes to LI correctness and culture have changed both in the case of the youth and middle generation. The two aspects are no longer valuable. What is being elevated, on the other hand, is colloquialism, neutralization, vulgarisms, deconstruction, and play with words.

A traditional didactics of syntax seems to experience crisis, proved not only by poor results of teaching syntax in Polish schools, but also a tendency of gradual withdrawal from syntax at the expense of semantics, pragmatics and the linguistics of text/discourse. What lacks is a common conception of teaching syntax at all educational levels (from primary to secondary schools). Thus, it is necessary to redefine the status of syntax didactics and readdress the questions concerning the aims given to syntax in school. The attitudes didacticians and linguists hold towards syntax in school can be divided into two main groups: those in favour of maintaining the school tradition, and their opponents being against the syntax by Z. Klemensiewicz and substituting it with other newer model. There is also a group proposing a compromise, that is combining traditions with modernity. This stand seems to be the most suitable from the perspective of the possibilities of modernising school syntax. The article offers suggestions of enriching and modernising the school syntax by means of introducing solutions used in cognitive linguistics. At the same time, adaptational possibilities of cognitivism in terms of the content of Podstawa programowa (1999) are evaluated. The school syntax should be completed with elements so far non-existent in didactics, such as unprototypical predicative forms, a general knowledge on modality, reference, deictic role of pronouns, quantifiers, and presupposition. An introduction of elements borrowed from cognitivism into the school sentence description, in line with a communicative approach to teaching, elevating a colloquial language style, should contribute to the acceleration and facilitation of the processes involved in sentence/text/discourse comprehension, and, thus, facilitation of syntax abilities within a communicative competence developed by the learner.

The article discusses various types of dictations according to the functions they perform; introductory, consolidating and controlling dictations. Both those dictations known in the Polish didactics of ortography for years (e.g. a creative dictation, a free dictation, a dictation of selected rules and forms, a dictation with explanation, or a dictation with comments) as well as those used when teaching Polish to foreigners (adjusted to the needs of the Polish learners, in the form of a partial dictation with gaps, a continuous dictation with longer sentences, a grammatical dictation with a partial reconstruction, a grammatical dictation with whole-text reconstruction, a picture dictation) were characterised. Among consolidating dictations was also a dictation in ten points, which is used with dyslectic children, yet it can as well be the form of practice for all learners. The dictations presented can be used at all educational levels. Their degree of difficulty can be modified, changing their length, quantity and quality of orthograms employed therein.

The work concerns the relationship between the speech of reading and orthographic skills the primary school learners represent. The author pays attention to the speed of reading as one of the determinants of an ortographic skill. The confirmation of hypotheses and theoretical considerations presented is based on the outcomes deriving from the study investigating correlations between the speed of reading and orthographic skills of 3rd to 6th grade learners.

The article places istelf in the current of research on axiological issues in the Polish philology education. The author presents the results of the analysis of instructions and exercises in secondary school coursebooks, from the perspective of the application of paremiological material into conversations about values and valuing in language. The language material (proverbs) reveal a set of features and qualities constituting stereotypical characteristics of both people and family relations, as well as social relations and behaviours. The proverbs themselves prove that reality is being constantly perceived and evaluated within the categories of good and evil.

The article makes an attempt to show several (out of the necessity to adjust the form of transmission to its receiver) elements differentiating the realization of complaints, appearing in the proces of communication as a result of one’s individual experience, estimated by the message receiver as sad. The choice of receivers of a speech genre in question the junior high school students made is not accidental. Most frequently, such situations concern individuals possessing a relatively high position in the society. In receiver’s assumption, a complaint is meaningful only if its addressee can create future behaviours of an individula who previously acted against established rules. The social status of a receiver is always taken into consideration, whether it be while generating a message consisting of three obligatory elements (that is addressee, subject and complaint petitum), or two alternative elements (precomplaint and culmination). An emphasis of receiver’s social status is made by means of topic selection, adequacy of addressing expressions used, adjustment of an interlocutor’s social position to the categority level of other (complaint accompanying) speech genres, as well as, with respect to the interlocutor, a varying permeation of message transmission (also used in expressing emotions) with slang vocabulary.

This article attempts to reconstruct the image of the father as portrayed in schoolchildren's jokes. The research is based on material comprising over a thousand jokes collected from students in grades 1–3 of middle school.
Analysis of the collected material showed that the image of the father in student jokes differs significantly from the stereotype functioning in Polish culture, according to which the parent is perceived positively – as caring and strict, but fair, loving, and understanding. In students' jokes, the father is shown from two perspectives: as a parent and as the mother's husband. He is characterized by strictness, nervousness, vulgarity, helplessness, clumsiness, and above all, stupidity, aversion to learning, ignorance, and excessive alcohol consumption.
There are two possible reasons for ridiculing fathers in students' jokes: the child's rebellion against his commands and prohibitions, and the weakness of the parent himself. It can also have a therapeutic function – it can be a tool for the child's psychological self-defense, a form of “common laughter” therapy.
The humor contained in the analyzed jokes is confronted with two stereotypes:
– the stereotype of the father (head of the family, moral authority, a person who efficiently performs male duties) and the image of the father in jokes (a loser, a bungler, ignorant, ignored by his wife and son);
– the stereotype of the child (cute, sincere, a little naive, often helpless) and the image of the child in the joke (clever, intelligent, unscrupulous, exploiting others for their own benefit).

Wiedza o języku polskim w zreformowanej szkole : szkoła podstawowa, gimnazjum, szkoły ponadgimnazjalne. - Red. Agnieszka Mikołajczuk, i Jadwiga Puzynina. - Warszawa, 2004. [recenzja]

Przewodnik po sztuce uczenia literatury / Stanisław Bortnowski. - Warszawa, 2005 [recenzja]

Maria Dąbrowska : ku dziecku i wychowaniu / Zofia Adamczykowa. - Katowice, 2005 [recenzja]

Zapomniani pisarze, zapomniane książki dla małego i młodego czytelnika. - red. Krystyna Heska-Kwaśniewicz. -Katowice, 2005. [recenzja]

Edukacja polonistyczna w szkole średniej w latach 1870-1918 : wybrane uwarunkowania. Cz. 1 / Bronisława Kulka. - Częstochowa, 2005 [recenzja]