The article aims at showing how the author’s intention may be utilized for the purpose of interpretation in high school. The guiding thought of the present deliberation is the reflection by Umberto Eco stating that the empirical author has the right to react as a model reader. By using the modern song „Umarł mi. Notatnik żałoby” (2013) in the lesson, it is possible to demonstrate to students that the meaning of the text is independent of the author’s will, and that the interpretation may be in opposition to their intentions. However, what is the most important is that such a school reading of works make the interpretation seem to be in constant motion.

The author of the article presents an interpretation of the poem „Drobne ogłoszenia” by Wisława Szymborska, taking into consideration the time when the work was created (the end of Stalinism in Poland). In particular, she looks for universal and everlasting values in the text. She has drawn the interpretative conclusions basing on the analysis of the language of the work. The same principle has been applied to the proposal lesson, during which through the process of interpretation students are enabled to enrich their knowledge and skills also in the field of language and culture. Although the greatest emphasis has been placed on the student’s independent exploring the timeless content and meanings of the poem „Drobne ogłoszenia”, what is also of great importance is the presentation of the specificity of the Stalinist period to the students.

In the article, the Kabbalistic interpretation by Władysław Panas (contained in his treatise „Księga blasku” ‘The Book of Radiance’) of the titular short story from Bruno Schulz’s „Sklepy cynamonowe” (“The Cinnamon Shops”) was adapted by the author with a view to utilizing it during a Polish lesson. As the author of the article puts forward, the pivotal notion for the short story under analysis is the mysticism of light, the presence of which guarantees the world order. Interpreting “The Cinnamon Shops” in the context of Judaist topics, while leaving aside the contexts suggested by the literary history and biography, allows to indicate other, quite inspiring, interpretive possibilities. The latter convincingly reinforce Schulz’s exceptional place in the canon of Polish literature and, most of all, prove that his oeuvre still requires from the contemporary readers not only the skill of close reading, but also highly developed aesthetic sensitivity.

The article is aimed at answering the question of how to teach the idea of multiculturalism in the Polish language lesson, by using recent prose. It comprises a short review of school set books obligatory at the second stage of education, in accordance with the proposed reform of education. The author describes her teaching experience and evokes student ideas for Polish language education that is intended to: stigmatize the phenomenon of hate speech, stimulate the attitude of curiosity and openness of the student to what is different, and to discuss human behaviour towards refugees.

The article constitutes a discussion of the issue of Polish young‑adult literature. It presents an outline of the evolution of this type of texts and indicates their most important characteristics, while confronting different ways of interpreting the English‑language definition. It also aims at determining the elements typical of foreign youth literature bestsellers in the works by Polish authors, which results in is an indication of the main problems of domestic literaturę and a suggestion for a practical use of the new concept of young adult in pedagogical practice and the promotion of reading.

In the article the author analyzes and interprets fragments of the first two chapters of the novel The Hunger Games by Suzanne Collins. She shows how to create the initial characterization of the book’s heroine, Katniss Everdeen, basing on selected fragments. In the following part of the article, the heroine’s feelings are analyzed, especially those she experienced during the harvest festivities, when she volunteered for the Hunger Games, thus replacing her younger sister. Careful reading of these fragments of the text makes it possible to name the emotions of the heroine and to have a closer look at how the description of internal experiences looks like. At the end, the author asks a few questions about both emotions and human morality. These questions may be put after reading the text at school, and may be discussed with students.

“The letters from under the mulberry” and „The letters from my Rome” by Gustaw Morcinek constitute a kind of record of the writer’s life experiences. They are characterized by a specific genre duality — they are both a document and a literary work. A significantly exceptional meaning of the letters by the Silesian writer results from their therapeutic character. The author of the article shows how the letters by Morcinek may be used in school teaching. According to her, reflections upon the letters may be a great way to make students aware of the universality of certain problems and values. This is an interesting and informative reading for school children.

The article features ten selected Silesian poetic anthologies (of thematic and review types). The author draws attention to the various functions of the analyzed publications (pointing to the transformation of the ‘Silesian theme’, historical testimony, presentation of the environment, discussion about the region, shaping the local canon), and thus shows how to use the analyzed publications in regional education at the school and academic level.

The article deals with the correspondence of arts in the poems by Wacław Oszajca. The reading of two texts: „the two from the painting by Delacroix” and „La Cene — Salvador Dali” allows determining how the poet utilizes the painting material, and discussing the role of these references. The poet does not focus his attention merely on the pictorial creations of the masters — the paintings allow him to reveal a different dimension of human existence, i.e. a religious experience.

The article presents an example of semantic integration of two cultural texts created in the period of Młoda Polska — a lyric composition entitled „Krzak dzikiej róży w Ciemnych Smreczynach” („A bush of wild rose in dark spruces”) by Jan Kasprowicz, and the painting „Promienny zachód słońca” („A radiant sunset”) by Wojciech Weiss. For this purpose, the semantic interpretation of the literary work and the painting has been used, and thus the most important elements of the material of both of the works and their meaning were pointed to. The proposed method of integration allowed creating a new artistic entirety and explaining the symbolic significance of both of the works.

The study presents, with the methodology of the linguistic image of the world, a fantastic bird, the hero of the story entitled „Dzień dobry, Eugeniuszu” („Good morning, Eugeniusz”) by Agnieszka Osiecka. This creature consists of the components of the linguistic image of the bird (in Polish language). The analysis of the text and the facet of the linguistic image of the bird indicate that the fantastic creature is firmly set in the linguistic conceptualization of the animal. Eugeniusz bird ‘comprises’ both components included in the domains of the prototype bird, as well as the connotations associated with this concept, which are related to man.

In their article, the authors refer to the works for children by Joanna Kulmowa. They analyze dozens of her poems with ornithological themes. They focus on the ways the author verbalizes and creates various components of the bird world captured in the poetry by Kulmowa: the environment in which birds live, their behaviour, appearance and relationships with people, various forms of their activity in various situations: during the flight, while looking for food, building the nest, their morning toilet and play. They draw attention to the children’s perspective of the observations made by the author, the aesthetic value and also the cognitive value of the analyzed works.

The article presents the fixed image of the homeland conveyed by handbooks of Georgian language and Georgian literature. Issues underscored by the author are the manner of understanding their homeland by the Georgian nationals (particular components of the homeland image), the degree of importance thereof, and the concepts of perpetuating identity. Also, synonyms and phrases associated with homeland were discussed.

This article is an attempt to compare Polish and Georgian language of courtesy illustrated with the example of greetings. The mentioned formulas are an excellent material for this type of analysis due to the commonness of their usage. The work focuses mainly on the interpretation of the most commonly used locutions. It points to the problems that may be encountered by their users while in mutual interactions, all the more since in the studied languages there are significant differences conditioned historically and culturally, which was attempted to be shown in this study.

The text concerns the art of recitation and the culture of a spoken word. Starting from the records of the core curriculum, the author draws attention to the skills in voice presentation that should be acquired by a student at the level of elementary school. The first part of the article presents basic techniques of memorising a text, and then discusses the stages of preparing a student for recitation. The author deals with this preparation in a multifaceted way, since it concerns both the body and the speech apparatus (she addresses the issues related to voice warm‑up, the necessity to perform breathing exercises, phonatory, articulation and diction exercises) as well as mental preparation (positive attitude, coping with stress). In the final part of the text, attention was also drawn to the issue of reciting competitions, as well as to the assessment of the recitation both in the lesson and the competition.

The article is aimed at exploring the meaning of the term “school” in selected regulations of educational law. It explains the specificity of legal texts and the rules governing the establishing of the principles of functioning in the public sphere in their content. Next, it presents the motives for the modification of commonly understood ideas in the text of the legal act. The described phenomenon has been illustrated with the school image reconstructed on the basis of the content of Chapter 1 of the „Act on the education system”. In the given passage, the ways of defining the term “school” and their relation to the tasks imposed on the school by the text of the Act have been analyzed. Thus the article reproduces the linguistic image of school, which lies at the basis of the established regulations and therefore should be taken into account when adopting the educational law.

This article presents an exemplary programme of classes in didactics at university. The author also briefly characterizes the subjects of education, i.e. students and lecturers, drawing attention to their behaviour and roles in the process of modern university education.

The review presents the monograph by Marta Szymańska entitled „Between the language teaching and language education. The concepts of language education at the turn of the 20th and 21st century”. The author of the monograph presents the development of the concepts in the education of Polish language in order to present her own paradigm at the end. In this new concept Szymańska does not reject the attainment of the predecessors, but she outlines an innovative, anthropocentric proposal combining selected components of earlier concepts and elements belonging to other disciplines.

The aim of the review article is to present and discuss the work by H. Wiśniewska „Around Polish education at school. Theory and practice”, edited by M. Karwatowska and L. Tymiakin. The presentation of the composition of the volume and the scope of the referenced content has become the basis for distinguishing the areas that complement and organize the current state of research related to broadly understood education, language education and linguistic competence of students. The presentation of the outline of the issues undertaken by the author also allows us to realize that Polish language education is multi‑disciplinary in terms of linguistics and culture.