The aim of the article is to show whether and to what extent literary fiction in Quo Vadis by Henryk Sienkiewicz contains historical truth. The analysis of historical sources will allow, among others, learning about the historical context or rejecting the stereotypes about Nero as the only person responsible for the fire of Rome or the slaughter of Christians. The carried out comparative literary and historical studies may be utilised while working with students, and selected fragments of historical texts may be suggested to them for studying. The student playing the role of a researcher will certainly become an active and empathic reader of Quo Vadis.

The purpose of the text is to present an interesting, atypical way to carry out didactic and educational work with teenage students in classes in Polish literature. According to the author, the lessons that concern reading should be carried out in a non-standard manner, so that they will be of the most multifold benefit possible to the student. Before starting reading extensive nineteenth-century novels, it is worthwhile to make young people befriend literary heroes, to make them get acquainted with the customs of the epoch, and understand and like the contemporary Polish language. What can be used in a conscious and responsible manner as 
an auxiliary means is theatrical method, basing on the experience of other educators or using original, own ideas. It is worth reaching for little known works of canonical authors. It turned out to be such a one-act play entitled Zagłoba matchmaker by Henryk Sienkiewicz. The success of the project described by the author proves that non-schematic teaching can be the most effective.

The article deals with the issue of the justification of the integration of literature and music in Polish language classes both in art and non‑profiled schools. The author has made an attempt to compare the way of presenting a similar theme, i.e. the night landscape, by Impressionists of the era of fin de siecle, who represented various fields of art. The composition Clair de Lune by Claude Debussy and the poem The Melody of Night Mists (by The Czarny Staw Gąsienicowy) by Kazimierz Przerwa‑Tetmajer reveal the similarity concerning the mood and the aspiration of both of the artists towards conveying the enchantment of a fleeting moment; the difference between the artists lies in the material and expressions they use. The author presents the interpretation of both of the texts of culture and evokes the students’ statements that demonstrate the feelings, insights and conclusions accompanying them during the contemplation of the works during the Polish language lesson in the final year. The reflections quoted in the essay are intended to encourage Polish language teachers to correlate literature with classical music.

The aim of the publication The Remembrance of Limanowszczyzna. The Lesson of the Dialogue between Interwar Literature and Contemporary Polish Language Anthropology is to attract special attention to the significant role of Polish regional education carried out at the beginning of the 21st century. The focus of the discussion is on the subject indicated in the title, i.e. Limanowszczyzna (understood more broadly as the Sącz region). Reading the place has been presented from two main perspectives, which are mutually complementary: interwar literature(including the prose by Władysław Dunarowski) and contemporary anthropology. During Polish language lessons, they have been linked up in the axiological space of literary texts when theteacher together with the students open up to the dialogue between the past (cultural tradition of the region) and the present with reference to the future. The assumption has been made that reading the texts of culture and various contexts is meaningful when it leads to the understanding of man. The considerations are in line with the modern humanistic concept in which reading the place is of great significance.

The aim of this article is an attempt to incorporate the works by Marek KrystianEmanuel Baczewski — a modern writer and poet — into the framework of a lesson, and to present an idea for an interpretation one of his short stories. The author presents the new ways of reading the text by Baczewski through linking up the microscale perspective with zoocentric perspective. The micrological gesture is the prelude to considerations in the spirit of animal studies. This way of thinking may be conducive to broadening the students’ skills of perception. Teaching young people to pay attention to details can also be a good experiment. They can be taught that literature is not a one‑dimensional subject and that the text can be reinterpreted in many different ways.

The article is an introduction to the issue of BookTube, that is online movie channels related to books. The article presents an outline of the history of the creation of this type of vlogs, their evolution and the most important trends in its development. On the basis of selected examples, the main differences between the traditional review and the booktubers’ ratings have been also examined, with particular emphasis on the influence of the environment on the formation of opinions and the selection of promoted works. The article also presents proposals for using BookTube in literary and cultural education as a tool that promotes the idea of deriving pleasure from reading.

What is the subject of the work is the interpretation of the fifth essay from the book Camera Lucida by Roland Barthes juxtaposed with the phenomenon of taking pictures of yourself and making them public on the Internet. The author makes a description of the phenomenon called ‘selfie culture’, makes it subject to analysis, pointing to its advantages and disadvantages. In addition, while describing classes dealing with photography, she shows how to use selfies in didactics.

The article describes the semester classes conducted at the Faculty of Philology of the University of Silesia based on reportage texts on the hardship of refugees. It consists essentially of three parts, which answer the questions: why the documentary genre should become more present in school?, why the topic of refugees and economic migrants should be made the subject of students’ discussions during Polish language classes? and how to introduce reading about good neighbourhood and hospitality? In this study, I propose non‑fiction texts about the greatest migration crisis after the Second World War, which can be successfully implemented in the Polish language classes.

The aim of the article is to present the problem of the functioning of the student with disorders in the development of coordination (dyspraxia) in Polish language classes. Basing on the analysis of linguistic material (the sample included selected activities in the field of Polish language education: techniques for mastering reading and writing, as well as communication skills and language skills related to the creation of oral and written speeches) and literature on the subject, problems related to reading and writing experienced by children with sensory‑based motor disorders were presented. The discussed clinical trials pointed to deficits in the processing of visual and auditory stimuli in their temporal desynchronization with tactile‑proprioceptive-kinesthetic modalities. The problems that dyspraxics encounter in the case of speaking and reading activities result from the insufficient mastery of the auditory or visual pattern of a word, and insufficient auditory‑visual‑sensory‑motoric memory.

Based on the analysis of 40 matura exam (secondary school‑leaving exam) essays, the author of the article makes an attempt to determine how students graduating from high school cope with creating argumentative essays, especially when it comes to its composition and cohesion. While discussing the collected language material, particular attention was paid to the frame of the essays (introduction, conclusion), the method of elaborating the subject, and the content and graphic fragmentation of the writings. The observations made by the author allowed her to formulate conclusions about the text creating competence of the graduates taking matura exam: they use only part of the knowledge and skills acquired during the education. They find it difficult to draw up a piece of writing that is consistent with a specific genre pattern, in their essays there are many various types of lexical and stylistic as well as spelling and punctuation errors.

The article presents somatic phraseologies with the blood component excerpted from six school phraseological dictionaries. What has been described and evaluated are both the selection of phraseological material, the place of these items in the macrostructure of the dictionaries, the definition of the meaning, and the manners of indicating the phraseology that is marked stylistically. The most frequent defects, inconsistencies in the notation of the phraseologies with the BLOOD component that occur in school phraseological dictionaries have been pointed to.

For a long time, didactics have been focusing attention to various factors that determine the effectiveness of teaching Polish spelling. The fullest description of the determinants of spelling competence was provided by Edward Polański in the 1970s. However, due to the development of civilisation and the cultural and technological changes at the turn of the 20th and 21st century, new factors that influence the student’s correct spelling appeared (computers, smartphones, the Internet). Both linguists and educators noticed them. Therefore they postulated the need to diagnose the spelling skills of children and youth in the new civilisational‑technological‑information reality. It is just the results of such empirical research that I decided to examine in 
this article. The analysis of the respondents’ writings proved that the computer and smartphone keyboard, and more generally — the excess of new technologies, has an impact on the student, especially on his mind.

The article presents the ways of conceptualisation, i.e. the mental representations of the holidays celebrated in Poland by ten‑year‑
old children. Christmas and Easter are Catholic holidays, well‑established in culture, tradition and religion. On account of the subject of the research and the linguistic characteristics of Easter and Christmas, we have chosen a cognitive methodology of description, which enabled us to look at the collected material (vocabulary), at the evaluation of selected phenomena, and at the emotional attitude to the expressed judgments from a different angle.

The article presents a selected, broadly understood semantic category of the linguistic‑cultural (auto)stereotype of a girl — ‘her character and behaviour’. The research materials has been excerpted from both older and more contemporary letters published by the youth press. The text aims to illustrate the stereotype (and its potential alterations) over the span of thirty years. Auto‑stereotypical descriptions recreated from the girls’ letters have been enriched with the boys’ comments (hetero‑stereotypical
approach). The excerpts, which constitute the reconstructed category, have been divided into three subgroups: 1) characteristics and behaviour socially perceived as positive, 2) characteristics and behaviour typical for adolescence, 3) characteristics and behaviour socially perceived as negative. The highest percentage of linguistic data regards adolescence related issues.

Polish studies of practical profile constitute a part of the academic education of young Polish philologists. They are to acquire knowledge, skills and competences which are, first, to help them find their place in the labour market and, second, which are to be utilised in their future job. Teaching practice in schools at different stages of education is the key element of Polish studies with practical profile. It allows the students to develop proficiency and expertise as teachers of Polish, and helps them realise that the subject they will teach ought to be considered as a complex whole which includes both literary‑cultural education and language competence. Thus, teaching practice should be viewed as a meeting point of two persons: a student of Polish studies (who, in course of his/her studies is being prepared for the role of a teacher) and an experienced professional, a teacher of Polish who is already employed in school. Teaching practice offers an opportunity for dialogue and cooperation between them, often in spite of differences of age, knowledge and experience.

The article presents definitions of basic concepts related to legal responsibility. The type of teacher’s material liability, responsibility for maintaining order and discipline have been described in detail, and the scope of civil and criminal liability has been mentioned. Basic principles and conditions of liability as well as legal sanctions for committed violations have been indicated. The analysis was carried out on the basis of currently binding legal regulations.

The review is an overview of the dissertation by Agnieszka Kulig‑Kozłowska, Facebook on a school bench. Social media versus Polish language education, which deals with social media in modern Polish education. The publication is an interesting proposition from
the point of view of didactic practice. The author has grounded her paper on a vast and diverse empirical material and a solid theoretical foundation, which makes it possible that the teacher whose knowledge of the subject of social media is not thorough will treat the book as a social media guide, whereas the proficient Polish language teachers who easily find their way through the media labyrinth will creatively adapt the innovative projects of the author to the needs of their own classes. Thus, the reviewer invites a potential reader to enter into a creative dialogue with the proposals included in the work by the Cracow didactic.

The aim of the review article is to present the book entitled In the circle of fairy tales and fiction. Studies on children’s and youth literature by Weronika Kostecka and Maciej Skowera. In their book, in the form of an essay the authors discussed classic, forgotten or completely unknown to the reader writings that typically belong to fairy tales and fantasy, as well as some items belonging to this area, and which are a sign of our times and a product of popular culture. The main intention was to capture the “transformations” that accompany both of the types of creativity against the background of widespread cultural phenomena.

The article is an attempt to describe the book The Lesson of (Un)presence. Polish-Jewish heritage in Polish language education by Agnieszka Kania. The book deals with the place of the subject matter related to the Holocaust in Polish language classes and the ways of educating about the past. The researcher suggests that the school discourse that concerns post-memory should not only take into account the sensitivity of the modern student, but first and foremost, utilise the post‑memory narratives to describe the phenomena that currently have to be addressed. Owing to such an approach, the school gets the opportunity for creating conditions
for authentic dialogue with the past and, on the basis of this — for the reflection upon the contemporary world. If the education about the Holocaust serves such a purpose, it becomes one of the pillars of intercultural education.