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1
Content available Karolina Kowalcze-Franiuk, Bilingwizm polsko-włoski i tożsamość kulturowa emigracji okołosolidarnościowej, Kraków 2018
100%
Miodunka W. T.
Poradnik Językowy
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2019
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tom 768
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nr 9
98-105
2
Content available Rozpowszechnianie, zachowywanie i nauczanie języka polskiego w świecie w latach 1918–2018, część III: Badania zbiorowości polonijnych, ich języka i kultury, bilingwizmu polsko-obcego oraz nauczania polszczyzny w świecie w latach 1970–2018
100%
Miodunka W. T.
Poradnik Językowy
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2020
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tom 772
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nr 3
7-33
EN
Part three of the paper concerning the Polish language around the world in the period 1918–2018 is dedicated to discussing academic studies analysing the process of preserving and passing on the Polish language in the countries where Polish communities have settled, dissertations on Polish-foreign bilingualism in Sweden, Brazil, Austria, Argentina, Australia, France, Germany, UK, Poland, Belarus, and Ukraine, and fi nally, studies describing teaching Polish as a foreign language, as a heritage language, and as a second language. Part one of the paper concerning the Polish language around the world in the period 1918–2018 ended with the statement that the ambitious action plans of the pre-war Polish authorities lacked the base in the form of the knowledge of the transformations of the Polish communities all over the world and aid for teaching Polish as a foreign language. Part three presents the important sociolinguistic output referring to the Polish language across the world, Polish-foreign bilingualism, and multilingualism, and fi nally, to teaching Polish as a foreign, second, and heritage language, which contributes to the fl ourishing Polish glottodidactics. There are currently no ambitious actions on the part of the state authorities addressing the evolving Polish glottodidactics, which relies on ad-hoc undertakings of university glottodidactics centres.
3
Content available Rozpowszechnianie, zachowywanie i nauczanie języka polskiego w świecie w latach 1918–2018, część II: Polszczyzna i Polonia w świecie w latach 1944–2018
100%
Miodunka W. T.
Poradnik Językowy
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2020
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tom 771
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nr 2
7-28
EN
The entire period 1944-2018 was divided chronologically into two parts: the period 1944-1989, which was the period of the Polish People’s Republic (PRL), when Poland was part of the Socialist Bloc, led by the USSR, and the period 1989-2018, when the Polish authorities and society built a free and independent Republic of Poland in unison. In the former period, special attention is given to the period 1978-1990, when Cardinal Karol Wojtyła’s election as Pope John Paul II first and the establishment and activity of the Solidarity movement next made Poland a country well-known and admired all over the world, which largely influenced the transformation of the awareness of the Polish community in many countries. All this constitutes a background for the presentation of the history of education of the Polish community abroad, foundation of schools of the Polish language and culture at numerous Polish institutions of higher education, with the University of Warsaw in the lead and fi nally, the process of developing Polish Studies abroad as well as the process of integrating Polish and foreign specialists in Polish studies in the period 1997-2018.
4
Content available Rozpowszechnianie, zachowywanie i nauczanie języka polskiego w świecie w latach 1918–2018. Część I: Polszczyzna i Polacy w świecie w latach 1918–1939
100%
Miodunka W. T.
Poradnik Językowy
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2020
|
tom 770
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nr 1
7-25
EN
On the occasion of Poland’s regaining its independence in 1918, several papers have been written to depict the development and transformations of the Polish language over the period 1918–2018. However, none of the studies covered popularising Polish by emigrant communities in various countries around the world, preserving it and passing it down to new generations in a bilingual environment, and its teaching not only in ethnic schools but also in higher education institutions. This paper addresses the abovementioned issues by presenting relations between the Polish state and emigration communities in the period 1918–1939 first. A characteristic typical of this period was the fact that governmental authorities treated emigrants and their descendants as Poles around the world who may pursue the objectives of the Polish foreign policy. With this in mind, the World Union of Poles (Światpol) was established in 1934, which was opposed by representatives of the Polish American community. A further part of the paper presents the organisation of summer school of the Polish language and culture at the University of Warsaw and the Jagiellonian University in Kraków beginning from 1931, teaching of the Polish language in Polish schools abroad and aid provided to them by Poland, and finally, courses of Polish and programmes in Polish Studies offered at foreign universities.
5
Content available remote O obecności w historii języka polskiego studiów nad polszczyzną mniejszości narodowych i grup etnicznych. Jubileusz prof. Marii Strycharskiej-Brzeziny
100%
Miodunka W. T.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
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2010
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nr 2(10)
267-277
6
Content available remote Między etniczno-genealogicznym a kulturowym rozumieniem narodu. O potrzebie historycznojęzykowych badań polszczyzny jako języka obcego i drugiego
100%
Miodunka W. T.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
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2011
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nr 1(11)
179-204
EN
The starting point for our reflection is the observation that the notion of nation has been gaining importance for Poles since the beginning of the 18th c. The political situation provoked viewing the history of the language through the prism of the nation’s fate. This left a stamp on the most important works in the field, in particular on Z. Klemensiewicz’s monumental Historia języka polskiego (‘History of the Polish language’), but also on the works of I. Bajerowa, T. Lehr-Spławiński and S. Urbańczyk. Regarding the history of Polish as the history of the language of the Polish nation has never been reappraised as yet. The author refers to the evolution of sociological concepts and considers the political, ethnogenealogical and cultural understanding of nation (Demos, Ethnos and Kulturnation respectively) to eventually declare his support for the latter. New interpretations of national culture are discussed, as they appear in the works of sociologists (A. Kłosowska, J. Kurczewska), historians and literary historians (A. Borowski, P. Bukowiec, L. Marinelli and E. Prokop-Janiec), in order to justify the postulate of introducing a new view on Polish into the linguists’ consciousness. The interpretation proposed here holds that not only those who were born Polish, are carriers of the language but also the representatives of national and ethnic minorities, immigrants and foreigners who learned Polish for various reasons. Thus understood, the user base learns and uses the language as L1 (Poles and people of Polish descent in different countries of residence), L2 (members of national and ethnic minorities, immigrants) or as a foreign language (foreigners). The phenomenon that the representatives of all these social groups use Polish, is suggested to be called polonofonia (‘polonophony’), to match the pattern of Fr. francophonie, Port. lusofonia. The author believes that future historical linguistic research should devote more space to Polish as L2 and as a foreign language. So far, history of the Polish language seen as the language of users of non-Polish descent, only occurred outside of the mainstream of Polish linguistics, in the works of such authors as M. Strycharska- -Brzezina, A. Burzyńska, A. Dąbrowska and W. Miodunka. Polish linguistics has till now paid little attention to such phenomena as bilingualism, multilingualism, linguistic and cultural contact, and to case studies of bilinguals, e.g. of Polish romantic authors. This ought to change. The author claims that such a view on the Polish language entails a change in the perception of its strength. It turns out that the language was taught as a foreign language to Germans as early as the first half of the 16th c., that it was used as L2 by the representatives of national minorities in the times of the First and Second Polish Republic, that members of other nations have for ages been accepting the Polish language and culture as their own, and not only were Poles becoming denationalized. When viewed from this perspective, Polish appears as one of the more eminent European languages, and also one that is particularly important for communication in Central and Eastern Europe.
7
Content available Juliane Besters-Dilger, Anna Dąbrowska, Grzegorz Krajewski, Anna Żurek (red.), Utrata i odzyskiwanie języka polskiego. Językoznawcze i glottodydaktyczne aspekty niepełnej polsko-niemieckiej dwujęzyczności, Pruszków k. Łasku 2016
100%
Miodunka W. T.
Poradnik Językowy
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2018
|
tom 756
|
nr 7
110-114
8
Content available remote Programy nauczania języka polskiego jako obcego w rzeczywistości europejskiej
100%
Miodunka W. T.
LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa
|
2012
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nr 1(13)
223-242
XX
The author’s comments and remarks on the new curricula for teaching Polish as a foreign language are preceded by the analysis of the curricula published in the volume Język polski jako obcy. Programy nauczania na tle badań współczesnej polszczyzny (1992a) [Polish as a foreign language. Curricula in relation to research on contemporary Polish language], which were based on the results of the vocabulary and grammar categories frequency studies for the Polish language. They were to find the answer to the question “What to teach while teaching Polish at the three levels of language proficiency?” Having discussed the most recent research into the structure of the Polish language, the author presented the European standards included in The Common European Framework of Reference for Languages (2001) in accordance with which the Polish language certification is conducted at levels B1, B2 and C2 since 2004. The author also described the changes in the circle of specialists in teaching Polish as a foreign language which took place in the last 20 years. The final part of the article is devoted to the process of designing new curricula which were prepared in the Center for Polish Language and Culture in the World of the Jagiellonian University and published in 2011. New curricula include the following parts: 1. curriculum’s basic goals for each European level, defining its users and the conditions of implementation, 2. aims of language instruction, 3. syllabuses: theme-based syllabus, grammar- and syntax-based syllabus, stylistic syllabus, notionalfunctional syllabus, sociolinguistic syllabus and cultural syllabus, 4. methods and techniques of developing particular skills and teaching the components of the language system, 5. method of evaluation of the learners’ progress.
9
Content available The achievements and development prospects of teaching Polish as a non-native language
100%
Miodunka W. T.
|
|
tom 27
13-39
PL
Autor rozpoczyna swe rozważania od określenia mocnych i słabych stron dzisiejszej glottodydaktyki polonistycznej, zwracając przy tym uwagę na to, jak zmieniało się jego podejście do poszczególnych zagadnień. Część zasadnicza artykułu, poświęcona perspektywom rozwoju glottodydaktyki polonistycznej, została podzielona na trzy części. Pierwsza z nich zawiera uwagi o potrzebie dalszych badań naukowych w zakresie takich subdyscyplin glottodydaktyki jak akwizycja polszczyzny jako języka obcego i drugiego, preparacja i ewaluacja materiałów glottodydaktycznych, wspomagane komputerowo nauczanie JPJO, sytuacja polonistyki w poszczególnych krajach i regionach świata, czy historia nauczania polszczyzny jako języka obcego. Część druga odnosi się do rozwoju nauczania polszczyzny jako języka odziedziczonego i drugiego na tle rozwoju jego nauczania jako języka obcego. Część trzecia artykułu odnosi się do ludzi pracujących na rzecz glottodydaktyki polonistycznej i przynosi omówienie rezultatów badań G. Zarzyckiej na temat wspólnoty dyskursywnej glottodydaktyków polonistycznych i samego dyskursu glottodydaktycznego.
EN
The discussion begins by indicating the strengths and weaknesses of teaching Polish as a non-native language today while focussing on how approaches to individual issues have changed. The main body of the article, devoted to the achievements of, and development prospects for, teaching Polish as a non-native language, is divided into three parts. The first includes remarks on the necessity to engage in further research into such subdisciplines of teaching Polish as a non-native language as the acquisition of Polish as a foreign and a second language, the preparation and evaluation of materials for teaching Polish as a non-native language, computer-aided teaching PFL, the reality of Polish studies in different countries and world regions, and the history of teaching Polish as a foreign language. The second part applies to the development of teaching Polish as a heritage and second language within the context of its development as a foreign language. The third part refers to people working for the growth of teaching Polish as a non-native language, and offers a discussion of the outcomes of a study by Grażyna Zarzycka of the discourse community of researchers and instructors of Polish as a non-native language and the discourse of teaching Polish as a non-native language itself.
10
Content available The importance of the Polish language at the international market of job and education. Remarks after the first year of certification of Polish as a foreign language
88%
Miodunka W. T.
Nauka
|
2005
|
nr 1
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