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Nauczanie on-line w czasie pandemii w polskiej szkole sobotniej im. Fryderyka Chopina w Croydon (Wielka Brytania) - perspektywa nauczycieli. Raport z badań

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Gapińska A.

nr 9

183-196

The COVID-19 pandemic was a trigger for the educational reform into on-line teaching for preschools, schools, and universities. All educational institutions were faced with this new and unprecedented situation. The change has been defined by technology and thus the education as we know it – face to face and inside a classroom – was transformed into an on-line and distance learning. Access to technology, internet platforms or on-line materials as well as teachers’, parents’ and students’ technological competence made the change challenging. Polish Saturday Schools are unique and autonomous institutions where learning, even under optimal circumstances, is demanding. Hence, an insight into the teachers’ perspective on the on-line delivery seemed valuable and important to research.

Edukacja prowspólnotowa - inicjatywy polskich szkół sobotnich w Wielkiej Brytanii na rzecz uchodźców z Ukrainy

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Ogorzałek J. , Karita K.

nr 1

189-201

The first Polish Saturday Schools (PSS) in the UK were established in the 1950s. Their didactic and educational aims included the continuation of mother-tongue education for Polish children in exile and the promotion of culture and national heritage among children already born in the UK. Currently, Polish Saturday Schools fulfil the role of ambassadors of Polishness and play an important socio-cultural and identity role. PSS are perceived as a common good and an integral part of the local community of the country of residence, which creates space for a dialogical relationship between pupils, their parents, and teachers, also in the context of global crises. Drawing on a pilot study involving netnography, an attempt will be made to answer the question of what activities are undertaken by PSS members in the UK to support the war refugees from Ukraine and whether these initiatives serve a pro-community education function.

OPIS STANU JĘZYKA POLSKIEGO W WIELKIEJ BRYTANII OD MOMENTU WEJŚCIA POLSKI DO UNII EUROPEJSKIEJ (2004–2016)

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Nowosielska E.

nr 4

73-95

The Polish language is ocially the most commonly used language in the UK, a¤er Eng lish. What are the principal reasons behind this phenomenon and should it be seen asa new kind of crisis in the UK, or rather as an opportunity? Do young Polish children born in the UK really belong to the Third Culture Child generation? the main objective of the article is an analysis of the state of the Polish language in the UK since 2004, i.e. from the Polish entry into the European Union until today. I intend to use both well-established and newly introduced language strategies to look into the discourse of British language politics. Can the teaching of the Polish language be seen in terms of a political debate, especially in light of recently undertaken decisions regarding the teaching of languages? How do we understand conicting signals, such as the recent attempt to discontinue Polish A-Level examinations despite the increased presence and popularity of Polish language in primary and secondary schools? Also, how does this translate into the creation and development of Polish Studies at British universities in the UK? What is the image of today’s young Polish migration – woven into a dynamic social, political and cultural landscape – in the context of language education? How can the opportunity of the existence of cultural mediators in the Europe of the future be e{ectively used?