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How to Develop Children’s Literary Creativity? – a Practical Example

100%

Oelszlaeger B.

tom 11

107-112

Children’s verbal expression is an element of their active learning. Its significance in children’s education and development was duly appreciated by C. Freinet, a French educator and propagator of the idea of subjective learning. The article refers to some aspects of such learning where neither the teacher nor the pupils stay passive. It also presents selected methods of work with a literary text, among these – plays with words, initiated by individual pupils or pupils as a group.

L’expression émotionnelle verbale et para-verbale de l’image linguistique du Juif dans le cyberespace français et polonais sur l’exemple de l’affaire DSK

88%

Pirogowska E.

nr 4

105-120

The present paper comes in the wake of ‘Discours 2000’ conference. It aims at the synthesis of anti-Semitic verbal acts showing an entrenchment in linguistic stereotypes picked put in Polish and French web forums. A bundle of anti-Semitic interpretations have been selected from discussions dealing with acclaimed cases of Dominique Strauss-Kahn. It is demonstrated how a given speech act can be knowingly complemented with extra-verbal elements so that its interpretation becomes unambiguous. The examples brought under discussion show to what extent the linguistic concept of Jews is ingrained in today’s culture.

Building from the ground up: Frank Lloyd Wright as an architect of language

63%

Frelik E.

Res Rhetorica

2022

tom 9

nr 1

52-68

Ustne i pisemne wypowiedzi F.L. Wrighta są omówione tak, by podkreślić związek między zasadami jego „organicznej” koncepcji architektury a retoryczną skutecznością języka, jakiego używa. Jego elokwencja i sprawne wykonanie („performance”) przygotowanego zamysłu, wykorzystujące różne strategie komunikacyjne, przedstawione jest jako w pełni spójne i zgodne z jego architektonicznym myśleniem i realizacją jego idei w działaniu. To właśnie sprawia, że jest on prekursorem postmodernistycznej świadomości i praktyki.

F.L. Wright’s written and oral statements are discussed with a view to showing the connection between his principles of “organic” architecture and the rhetorical efficacy of his verbal expression. His calculated, eloquent and dexterous enactment, or performance, of various communication strategies is presented as fully contiguous and consonant with his architectural thinking and substantiation of ideas through action. This makes him an important precursor of postmodern consciousness and praxis.

Werbalne i pozawerbalne zdolności twórcze uczniów niepełnosprawnych intelektualnie w stopniu lekkim

51%

Parys K.

Rocznik Komisji Nauk Pedagogicznych

2012

nr LXV

137-149

For years - actions are taken to determine the potential of human creativity. Pedagogy and psychology of creativity have developed many solutions in this matter. However it does not satisfy researchers who are engaged in creativity diagnosis. The question: “How to examine creativity in order to obtain complex and true picture of human creativity skills?” is still left unanswered. The article presents results of creativity skills diagnosis at students with mild mental retardation. Taking into consideration the complexity of creativity process and concerns about optimal creativity diagnosis - the scientific research involved both: verbal and non-verbal creativity tests. The article is an attempt to answer following questions: - Does the form of communication (verbal, painting, motor) differentiate the level of creativity skills of intellectually disabled students? - Is there any, and to what extend the coherence between creativity expressed by verbal, drawing and motor skills? - Does the age of examined people have an influence on the relation between verbal and non-verbal creativity skills?

Nabywanie kompetencji emocjonalnej w kontakcie językowym

51%

Lewandowska-Tomaszczyk B.

tom 1

55-65

The talk discusses the place of emotions in human language competence at the interface of two languages and cultures. It aims to identify possibilities for non-native speakers of L2 to raise effectively emotional awareness in L2 didactic contexts.The relevance of general language awareness raising is presented, especially as the scope and use of L2 emotion concepts are shown to require of the L2 learner, at some stage, conscious apprehension and awareness of L2 input. The place and role of L1 and L2 materials generated from monolingual and parallel language corpora in enhancement of emotional awareness in FL classroom are exemplified and discussed.