Wyniki wyszukiwania - Biblioteka Nauki

1

„Rozterki” Jana Kochanowskiego i pewność siebie polonistów

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Bakuła K.

Kształcenie Językowe

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2013

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tom 11 (21)

29 - 40

EN

The article is devoted to the understanding or misunderstanding of some of Jan Kochanowski’s works: Song IX from Book I, Song IX from Book II, Song XIX from Book II, especially of words like happiness, quandary, fiddle, honest possessions. The author has reviewed more than ten school textbooks from 1996–2008 and has established that they lack explanations of many important words and expressions, an omission that limits the understanding of these poetic works by pupils, students and teachers.

2

O świadomości językowej, krytycznej świadomości językowej i nauczaniu języka

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Bakuła K.

Kształcenie Językowe

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2012

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tom 10(20)

9-20

EN

The article is an overview of selected works by Polish and English authors dealing with language awareness. The present author decided to tackle the subject after the concept was introduced into the new curriculum in 2009, with “Language awareness” becoming one of its main elements. In the English language world, language awareness has been functioning on a larger scale since the 1980s, also as the thriving Association of Language Awareness, which has at its disposal a serious scholarly journal, Language Awareness. The present author also examines a notion known critical language awareness. Its advocates explore the relation between language and ideology, politics and power, and call for the notion as well as related problems to be introduced into the teaching of Polish. After discussing the content of the new curriculum related to language awareness, the author concludes that it is conservative, corresponding to a large extent to the content of the old curriculum, in particular to elements of the traditional descriptive grammar of the Polish language.

3

Nauczanie języka angielskiego jako ojczystego w Anglii. Ze szczególnym uwzględnieniem gramatyki

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Bakuła K.

Kształcenie Językowe

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2010

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tom 8(18)

55-66

EN

The article is an analysis of long-standing discussions taking place at the turn of the 1990s in England in connection with a reform of the education system. The introduction of the National Curriculum (Attainment Targets and Programmes of Study in English) in 1990 was preceded by government reports (Bullock Report 1975, Swann Report 1985, HMI Report 1986, Kingman Report 1988 as well as two reports by Cox from 1988 and 1989), which included such terms as language across curriculum or an English-cum-language. The discussions were focused on grammar. There were arguments for teaching grammar (e.g. by R. Hudson: it helps to build a linguistic sense of one’s dignity, to teach standard English and to learn foreign languages, it strengthens linguistic and cultural tolerance, and expands general knowledge of language) as well as arguments against its excess. A return to grammar in England does not mean a return to its traditional Greco-Latin version but a balanced teaching of grammar together with semantics and pragmatics. The limited role of grammar in teaching has been recognised as there is not much evidence confi rming its great usefulness and effectiveness in developing speaking, writing, reading and listening skills. Experts point to the linguistic awareness of teachers (e.g. B. Mittins, 1991). The term linguistic awareness has been taken over by Polish teachers, becoming an important part of the new curriculum in 2009.

4

Nauczanie języka angielskiego jako ojczystego w Anglii. Część II: gramatyka, język, piśmienność

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Bakuła K.

Kształcenie Językowe

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2011

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tom 9(19)

55-66

EN

Drawing on the English National Curriculum for primary and secondary schools as well as articles and books, the author examines three aspects of teaching English as mother tongue. Their order — grammar, language, literacy — is not accidental, for it reflects developmental tendencies. In the 1980s and 1990s, the debate on mother tongue teaching and learning was dominated by grammar, which was reflected in the slogan ‘return to grammar;’ in the 1990s language was considered the most important part of the National Curriculum (language across the curriculum), while in the 2000s literacy came to the fore. Literacy also underwent its own development: from literacy hour, through literacy across the curriculum to the National Literacy Strategy. Literacy in English schools is a broad concept, encompassing reading and writing as well as speaking and listening skills. While the emphasis on teaching grammar did not bring the expected results — for, as Andrews and others (2004, 2005) have shown, grammar has little impact on the development of writing skills — the great emphasis by teachers and the public at large on reading and writing has led to a definite improvement in those skills. This is confirmed by tests carried out among eleven-year-olds: the reading level expected for the age rose from 78% in 1999 to 86% in 2009; the expected writing level rose from 54% in 1999 to 67% in 2006 and has remained on this level since.

5

Retoryczna kompozycja wiersza Zaklęcie Czesława Miłosza

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Bakuła K.

Prace Literackie

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2012

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tom 52

91 – 101

EN

The author demonstrates that Czesław Miłosz’s poem Zaklęcie from volume Miasto bez imienia (1969) possesses rhetorical arrangement, especially such a one which is characteristic of a treatise, lecture, dissertation or essay. The author distinguishes two main parts of the poem, and each of them is composed of a thesis and an argumentation (or in logic terminology: problem and evidence). This schema derives from Aristotle, who claimed that speech (oratio) should contain two essential parts: statement and proof.