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I. Janowska, E. Lipińska, A. Seretny Center for the Polish Language and Culture in the Word Jagiellonian University, Cra

I. Janowska, E. Lipińska, A. Seretny Center for the Polish Language and Culture in the Word Jagiellonian University, Cracow . L anguage education in Polish schools abroad, i.e. teaching Polish as a mother and foreign language. . 1. Terminology. first language / mother tongue

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I. Janowska, E. Lipińska, A. Seretny Center for the Polish Language and Culture in the Word Jagiellonian University, Cra

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  1. I. Janowska, E. Lipińska, A. SeretnyCenter for the Polish Language and Culture in the WordJagiellonian University, Cracow Language education in Polish schools abroad, i.e. teaching Polish as a mother and foreign language.

  2. 1. Terminology • first language / mother tongue • foreign language • second language The second language as a fuzzy concept. It shares some features with the first language such as : - mode of acquisition (natural, audio-oral way); - goal of acquisition (satisfying basic communicative needs); - it is also an important carrierof the group bonds. It also shares some features with the foreign language as: - it is used in limited number/range of situations; - it is often taught in a similar way.

  3. 2. Foreign language teaching vs. mother language teaching Teaching of Polish as a mother tongue and as a foreign language has very little in common. These are two different fields of specialization. Reasons: • two completely different target groups (foreigners and Polish children and teenagers) • different goals of teaching • different assessment procedures

  4. 3. Standardization of teaching process A standard is a model, norm, a pattern established by experts, institutions, organizations or a society. Standardization in education facilitates and directs activities towards common established goals. Standard tests in Polish: • competence test in Polish as a mother tongue : elementary school leaving examinations middle school leaving examinations secondary school leaving examinations • competence test in Polish as a foreign language : level B1 (threshold) level B2 (vantage) level C2 (mastery)

  5. 4. Polish schools abroad – a case in between • Polish as an ethnic language has specific functions outside of Poland, therefore it has to be taught in such a way as to allow its users full realization of their goals. • In ethnic schools Polish should be taught as a second language, i.e. both, as a foreign language (language skill development), and as a native tongue (function of forming/maintaining group identity).

  6. 5. Project goals The proposal: • construction of curricula for Polish schools abroad comprising both teaching communicative competence and elements of literary-historical education; • introduction of different group division into Polish schools abroad (according to competence and age factor and not only the age one); • organization of professional training for teachers of heritage schools.

  7. Ad 1. Proposed curriculum Construction of a curriculum is a decision making process,comprising determination of: • goals of teaching: what should learners achieve in the process of education? • content of teaching: what knowledge and skills have to be taught? what is the content of teaching? what should be a carrier of teacher’s and students’ activities? • didactic process: what should a teacher do? what should learners do? how should teaching be scheduled in time? what didactic materials should be used? • evaluation of the program: how to determine whether a program has been adequate in the context of teaching?

  8. ... A new program for secondary schools abroad and its assets: • it is aimed at unification and standardization of teaching Polish as a second language • it combines teaching language with teaching literature and history (integration)but it is focused on developing communicative competence of learners • it rejects the chronological order in teaching literature • it is supplemented by „emigration literature annex” discussing the problems close and known to learners and their families • it makes use of two textbooks: E. Lipińska i E. G. Dąmbska Kiedyś wrócisz tu... vol. I (for foreigners), and Barwy epok. Kultura i literatura– podręcznik do III kasy liceum (for Polish children)

  9. Ad 2. Proposal of different organization of teaching in Polish schools abroad • At schoolsa fundamental criterion for dividing students into ”grades” is age. • At language courses, on the other hand, it is language competence which is the basis for ascribing students to various groups. • It should be the same in the schools abroad.

  10. Ad 3. Proposal for teachers’ training • courses and workshops in teaching Polish as a second language organized in Poland (e.g. summer courses) • courses and workshops in teaching Polish as a second language conducted by specialists in the teaching context

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