Polish Schooling in Ukraine at the Turn of the 20th and the 21stCentury

2020 ◽  
Vol 12 (1) ◽  
pp. 74-83
Author(s):  
Anna Haratyk
Keyword(s):  
Public Schools ◽  
Significant Degree ◽  
Teaching Staff ◽  
Political Situation ◽  
Comprehensive Education ◽  
Legal Nature ◽  
Language Classes ◽  
Language Courses ◽  
Polish Society ◽  
Polish Language

Poles who have resided in the lands of the nowadays Ukraine for centuries have always made efforts to organise Polish schooling. Unfortunately, times were not always favourable to their work, and the circumstances, especially the political situation, have made the education of Polish children impossible to a significant degree. How far the hostile actions of politicians could go has been proven at the beginning of the 20th century, when, ,since the 1920s, Poles were virtually deprived of national schooling. It was only after the formation of independent Ukraine in 1991 that the Polish society could commence their efforts to organise comprehensive education in the Polish language. Attempts were made to develop education in various organisational forms and on various levels, establishing Polish-language public schools, as well as Polish-language classes, extracurricular lessons in Polish, Polish language courses, Polish language courses, e.g. organized through Catholic and Polish associations. These actions have been accompanied by numerous problems of economic, political, and legal nature, as well as the shortage of teaching staff. This paper presents the process of the reactivation of Polish schooling at the turn of the 20th and the 21st century within the borders of the independent Ukrainian state.

scholarly journals Bariery integracji uczniów cudzoziemskich ze środowiskiem szkolnym

2020 ◽  
pp. 215-236
Author(s):  
Aneta Sylwia Baranowsk
Keyword(s):  
School Environment ◽  
Social Life ◽  
Immigrant Students ◽  
Negative Attitude ◽  
School Age Children ◽  
Teaching Staff ◽  
The Social ◽  
Polish Society ◽  
Polish Language ◽  
Is Integration

Every year, more and more immigrants come to Poland. They settle in our country together with their school-age children. One of the tasks that immigrants and their children face is integration into Polish society. In the case of foreign children, it usually takes the form of integration into the school environment as they have the most frequent contact with the Poles at school. Integration into the school environment involves the inclusion of immigrant students in the social life of the school and simultaneously opening up the entire school community to their presence. Unfortunately, culturally different children encounter many obstacles, which significantly impedes success. These obstacles relate primarily to the lack of knowledge of the Polish language, emotional problems and a negative attitude towards their peers and their parents as well as to the teaching staff.

scholarly journals Effects of Indigenous Epistemology on Indigenous Secondary Retention Rates

2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Tiffany Dionne Prete
Keyword(s):  
High School ◽  
Public Schools ◽  
Retention Rates ◽  
Indigenous Research ◽  
Success Rates ◽  
Indigenous Students ◽  
Indigenous Epistemology ◽  
Language Classes ◽  
Language Courses ◽  
Adult Lives

This article presents the findings of a qualitative study that examines how Indigenous epistemology affects secondary Indigenous students’ retention rates within public schools. The purpose of this study was to focus on Indigenous epistemology that is present in Indigenous culture and language courses to determine whether Indigenous students who engage in this curriculum have higher success rates than those of Indigenous students who do not participate in this particular curriculum. As a Blackfoot scholar, I used a Blackfoot theoretical framework grounded in an Indigenous research methodology. Eight Blood Tribe members were interviewed: four participants (three graduates and one non-graduate) who attended a high school with Indigenous epistemology courses (offered Blackfoot language classes and Aboriginal Studies) and four participants (three graduates and one non-graduate) who attended a high school that did not offer Indigenous epistemology courses (did not offer Blackfoot language classes and Aboriginal Studies). The findings show that not only does the epistemology in the school play a role in Indigenous students’ success in public education, but the epistemology also accompanies and influences the participants throughout their adult lives by shaping their identities and affecting how they function as adults.

Developing and Implementing an Online Chinese Program

2013 ◽  
pp. 160-187 ◽  
Author(s):  
Mingyu Sun ◽  
Yea-Fen Chen ◽  
Andrew Olson
Keyword(s):  
Online Instruction ◽  
Language Instruction ◽  
Face To Face ◽  
Entry Level ◽  
Language Classes ◽  
Language Classroom ◽  
Language Courses ◽  
The Face ◽  
Guidelines And Recommendations

The virtual language classroom is becoming more commonplace, and for many instructors it is even a requirement. This chapter aims to present a virtual language classroom case study and to propose a prototype for instructors to develop and implement fully online entry-level language classes, as well as to provide guidelines and recommendations for their reference as they redesign traditional face-to-face language courses to fit the online modality. As the case study progressed, the authors discovered that this new modality of online language instruction poses many challenges. Their research aims to answer questions, such as: 1) is the online instruction in the case study comparable to the face-to-face class? and 2) how can one best balance synchronous and asynchronous components in an entry-level online language (Chinese in specific) course?

Nauczyciele szkół średnich męskich rządowych po 1833 r. – byli pracownicy Uniwersytetu Warszawskiego

2017 ◽  
Vol 62 (0) ◽  
pp. 29-55
Author(s):  
Adam Massalski
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Scientific Work ◽  
Biological Research ◽  
Teaching Staff ◽  
University Employees ◽  
Language And Literature ◽  
Polish Language ◽  
The University ◽  
Achievements In Mathematics

After the fall of the November Uprising, the Russian authorities liquidated the University of Warsaw. As a result, the University employees were forced to take up other occupations. Some of them went to male government secondary schools as pedagogical supervisors (principals and inspectors), or teachers. This group numbered 18 people. The functions of principals were performed by two people, the functions of inspectors – by six, the remaining ten found employment as teachers. The period of their employment in secondary education varied widely: from 1 year to over 25 years. On average it was just over nine years. Among the teachers, four taught the humanities, the others taught mathematical and natural sciences. Many members of the described community decided to continue their scientific work. Particular achievements in mathematics were held by A. Frączkiewicz, and I in the field of physics and chemistry – by J. Bełza, A. Radwański, T. Rybicki and S. Zdzitowiecki. Achievements in biological research were noted by W. B. Jastrzębowski, Sz. Pisulewski and A. Waga (interestingly, he taught Polish language and literature in secondary school). Some achievements in the field of the humanities were held by A. Kucharski and F. Kozłowski. The above-mentioned employees of the University of Warsaw significantly strengthened the teaching staff of male government secondary schools in the Kingdom of Poland between 1833 and 1862.

Using Drama and Drama Techniques to Teach English Conversations to EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 92-101
Author(s):  
Saman M. Moghadam ◽  
Reza Ghafarsamar
Keyword(s):  
Public Schools ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Language Classes ◽  
Collecting Techniques ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

Beyond coexistence

2008 ◽  
Vol 6 (1) ◽  
pp. 107-121 ◽  
Author(s):  
Suzanne Rosenblith
Keyword(s):  
United States ◽  
Public Schools ◽  
Multicultural Education ◽  
Religious Pluralism ◽  
The United States ◽  
Religious Studies ◽  
Cultural Perspective ◽  
Comprehensive Education ◽  
Democratic State

If a pluralistic democratic state such as the United States wishes to move beyond coexistence and toward a more reflective religious pluralism, then public schools must take epistemic issues seriously. Taking a cue from multicultural education, many have called for including the study of religion from a cultural perspective. I argue instead that, while studying religion from a cultural perspective is necessary, for a comprehensive education in religious studies it is not sufficient. In order to enable our youngest generation with the skills and tools to be knowledgeable, thoughtful and respectful citizens, students must grapple with the thorny matter of religious truths.

Youth Participatory Action Research (Youth PAR) in Public Schools: Opportunities and Challenges in an Inner-City High School

2004 ◽  
Vol 26 (2) ◽  
pp. 10-14 ◽  
Author(s):  
Stephen Schensul ◽  
Lisa LoBianco ◽  
Christina Lombardo
Keyword(s):  
Public Schools ◽  
Action Research ◽  
Participatory Action Research ◽  
Formal Education ◽  
After School ◽  
Teaching Staff ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Formal Curriculum ◽  
Inner City High School

The public school system, the central institution for the formal education of youth in nations throughout the world, provides great potential for the implementation of the principles and methods of Youth Participatory Action Research (Youth PAR). Governmental school systems utilize formal curricula which are reviewed and revised regularly, a professionally trained teaching staff to implement curricula a majority of youth who attend school at least until the legally required age, an annual budget, parental involvement, societal standards and evaluation protocols, and an administrative infrastructure. In contrast to non-standardized, decentralized after-school and other specialized programs, public schools offer innovative programs such as Youth PAR the opportunity to "go-to-scale" to institutionalize the program, to involve teachers in implementation, to build and establish formal curriculum, and to engage large numbers of students on a required, rather than voluntary, basis.

scholarly journals Błędy leksykalne Ukraińców uczących się języka polskiego w Polsce

2020 ◽  
Vol 24 ◽  
pp. 29-44
Author(s):  
Anna Czapla ◽  
Keyword(s):  
Word Formation ◽  
Post Secondary ◽  
Material Basis ◽  
Written Texts ◽  
Language Courses ◽  
Linguistic Interference ◽  
Polish Language ◽  
Lexical Errors ◽  
Semantic Proximity

The aim of the article is to present typical, i.e. recurring, lexical errors made by Ukrainians learning Polish in Poland, the classification of those errors, and an attempt to explain the reasons for their formation. The described respondents are candidates for studies at KUL, post-secondary youth aged 16-19, who have completed various Polish language courses in their country. As for their knowledge of the Polish language, it is at the B1-B2 level. The material basis of the article comprises written texts on a given topic, which were part of homework created during courses in 2010-2019. During the analysis of the collected material, mainly mistakes resulting from linguistic interference (false friends, lexical calques, borrowings, word formation errors, mistakes related to hyper-correctness) were observed, which constitute 80% of the collected material, and the ones not resulting from interference (caused by sound similarity, semantic proximity), which account for the remainder, i.e. 20%.

scholarly journals FORMATION OF PHONETIC COMPETENCE AT CLASSES IN DISCIPLINE OF “MODERN POLISH”

2021 ◽  
Vol 1 (1) ◽  
pp. 116-122
Author(s):  
OKSANA RANYUK ◽  
SVITLANA VOYTALYUK
Keyword(s):  
High Performance ◽  
Role Playing ◽  
Language Models ◽  
Warm Up ◽  
Language Classes ◽  
Correct Pronunciation ◽  
Polish Language ◽  
Speech Problem ◽  
Definition Of ◽  
The Voice

The article analyzes the concept of phonetic competence. It is noted that in the formation of foreign language communicative competence, one of the components is phonetic competence. It is determined that there is no consensus among researchers on the definition of “phonetic competence”. After all, some scientists understand phonetic competence as the correct pronunciation of sounds and sound combinations, correct stress and mastery of intonation language models. Others – as the ability to normative phonetic design of personal foreign speech and understanding the speech of others. It is emphasized that phonetic competence is directly related to speech technique, the elements of which are breathing, voice, diction, orthoepy. Phonetic skills are distinguished: to pronounce the sounds of the Polish language correctly, to have a clear diction, to emphasize words according to norms, to modulate the voice, to change its intonation, to adjust the tempo of speech in accordance with the situation, listeners, the purpose of the statement, to breathe correctly. It is indicated that the effectiveness of the phonetic competence formation depends on the use of effective methods. Among the methods, the following have been highlighted: explanatory-illustrative method of learning, observation of text and speech, problem method, role playing, exercises and so forth. There have been suggested exercises aimed at formation of phonetic competence. It is noted that role playing should be used in addition to exercises. It is emphasized that conduction of Polish language classes with the use of game material activates students, contributes to high performance in knowledge and motivates to learn Polish. Rhetorical games have been highlighted – conversational games that develop skills of interpersonal and collective effective communication. The article describes the articulatory rhetorical game “Phonetic warm-up”, the purpose of which is to form the skills of clear, quick and error-free speech, the development of students' creative skills. An example of an intonation rhetorical game has been also given. The article emphasizes that when learning the Polish language, it is important to use the authentic text as often as possible and constantly work on improving of phonetic competence of future philologists.

scholarly journals Assessment of Science, Technology, Engineering and Mathematics Strand of the K-12 Program among Selected Public Schools in Zone 2 Division of Zambales

2021 ◽  
Vol 2 (10) ◽  
pp. 870-881
Author(s):  
Lyra Castillo Honrado ◽  
Adelia D. Calimlim
Keyword(s):  
Public Schools ◽  
Professional Learning ◽  
Technology Use ◽  
Lesson Study ◽  
Innovative Technology ◽  
Teaching Staff ◽  
High Expectations ◽  
Minimum Number ◽  
K 12 ◽  
The Impact

The study determined the impact of the STEM Strand implementation of senior high schools in the Division of Zambales. The study was limited to fifty secondary public-school teachers in Zone II.The study revealed that majority teacher-respondents, are generally young with only a minimum number of trainings attended. STEM trends, there were more males than females and a larger are married. There were no significant differences in the success of the STEM schools in Palauig, Botolan and Iba in the following domains:college preparation;integrated and innovative technology use; STEM-rich informal experiences; connections with industry and the world of work; well-prepared STEM teachers and professionalized teaching staff and  positive school community and culture of high expectations  for all. Based on the summary of findings and the conclusions arrived at, the researcher has offered the following recommendations that professional learning in the form of learning action cells and lesson study should be provided to relatively novice STEM teachers in order to expose them to effective instructional strategies and impact their actual classroom practices as opposed to cascading in-service trainings. Greater involvement of these partners through planning, implementation, and review should be targeted instead of only involving them for immersion activities. A more intensive evaluation of the STEM implementation following the Context-Input-Process-Product approach should be conducted to strengthen and confirm the findings of the study. A more study that would monitor the whole system as opposed to the present investigation’s focus on teacher perception would lend greater credence to the results.

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