Vol. 56 No. 1 (2020): Szkoła i polonistyka szkolna wobec przemian XXI wieku

View Vol. 56 No. 1 (2020): Szkoła i polonistyka szkolna wobec przemian XXI wieku

edited by  Jolanta Fiszbak

Published: 2020-03-31

Full Issue

Articles

  • Linguistic and communication education at Polish lessons during the period of cultural change. Musings on the curriculum

    Jolanta Nocoń
    19-30
    DOI: https://doi.org/10.18778/1505-9057.56.02

  • On the functionality of knowledge about native language at school (the background of teaching tradition)

    Helena Synowiec
    31-51
    DOI: https://doi.org/10.18778/1505-9057.56.03

  • Teaching the learners with a migrant background – teachers’ perspectives

    Małgorzata Pamuła-Behrens, Marta Szymańska
    53-70
    DOI: https://doi.org/10.18778/1505-9057.56.04

  • Voice management from an educational point of view

    Joanna Tabisz
    71-87
    DOI: https://doi.org/10.18778/1505-9057.56.05

  • Do emoticons pose a threat to human emotions? The influence of non-verbal communication on interpersonal skills among learners at secondary level

    Urszula Izabela Napieraj
    89-97
    DOI: https://doi.org/10.18778/1505-9057.56.06

  • Digitalisation of schooling in the information society (on the basis of Polish government projects and documents)

    Adam Mazurkiewicz
    101-126
    DOI: https://doi.org/10.18778/1505-9057.56.07

  • Polish philology education in the digital age. Is it still present at Polish schools and universities?

    Agnieszka Wierzbicka
    127-141
    DOI: https://doi.org/10.18778/1505-9057.56.08

  • The blogosphere as a medium for the professional stimulation of teachers. Initial study

    Anna Podemska-Kałuża
    143-162
    DOI: https://doi.org/10.18778/1505-9057.56.09

  • Peri-literary communication games of high school students

    Anna Ślósarz
    163-202
    DOI: https://doi.org/10.18778/1505-9057.56.10

  • When differences coexist. Teaching diversity as a challenge for Polish philology courses

    Zofia Budrewicz
    205-229
    DOI: https://doi.org/10.18778/1505-9057.56.11

  • Different faces of old age as perceived by the students of Polish studies

    Małgorzata Gajak-Toczek
    231-252
    DOI: https://doi.org/10.18778/1505-9057.56.12

  • From empathy to agency. How to shape the sensitivity of young people in modern school?

    Katarzyna Maria Pławecka
    253-270
    DOI: https://doi.org/10.18778/1505-9057.56.13

  • The world of values of modern youth vs. classic literature – testimonies of reception of reading material at school

    Paweł Sporek
    271-286
    DOI: https://doi.org/10.18778/1505-9057.56.14

  • The required reading as a carrier of values on the example of “The Hobbit or There and Back Again novel” by J.R.R. Tolkien

    Edyta Wójcicka
    287-310
    DOI: https://doi.org/10.18778/1505-9057.56.15

  • Literary travels: about space and place in Polish literature of the late 20th and early 21st centuries (as seen in the poetry of Adam Zagajewski and the prose of Andrzej Stasiuk)

    Elżbieta Mazur
    311-330
    DOI: https://doi.org/10.18778/1505-9057.56.16

  • The literary and cultural education of “screen readers”. Reflections inspired by the new core curriculum and more

    Iwona Morawska
    333-357
    DOI: https://doi.org/10.18778/1505-9057.56.17

  • “I remember when at school...” On the importance of autobiographical elements not only for their authors – the students of Polish studies

    Danuta Łazarska
    359-375
    DOI: https://doi.org/10.18778/1505-9057.56.18

  • Polish language studies at school in the light of student survey statements

    Jolanta Fiszbak
    377-397
    DOI: https://doi.org/10.18778/1505-9057.56.19

  • How to ‘wake up school’? – new trends in Polish language education and more

    Małgorzata Latoch-Zielińska
    399-419
    DOI: https://doi.org/10.18778/1505-9057.56.20

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