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Zweisprachigkeit und bilingualer Unterricht


Edited By Magdalena Olpinska-Szkieko and Loretta Bertelle

Der Band stellt die Problematik der Zweisprachigkeit und des bilingualen Unterrichts in Polen umfassend dar. Er ist in zwei sich ergänzende Teile gegliedert. Die Autoren des theoretischen Teils repräsentieren verschiedene Disziplinen, u.a. Linguistik, Psychologie, Pädagogik und unterschiedliche Forschungsperspektiven, die zusammen ein komplexes Gesamtbild der polnischen Bilingualismusforschung ergeben. Der zweite Teil des Bandes spiegelt die theoretischen Schwerpunkte des ersten Teils auf der praktischen Ebene wider. Die Autoren, u.a. praktizierende Lehrer/innen, Vertreter von Selbstverwaltungsbehörden, nichtstaatlichen Organisationen und Verbänden, erörtern die für ihre berufliche Umwelt relevanten Probleme und bringen Lösungsvorschläge ein, die sich in der Praxis bewährt haben.
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Minority Language Education in Poland and the European Charter for Regional or Minority Languages


1. Poland – language situation

In spite of its truly multicultural past and multilingual heritage, contemporary Poland belongs to the most homogenous countries in Europe, as far as ethno-linguistic diversity is concerned. Although criticized by numerous specialists and activists of minority organizations in regard of methodology and completing, the results of two censuses carried out in the 2001 and 2011 leave no illusions from the past: the share of autochthonous national/ethnic minorities does not exceed 1.5 percent of the country’s total population. Linguistically, the image of the country is even more uniform – Poland is almost entirely monolingual, and the heritage languages are hardly present in public, including the visible and audible language landscape. Of course, this statement does not concern the profile of foreign language teaching, learning and command, which have dramatically changed during the recent two decades, making Poles one of the most (foreign) language-friendly societies in Europe. That language-friendliness, in many respects more intentional than actually exercised on a polyglotic level, is apparent if one analyses the results of European Commission’s cyclical surveys Europeans and their languages published as Eurobarometer Report1. From one hand:

on the other hand:

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