Students with Dyslexia in Universities in Poland – Description of the Legal Situation and Good Practices

The aim of this article was to analyse the currently functioning system of support for students with dyslexia at state universities in Poland and to identify and assess goodpractices that are already being implemented. The research method used was desk research (reviewing both formal and informal documents) and included university websites andnational and local legal regulations. The results showed that only nine (15%) state universities in Poland introduced concrete forms of support for the students with dyslexia and the faculty, such as exam concessions (six universities), consultations with a specialist (for students: six universities; for teachers: five universities), and provision of information and educational materials (nine universities). A comparison of the Polish support system for students with dyslexia with that of the UK resulted in a list of recommendations, including the extension of the examination time by 25% of the basic time, the assessment of written assignments solely on the basis of content and not on the correctness of spelling and changes in the format of an exam (from written to oral).The aim of this article was to analyse the currently functioning system of support for students with dyslexia at state universities in Poland and to identify and assess goodpractices that are already being implemented. The research method used was desk research (reviewing both formal and informal documents) and included university websites andnational and local legal regulations. The results showed that only nine (15%) state universities in Poland introduced concrete forms of support for the students with dyslexia and the faculty, such as exam concessions (six universities), consultations with a specialist (for students: six universities; for teachers: five universities), and provision of information and educational materials (nine universities). A comparison of the Polish support system for students with dyslexia with that of the UK resulted in a list of recommendations, including the extension of the examination time by 25% of the basic time, the assessment of written assignments solely on the basis of content and not on the correctness of spelling and changes in the format of an exam (from written to oral)

Charakterystyka umiejętności czytania pojedynczych słów i pseudosłów, poprawnego pisania oraz słownika biernego w języku angielskim (L2) u polskich uczniów gimnazjów i liceów

The aim of the study was to characterize the level of real word and pseudoword decoding skills, single-word spelling and receptive English vocabulary (L2) of junior high school and high school students in Polish schools. 34 of high school students (56.7%) and 26 of junior high school students (43.3%) who had studied English as L2 for at least three years participated in the study. The participants achieved the level assumed by ESOKJ with respect to reading and vocabulary. High school students quite correctly spelled dictated words while making mistakes due to the negative transfer of L1 to L2; secondary school students, however, failed to complete this task. The knowledge of words in L2 proved to be a predictor of accuracy and fluency of reading words, correct reading of pseudowords, and spelling of dictated words, analogously to relations observed in L1.Celem badania była charakterystyka poziomu umiejętności czytania słów i pseudosłów, pisania ze słuchu pojedynczych słów oraz słownika biernego w języku angielskim (L2) uczniów gimnazjum i liceum w polskich szkołach. W badaniu wzięło udział 34 (56,7%) licealistów oraz 26 (43,3%) gimnazjalistów, którzy uczyli się angielskiego jako L2 przez co najmniej 3 lata. Badani osiągnęli poziom zakładany według ESOKJ w odniesieniu do czytania i znajomości słownictwa, jednak podczas gdy uczniowie liceum dość poprawnie zapisywali dyktowane słowa, popełniając przy tym błędy wynikające z negatywnego transferu L1 do L2, uczniowie gimnazjum nie poradzili sobie z tym zadaniem. Znajomość słów w L2 okazała się predyktorem poprawności i płynności czytania słów, poprawności czytania pseudosłów oraz zapisu dyktowanych słów analogicznie do zależności w L1

Early Predictors of Learning a Foreign Language in Pre-school – Polish as a First Language, English as a Foreign Language

When a foreign language (FL) acquisition begins in preschool, at which time young learners are particularly linguistically sensitive, it allows for a higher FL competence in future. Moreover, a second language learning depends on a learner’s aptitude. The aim of our study was to assess the early predictors of learning English as a Foreign Language (EFL) in Polish pre-school students who had not yet started formal literacy instruction, and to characterize the level of their oral receptive and active skills in English. 30 children aged between 3 years 5 months and 5 years 10 months who attended two private and one state kindergarten, participated in the study. All were native speakers of Polish, and apart from English classes, communicated in their first language at kindergarten and in their everyday life. Non-verbal intelligence, emerging literacy, phonological awareness in Polish, and knowledge of English were assessed. We found that in Polish pre-school children emerging letter identification from their first language alphabet, phonological awareness in their first language, and non-verbal intelligence were related to the achievements in learning EFL, despite the differences in transparency between the two languages. Moreover, the children’s passive color vocabulary was larger than their active vocabulary, and they were used to repetition tasks. The participants in our study attempted to communicate in English during the assessment, which suggests that even at a pre-school age they were able to differentiate between first language and FL discourse. We also identified some problems possibly stemming from linguistic transfer, like articles omissions. Therefore, teachers should pay more emphasis to the differences between the first and the second language, in terms of: syntax, morphology, phonetics, phonology, and orthography, to prevent later consolidation of early errors. The automatisation of correct linguistic habits in young learners would equip them with skills for their later FL educational success

Comparative analysis of the approach to first language oracy of Polish and Portuguese early education teachers

Oracy, crucial for individuals to communicate, think, and learn, can be developed through schooling. Our study aimed to compare Polish and Portuguese teachers’ perceptions of oracy. Based on a literature review, a self-report survey was developed for the study. It comprised questions about: 1. the demographic information, 2. the practices in the classrooms, 3. teachers’ views and attitudes about oracy. 253 (62.00%) Portuguese and 157 (38.00%) Polish elementary school teachers participated. Our main results indicate that Polish and Portuguese teachers declared that they valued oracy, and devoted time during their lessons to promote and support its development in their students. However, the Portuguese teachers, as compared with the Polish teachers, focused more on discussions and debates among students, and allowed them more autonomy in their classrooms. They also appreciated more the importance of oracy for human development, including reasoning and literacy learning. Keywords: Oracy; Mandatory Education; Polish; Portuguese; Teachers.Oracy, crucial for individuals to communicate, think, and learn, can be developed through schooling. Our study aimed to compare Polish and Portuguese teachers’ perceptions of oracy. Based on a literature review, a self-report survey was developed for the study. It comprised questions about: 1. the demographic information, 2. the practices in the classrooms, 3. teachers’ views and attitudes about oracy. 253 (62.00%) Portuguese and 157 (38.00%) Polish elementary school teachers participated. Our main results indicate that Polish and Portuguese teachers declared that they valued oracy, and devoted time during their lessons to promote and support its development in their students. However, the Portuguese teachers, as compared with the Polish teachers, focused more on discussions and debates among students, and allowed them more autonomy in their classrooms. They also appreciated more the importance of oracy for human development, including reasoning and literacy learning. Keywords: Oracy; Mandatory Education; Polish; Portuguese; Teachers

Polish as L1, English as L2: the linguistic transfer impact on Second Language Acquisition stemming from the interlingual differences: implications for young learners education

Research has shown that learners of different linguistic backgrounds make similar errors, which is due to linguistic transfer. Cross-linguistic similarities between L1 and L2 can result in: positive transfer, negative transfer, and differing lengths of acquisition. The bigger the difference between the languages, the bigger Second Language Acquisition difficulties and more numerous potential negative transfer areas. This effect is visible in the case of Polish as L1 and English as L2. English and Polish differ in terms of pronunciation (e.g. vowel-based vs. consonant-based), spelling (e.g. opaque vs. semi-transparent), grammar (e.g. fixed vs. flexible word order), syntax (e.g. analytic vs. synthetic), and vocabulary. Therefore, second language instruction should include the errors caused by linguistic transfer, which would facilitate the selection and development of effective instruction methods and techniques.68-7

Parents’ literacy skills, reading preferences, and the risk of dyslexia in Year 1 students

The aim of our study was to examine the familial risk of dyslexia in Year 1 school beginners, whose parents had been diagnosed as dyslexic or exhibited symptoms of the specific difficulties in reading and writing without a formal opinion issued by a counselling centre. We found that both a dyslexia report and specific reading and writing difficulties with no formal diagnosis manifested by a family member, and parents’ reading preferences, predicted the risk of dyslexia in Year 1 children. Moreover, the children at familiar risk of dyslexia, as compared with their peers at no risk, later began to babble, were less apt at self-help and liked drawing less at the age of 2-3 years, and experienced more problems with drawing a circle at the age of 3. Additionally, during Year 1 of education, they performed poorer in fine motor skills, linguistic perception and sound deletion, visual functions and attention. Such symptoms can be observed by parents and teachers during the child’s play and educational activities. Early intervention can enhance the child’s readiness to school entry, and facilitate effective and satisfactory learning, increasing their further educational opportunities and the quality of life

Charakterystyka umiejętności czytania pojedynczych słów i pseudosłów, poprawnego pisania oraz słownika biernego w języku angielskim (L2) u polskich uczniów gimnazjów i liceów

The aim of the study was to characterize the level of real word and pseudoword decoding skills, single-word spelling and receptive English vocabulary (L2) of junior high school and high school students in Polish schools. 34 of high school students (56.7%) and 26 of junior high school students (43.3%) who had studied English as L2 for at least three years participated in the study. The participants achieved the level assumed by ESOKJ with respect to reading and vocabulary. High school students quite correctly spelled dictated words while making mistakes due to the negative transfer of L1 to L2; secondary school students, however, failed to complete this task. The knowledge of words in L2 proved to be a predictor of accuracy and fluency of reading words, correct reading of pseudowords, and spelling of dictated words, analogously to relations observed in L1.Celem badania była charakterystyka poziomu umiejętności czytania słów i pseudosłów, pisania ze słuchu pojedynczych słów oraz słownika biernego w języku angielskim (L2) uczniów gimnazjum i liceum w polskich szkołach. W badaniu wzięło udział 34 (56,7%) licealistów oraz 26 (43,3%) gimnazjalistów, którzy uczyli się angielskiego jako L2 przez co najmniej 3 lata. Badani osiągnęli poziom zakładany według ESOKJ w odniesieniu do czytania i znajomości słownictwa, jednak podczas gdy uczniowie liceum dość poprawnie zapisywali dyktowane słowa, popełniając przy tym błędy wynikające z negatywnego transferu L1 do L2, uczniowie gimnazjum nie poradzili sobie z tym zadaniem. Znajomość słów w L2 okazała się predyktorem poprawności i płynności czytania słów, poprawności czytania pseudosłów oraz zapisu dyktowanych słów analogicznie do zależności w L1