Hearing Education


Some of the detailed requirements of the core curriculum, the knowledge to be tested and the terminology used in the exams of the third grade of the lower secondary school seem to me out of place in the case of a student who is learning the language. What should be a priority: knowledge of the language that allows communication, reading comprehension, ability to express oneself in writing, or to recognize, distinguish, understand the functions of different types of subjects, judgments, complements, factors?

I think it’s a rhetorical question. Returning to the question: which texts? I have always tried to choose texts that are close and interesting for children. While for grades 1-3 of primary school you can find short stories written in plain language, there are no such books for older students. They are already dealing with hundreds of pages of books written in complex sentences with sophisticated vocabulary.

If I have a student in my class who has problems with the Polish language and I would like to give him a book written in simple language, I can usually offer him fairy tales or stories in which 5-7 year olds are the protagonists. Lower middle school students won’t want to read children’s books. There is a lack of books that are not only linguistically suited to the level of the students, but also appropriate to their age or interests.