Sigr√≠√įur √ďlafsd√≥ttir

University of Iceland, ICELAND; https://orcid.org/0000-0002-5088-5906

Paula BudzyŇĄska

Nicolaus Copernicus University in ToruŇĄ, POLAND; https://orcid.org/0000-0002-9357-3910

DOI: https://doi.org/10.36534/erlj.2022.02.03

Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal.  Volume 2022-2(8). LINGUISTIC CONTEXTS AND DIVERSITY IN EDUCATION, pp. 41-57

                                                           

Abstract                                                                                                                                                                                                                                                              

The aim of the study was to gain insight into Polish and Icelandic teachers‚Äô attitudes towards children‚Äôs productive language skills in the societal languages, Polish and Icelandic, their teaching practices in fostering these skills, and to identify any obstacles experienced. The study is based on semi-structured interviews with two teachers in each country. The Icelandic population is only 364.000, while the number in Poland is 39.857.000. In Iceland, English is an additional language to Icelandic, whereas Polish is the dominant language in Poland. Reading literacy among Icelandic youth on PISA has declined and Polish adolescents have improved. According to the Icelandic teachers, the diversity of language context in Iceland has a negative effect on children‚Äės Icelandic language skills. Speaking and writing appeared to be practised in a more elaborate way by the Icelandic teachers. School activities focused on speaking and writing can be improved in both the Polish and the Icelandic classes.

Keywords: primary school, literacy, oral skills, discussions, writing instruction, classroom practices 

 

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