ABSTRACTS
BOŻENA JANISZEWSKA
Pupils with Difficulties – How to Teach Them? The article concerns types of difficulties among pupils in foreign language learning, presenting their main features and methods of recognition at different age stages. The main focus is laid on those with dysfunctions and disorders of central nervous system. Among them we may distinguish those with dysgraphia and audio-visual dyslexia as well as dyscalculia, ADHD and Asperger syndrome. Ways and methods of support are shortly described. KATARZYNA KARPIŃSKA-SZAJ, JOANNA PITURA
Virtual Exchange for Educational Inclusion of Pupils with Hearing Impairment The special educational needs of students with hearing impairments in a foreign language class are of particular significance, as by their nature they necessitate the use of activities that enhance language learning, also having a therapeutic dimension as these activities develop pupils’ general cognitive and linguistic competences. For this reason, while creating school environment for inclusive teaching, we should embrace both educational and therapeutic objectives. The article presents an example of inclusive teaching for classes with pupils with hearing impairments. The presentation of the research and the project “Virtual exchange for educational inclusion of students with hearing impairments” is preceded by a description of the language development of learners with hearing deficits and discussion of the principles of inclusive teaching in the context of foreign language classes (English and French). MARTA KOTARBA
Language in a Specific Context The article discusses selected aspects of supporting the effectiveness of linguistic development of communicative competence of children during early foreign language teaching. The data presented come from the research project: “Developing young learners’ communicative competences in a foreign language”. They refer to designing activities for children that aim at introducing them to specific situations of language use (embedding linguistic material in a specific context). The article characterizes the conditions of a clear context, such as the surrounding, activities as well as verbal and non-verbal communication. The text also contains suggestions on how to plan activities for children to support them in language use, using the concept of prototype categories, social scripts and ritual theory. BARBARA KYRC
The Influence of Developing Bilingual Childrens’ Narrative Competence on their Educational Success The paper emphasises the significance of developing bilingual children’s narrative competence at the stage of primary education. The ability to understand and create coherent, correct and linguistically rich narrations not only lets them to achieve success at school, but also helps them develop good relationships with their peers. The development of narrative competence can be stimulated by adequate language support exercises, that is presented in a case study described. Klara, a bilingual (Japanese-Polish) girl, who as a six-year-old child began education in a Polish school. Her narrations are confronted with those of Marysia, an average Polish monolingual girl. The analysis of language samples of both girls clearly shows that language support given to Klara resulted in growth of her narrative and overall language abilities. 134 4/2018