Język edukacji szkolnej (JES) jako narzędzie dostępu do wiedzy i osiągnięć: ścieżki edukacyjne uczniów z Ukrainy z doświadczeniem przymusowej migracji w polskich szkołach

StatusVoR
Dublin Core metadata
Alternative title
CALP as a Tool for Access to Knowledge and Achievement: Educational Pathways of Ukrainian Students with Forced-Migration Experience in Polish Schools
Authors
Popyk, Anzhela
Monograph
Monograph (alternative title)
Date
2025-12-20
Publisher
Journal title
Applied Linguistics Papers
Issue
4
Volume
29
Pages
Pages
74-98
DOI
ISSN
2544-9354
ISSN of series
Weblink
http://alp.uw.edu.pl/wp-content/uploads/sites/315/2025/12/07_POPYK-Anzhela-29_4..pdf
Access date
2025-12-20
Abstract PL
Abstract EN
The article examines the role of the language of schooling as a key condition for access to knowledge and achievement among Ukrainian students with forced-migration experience in Polish schools. The empirical material comes from the qualitative EduMAP project and includes interviews with 40 students in grades 7–8 of primary school and the first year of upper-secondary school in Warsaw and Lublin, as well as 14 interviews with principals, teachers, homeroom teachers, psychologists, and intercultural assistants. Thematic analysis was conducted within a critical realist framework. Findings show that conversational proficiency in Polish is insufficient for equitable participation in learning. Success depends on mastering the language of schooling, including disciplinary vocabulary, argumentative structures, and academic genres required in literature, the sciences, mathematics, and exam tasks. Students employ compensatory strategies of limited effectiveness, such as machine translation and peer support. Institutional support is uneven and often focuses on everyday Polish rather than academic competencies. Intercultural assistants are positively evaluated, though role ambiguity and employment conditions limit their long-term impact. Exam accommodations mitigate barriers but do not substitute for sustained work on the language of schooling. The article argues for moving beyond marginal, add-on language classes toward a whole-school approach in which developing academic language becomes the responsibility of all subject teachers and is embedded in everyday pedagogy and exam preparation.
Abstract other
Keywords PL
Keywords EN
language of schooling (LoS/CALP)
Ukrainian children
education
school
Ukraine
Keywords other
Sustainable Development Goals
SDG 3. Good Health and Well-being ,
SDG 4. Quality Education ,
SDG 10. Reduced Inequalities
Exhibition title
Place of exhibition (institution)
Exhibition curator
URI
https://share.swps.edu.pl/handle/swps/2691
Type
License type
cc-by-nc-nd
Except as otherwise noted, this item is licensed under the Attribution-NonCommercial-NoDerivatives licence | Permitted use of copyrighted works
Funder
Time range from
Time range to
Contact person name
Related publication
Related publication
Grant/project name
EduMAP „Struktura a sprawczość: transnarodowe i szkolne tranzycje przy-musowych dzieci migrantów z Ukrainy w Polsce”
Grant number
023/49/B/HS6/03795
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Język edukacji szkolnej (JES) jako narzędzie dostępu do wiedzy i osiągnięć
Język edukacji szkolnej (JES) jako narzędzie dostępu do wiedzy i osiągnięć(469.04 KB)
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