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

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dc.abstract.enThe 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.
dc.affiliationINS
dc.affiliationInstytut Nauk Społecznych
dc.contributor.authorPopyk, Anzhela
dc.date.access2025-12-20
dc.date.accessioned2026-10-27T07:06:44Z
dc.date.available2026-10-27T07:06:44Z
dc.date.created2025-09-15
dc.date.issued2025-12-20
dc.description.abstract<jats:p>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. Stu- dents 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 condi- tions 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.</jats:p>
dc.description.accesstimeat_publication
dc.description.grantnumber023/49/B/HS6/03795
dc.description.granttitleEduMAP „Struktura a sprawczość: transnarodowe i szkolne tranzycje przy-musowych dzieci migrantów z Ukrainy w Polsce”
dc.description.issue4
dc.description.physical74-98
dc.description.sdgGoodHealthAndWellBeing
dc.description.sdgQualityEducation
dc.description.sdgReducedInequalities
dc.description.versionfinal_published
dc.description.volume29
dc.identifier.doi10.32612/uw.25449354.2025.4.pp.74-98
dc.identifier.issn2544-9354
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/2691
dc.identifier.weblinkhttp://alp.uw.edu.pl/wp-content/uploads/sites/315/2025/12/07_POPYK-Anzhela-29_4..pdf
dc.languagepl
dc.language.otheren
dc.pbn.affiliationnauki socjologiczne
dc.rightsCC-BY-NC-ND
dc.rights.questionYes_rights
dc.share.articleOPEN_JOURNAL
dc.subject.enlanguage of schooling (LoS/CALP)
dc.subject.enUkrainian children
dc.subject.eneducation
dc.subject.enschool
dc.subject.enUkraine
dc.swps.sciencecloudsend
dc.titleJęzyk edukacji szkolnej (JES) jako narzędzie dostępu do wiedzy i osiągnięć: ścieżki edukacyjne uczniów z Ukrainy z doświadczeniem przymusowej migracji w polskich szkołach
dc.title.alternativeCALP as a Tool for Access to Knowledge and Achievement: Educational Pathways of Ukrainian Students with Forced-Migration Experience in Polish Schools
dc.title.journalApplied Linguistics Papers
dc.typeJournalArticle
dspace.entity.typeArticle