The book’s subject matter is consistent and cohesive and the issues it raises – well-arranged and thought over. Its entirety is focused on language and different ways of interpreting its role. It is presented dynamically, which signals the occurrence of subsequent publications concerning these issues. It includes extensive theoretical grounds and numerous examples of research. Not only neglected areas of children’s language education are shown, but also proposed directions of changes inspired by constructivism and the potential children themselves have.
prof. dr hab. Agnieszka Nowak-Łojewska
Contents
INTRODUCTION
Michał Daszkiewicz, Anna Wasilewska
PART I
Section 1: Man – Language – Reality vs. Language Education – Anna Wasilewska
Section 2: Educational Role of Language – Its Multi-faceted Scope and Its Social Complexity - Michał Daszkiewicz
PART II
Area 1: Potential of Language for General Education
Language and the quality of general education – Ryszard Wenzel
Area 2: Language Activity of Children
Child – active researcher and constructor of his/her own language system. From the potential of possibility to realisation in everyday educational practice– Ewa Filipiak
Area 3: Personal Experiencing of Language
Construction of personal language critical educational incidents – Michał Daszkiewicz
Area 4. Linguistic Matrixes of Reality Interpretation
Expansion of the linguistic paradigm in studies on childhood and school – Anna Wasilewska
BIBLIOGRAPHY
APPENDICES
1. ERL I Conference (2016) keynote address outline – Ryszard Wenzel
2. ERL Network’s scope and activity
3. ERL project participant form