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Roma school mediators and the bilingualism of Roma students
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The paper presents results from a comparative empirical L1 / L2 literacy study with first-grade Roma and non-Roma children, resident in Bulgaria and Slovakia. The Roma children growing up in traditional communities are socialized through the rich oral culture surrounding them. In the extended Roma families, the care of the children is responsibility of everyone. In such a rich speech environment, the children learn their mother tongue. However, the oral skills of Roma children acquired in the home environment are not used at all in the process of literacy development in their L2 at primary school, neither in Bulgaria nor in Slovakia. Bialystok (2007) says that the oral skills of bilingual children in their L1 and L2 play an important role in the preparation for literacy. The Roma children’s oral skills in their L1 are not further developed at the primary school level and their L2 oral skills are initially often very limited. 60 first-grade children (20 Roma and 40 non-Roma children) were tested using the RAN Test at the end of the school year, in Bulgarian and Slovak. Various aspects, including comparative differences in literacy performance between Roma children tested in Bulgaria and Slovakia, are discussed in detail. The findings show that (1) the time for naming the RAN Test in L2 can be used as a predictor for the children’s literacy level in L2; (2) A low level of language competence of the children in their L1 appears congruent with a low literacy proficiency in L2; (3) The place of residence of the children appears to be a factor influencing the performance by Roma children in the RAN Test. The Roma children from the village have better results than Roma children living in the city. The level of oral proficiency in L1 of Roma children influences the timing of the naming of the RAN Test in L2. The Roma children resident in town have a more isolated life and do not possess such a rich vocabulary in their mother tongue. The children living in a village have more daily contact with non-Roma Bulgarians, for example, and thus develop a richer vocabulary in their mother tongue as well.
Educational projects aimed at strengthening
cultural security
The book is composed of two parts. The first part “Child – society:(multi)cultural formation of childhood” makes an attempt to recognize the child's experiences, which are produced at the point of contact/meeting/clash of societies and cultures, what "shapes" the child as a socio-cultural construct and childhood as a social practice and as part of culture in general. The second part of the monograph called „Child – Education: (multi)cultural processing of childhood” is an attempt to recognize a child as a participant of institutional (organized) educational situations. These – in the authors’ recognition – constitute a socio-cultural context of active childhood processing.
Due to its subject matter, the monograph is a part of theoretical and practical field of broadly understood intercultural education. The authors have made an effort to recognize and understand the children's experiences generated by social situations and which are complicated by contexts and (multi)cultural problems. The book can also enrich the knowledge of these educational programs which aim is to create an attitude of openness towards cultural difference.
Central and Eastern Europe is an amazing example of penetration of religion and ethnicity in the process of creating a modern national identity. Abstracting religion in its sacral aspect, and especially in its cultural aspect, from individual identities is impossible in fact. I intend to consider the processes: ethnicization of religion and sacralization of ethnicity, which are – in my opinion – the two sides of same coin. There are processes mutually coupled with each other. I will try to answer the question why, how and to what extent, religion determines national self-consciousness of the inhabitants of the vast area between Germany and Russia.
The paper refers to a small fraction of raw data obtained during 50 interviews carried out in Lisbon and in Warsaw in 2017-2018. Through the preliminary interpretative analysis with the use of MAXQDA 2018, a connection between English language and soft power (Nye 2004) was established. 'Soft power' is a political concept, reintroduced in this paper through the novel interpretation of the research data, whilst looking at the English language from a socio-political, critical pedagogy perspective, in order to investigate its implications for social inclusion and exclusion. Moreover, unexpected matrixes of language, gender and power were discovered, embodying Boudon's concept of unintended consequences of social action (1993). The study was conducted with the use of soft system methodology (SSM) and the notion of 'soft' in social sciences was explored. It also introduced SSM to the analysis of social aspects of the English language in public spaces in Poland and Portugal. Moreover, the results of the study confirmed that there is a connection between English language acquisition and the socioeconomic positioning of workers in these locations. The study should be treated as singular and with no intention of building a universal theory, but aims to look into language from an original perspective and to share the most interesting quotes from the research participants, to reveal people's own voices and their own words (appropriately coded to maintain anonymity) and to establish direct contact between the interviewees and their audience.
W książce zostały przedstawione w przystępnej formie ideowe i historyczne podstawy edukacji międzykulturowej oraz wypowiedzi uczniów, rodziców i nauczycieli na co dzień uczestniczących w jej procesie w środowisku szkoły integracyjnej. Opracowanie może służyć jako minipodręcznik edukacji międzykulturowej. Ma charakter poglądowy i kronikarski, zawiera bowiem teksty będące wyrazem idei, postaw i opinii o edukacji na kulturowych pograniczach oraz okolicznościach budowania wspólnoty ponad podziałami. Pierwszą część stanowi esej popularnonaukowy, w którym zostały przedstawione podstawowe pojęcia oraz informacje historyczne dotyczące edukacji w środowiskach zróżnicowanych kulturowo. Część druga to zbiór wypowiedzi uczniów, rodziców i nauczycieli związanych ze Szkołą Podstawową nr 12 im. Franciszka Żwirki i Stanisława Wigury z Oddziałami Integracyjnymi w Bydgoszczy oraz Gimnazjum nr 37 Integracyjnym w Bydgoszczy. Zostali oni poproszeni o opowiedzenie o Inności oraz sprawach, które się z nią wiążą z ich perspektywy. Ich wypowiedzi składają się na wieloautorski opis społeczności szkoły pełnej różnic. Celem ułatwienia Czytelnikom pogłębiania wiadomości i poszukiwania lektur z dziedziny edukacji międzykulturowej, w części trzeciej został zamieszczony wykaz monografii, artykułów oraz lektur dla dzieci i młodzieży dostępnych w języku polskim. Na suplement złożyły się prace uczniów z klas szóstych i siódmych uczestniczących w konkursie plastycznym " Każdy Inny – każdy fajny ".
Z recenzji wydawniczej dr hab. Anny Szafrańskiej: "Przedłożona do recenzji książka jest bardzo cenną, wartą opublikowania i szerokiej dystrybucji pozycją. Jej atutem jest rozpatrywanie problematyki z perspektywy teoretycznej i praktycznej, przy czym dzięki przystępnemu i niezwykle dobrze trafiającemu do Czytelnika językowi (...) książka ta dostarcza również niewprawionym w czytaniu tekstów naukowych, tak potrzebnej wiedzy dotyczącej środowiska zróżnicowanego kulturowo i założeń edukacji międzykulturowej. Sadzę, że książka będzie przyjęta z dużym zainteresowaniem i życzliwością zarówno przez uczniów i ich rodziców, nauczycieli, kandydatów na nauczycieli, jak i praktyków i teoretyków zajmujących się edukacją międzykulturową. (...) Uważam jednocześnie, że publikacja jest niemal gotowym materiałem pomocniczym dla nauczycieli do realizowania zajęć w szkołach z zakresu edukacji międzykulturowej. Takie tematy, jak Swoi, Inni, Obcy, bądź też Indywidualizm czy wspólnota w szkole mogą być kanwą do realizowania całych cykli zajęć budujących poczucie własnej wartości, tożsamości, okrywania różnic, kształtowania postaw tolerancji i akceptacji. Wydaje się to być ważne zwłaszcza dziś, gdy zróżnicowanie kulturowe stało się elementem codzienności, a jednocześnie tak mocno widoczne są przejawy zachowań wskazujących na brak wiedzy i chęci poznania Innego.
P.P.Grzybowski, G.Idzikowski: Inni, Obcy - ale Swoi. O edukacji międzykulturowej i wspólnocie w szkole integracyjnej. Wydawnictwo Uniwersytetu Kazimierza Wielkiego, Bydgoszcz 2018, 170 s. ISBN 978-83-8018-206-6
This comparative article examines the cognitive and linguistic functioning of Roma children attending both mainstream and special primary schools in Poland. Although many studies have investigated the segregation of Romani children in education, only a few of these have used psychological diagnostic tests as a source of information about Roma children. Our research addresses this gap and is an attempt to provide answers about the current situation of Romani children in both special and mainstream schools in Poland. A mixed-method research design was employed and two studies were conducted. In the first study, 77 Roma children were tested using Raven's Progressive Matrices (RPM) and two language competence tests: a Pictorial Vocabulary Test-Understanding (receptive vocabulary) and a Pictorial Vocabulary Test (expressive vocabulary). In the second study, we interviewed 54 Roma parents and school personnel. The results of Study 1 show that among Roma children previously diagnosed with a mental disability, RPM results revealed that 19 percent were in fact of average intellectual ability, 52 percent were below average (9 percent borderline), and only 29 percent had a mild disability. The possible reasons for this were analysed in Study 2. Based on semi-structured interviews, the social context of Roma children's education is presented. Finally, we discuss the situation of Roma children in the Polish education system and make recommendations for modifications to current practice.