Polish teachers facing the challenge of teaching Polish as a foreign language

Abstract

The text addresses the issue of teaching Polish as a foreign language in the context of the wave of migration from Ukraine after the outbreak of the war. Students who joined Polish schools were offered additional language classes, but many of them do not take advantage of this support. The reasons may include staff shortages, financial limitations, or low student motivation. Teaching a related language, such as Polish for Ukrainians, brings both advantages (intercomprehension) and challenges (language interference). Research shows that most teachers were not adequately prepared to teach foreigners, although many of them completed additional training courses. The greatest difficulties for students include pronunciation, interference, and grammar problems. Many teachers complain about the lack of support from schools, and half believe that the number of additional language lessons is insufficient. The respondents unanimously emphasize that Polish as a foreign language classes should be taught by specialists—glottodidacticians. The text highlights the need for systemic solutions and better preparation of schools for inclusive education.