Constructivist Character of the Technique of Role-Playing Games and its Autonomizing Values in the Glottodidactic Process

To Augustyn Surdyk numerous assumptions of constructivism and constructionism in the educational context seem to correspond with the idea of autonomisation in foreign language didactics. He presents a comparison of selected aspects of the three theories in question on the example of an innovative communicative technique of Role-Playing Games applied in the process of teaching foreign languages at an advanced level. The conventions of the technique with its simplified rules have been borrowed from popular parlour games and adapted by the author to the conditions of language didactics. The elements of play and simulation incorporated in the technique allow it to be rated among techniques of ludic strategy. (from Preface to the book)

Wokół problemów doradztwa w szkole. Percepcja pomocowych funkcji szkoły w narracjach rodzicielskich

The text titled Around the problems of school counseling. The perception of school supporting functions in parental narratives raised the issue of psycho-pedagogical support (which are part of variousforms of counseling) taking place in public education. Social contexts of school functioning were referred to the three-step model of school counseling, where the components are: student problem identification, psycho-pedagogical intervention and support in consolidating and strengthening the student's ongoing changes (preparing for independence). Practical dimension of this model is trying to introduce new formal regulations of the psycho-pedagogical aid at school, which define the potential aid recipients (students with special educational needs, parents, teachers), its organizational formsand general principles. In the context of these provisions the qualitative analysis of school supporting functions is shown in the point of view of parents (the research illustration with the use of narrative interview technique), which identified a series of controversies and dilemmas in realization of broader institutional psycho-pedagogical aid.