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The Challenges of Language Teaching in Polish Complementary Schools in the UK during the COVID-19 Lockdown
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- Author(s): Sara Young (ORCID
Sara Young (ORCID 0000-0002-5079-1678 ); Anne White (ORCIDAnne White (ORCID 0000-0002-4431-6707 )- Language:
English- Source:
Educational Review. 2024 76(2):354-370.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 17
- Subject Terms: Barriers; Polish; COVID-19; Pandemics; Heritage Education; Community Schools; Foreign Countries; School Closing; Administrator Attitudes; Online Courses; Learning Processes; Teaching Methods; School Holding Power; Student Recruitment; Second Language Learning; Second Language Instruction; Native Language Instruction
- Subject Terms:
- Accession Number: 10.1080/00131911.2022.2035686
- ISSN: 0013-1911
1465-3397 - Abstract: The COVID-19 lockdown in the UK during the spring of 2020 led to the closure of schools and school premises to most students, including complementary school pupils; yet while the lockdown in autumn 2020 allowed state schools to remain open, Polish complementary schools found themselves in an ambiguous position. This paper explores the experiences of eight Polish complementary school heads, focusing on their response to lockdown and the measures they took to provide online learning through the year. The paper also examines how changing lockdown policies impacted the running of their schools. Key findings suggest a creative approach was taken to learning, and that students were eager to respond. Meanwhile, there was increasing cooperation between different schools and support from external organisations. However, the challenges of online learning were also highlighted. Additionally, heads expressed concern about student retention and recruitment, and the potential long-term effects on their school. There was also discussion about the position of complementary schools within the broader education system. The paper argues that these findings highlight questions of inequality between the complementary and mainstream sectors, which has been exacerbated by the pandemic.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1413779
- Availability:
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