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Tytuł:
Multilingual Processing Phenomena in Learners of Portuguese as a Third or Additional Language
Autorzy:
Włosowicz, Teresa Maria
Powiązania:
https://bibliotekanauki.pl/articles/783199.pdf
Data publikacji:
2016
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
SLA
multilingualism
language learning
language acquisition
psycholinguistics
Opis:
The purpose of the study has been an analysis of Polish students’ cued translation of Polish (L1) and English or French (L2) sentences into Portuguese (third or additional language in De Angelis’s (2007) terminology). In particular, the study investigates cross-linguistic interaction (Herdina and Jessner’s (2002) term) in multilingual processing involved in L3 production. In fact, translation constitutes a special case of production because, on the one hand, the content is already contained in the L1 or L2 source sentences, but at the same time, this is not necessarily a facilitation, as the cues may require the use of words or structures the participants might not use in free production.The article is based on two studies carried out with thirty and forty-two students of Portuguese philology respectively. As the results show, cross-linguistic interaction in various directions was observed, not only from L2 (English or French), L3 (in those participants for whom Portuguese was an L4 and their L3 was Spanish or Italian), L4, etc. or, intralingually, from Portuguese, but also from L1, despite the distance between Polish and Portuguese and the special status of the native language. However, the amount of interference and/or negative transfer often depended on the sentence rather than on the language combination. The diversity of the observed interactions also supports Herdina and Jessner’s (2002) claim of the dynamic and unpredictable nature of cross-linguistic interaction.
Źródło:
Theory and Practice of Second Language Acquisition; 2016, 2, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension
Autorzy:
Brooks, Gavin
Clenton, Jon
Fraser, Simon
Powiązania:
https://bibliotekanauki.pl/articles/1902577.pdf
Data publikacji:
2021-09-13
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English as an additional language (EAL)
vocabulary knowledge
general language ability
reading comprehension
Opis:
This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 3; 351-376
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book Review: Third and additional language acquisition and multilingualism. Psycholinguistics (and other) aspects. Zofia Chłopek
Autorzy:
Gabryś-Barker, Danuta
Powiązania:
https://bibliotekanauki.pl/articles/780927.pdf
Data publikacji:
2012-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 2; 279-282
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Translanguaging as Mobilisation of the Linguistic Resources by Learners of Spanish as a Third or Additional Language
Autorzy:
Wlosowicz, Teresa Maria
Powiązania:
https://bibliotekanauki.pl/articles/783191.pdf
Data publikacji:
2020
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
multilingual repertoires, code-switching, translanguaging, production strategies
Opis:
The present study investigates the comprehension and production of Spanish as a third or additional language (De Angelis’ (2007) term), paying special attention to the use of code-switching and translanguaging. Following Lewis, Jones and Baker (2012, p. 655), it is assumed that translanguaging involves the mobilisation of all of learners’ linguistic resources “to maximise understanding and achievement,” so the learners’ use of languages other than Spanish (especially English, but also e.g. French, Italian, etc.) in the tasks could be assumed to be an example of translanguaging too. Simultaneously, the use of words from languages other than Spanish for lack of a Spanish word could be argued to be more precisely classified as code-switching. Multilingual repertoires are highly complex and, according to Otheguy, García and Reid (2018), multilingual competence is unitary rather than divided into several distinct languages, so, in their view, words are selected from a single lexicon. However, as shown by Williams and Hammarberg (1998), the different languages in multilingual repertoires perform various functions, which gives rise to different types of switches. The study was carried out with English Philology and Romance Philology students studying Spanish as a third or additional language. As the results show, even though the Romance Philology students were generally better at translanguaging, viewed as the use of all their linguistic resources, they avoided switches into other Romance languages, probably to minimise interference. By contrast, the English Philology students, who had lower proficiency in Spanish, were less capable of using their multilingual resources, including English, to provide the missing words, possibly also due to problems with the comprehension of the Spanish sentences.
Źródło:
Theory and Practice of Second Language Acquisition; 2020, 6, 1; 65-106
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language
Autorzy:
Kan, Rachel T. Y.
Murphy, Victoria A.
Powiązania:
https://bibliotekanauki.pl/articles/780665.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reading comprehension
vocabulary
English as an additional language
idioms
bilingual language development
Opis:
Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing fewer of these expressions, even when the same words are used in each text (Martinez & Murphy, 2011). To investigate whether children learning English as an additional language (EAL) face a similar challenge, two reading comprehension tests were administered to EAL and monolingual (non-EAL) English-speaking children in primary school. Both tests contained the same common words, but whereas in one test some of the words occurred in multi-word expressions, in the other test they did not. Reading comprehension was significantly reduced for both groups of children when multi-word expressions were included. Monolingual participants generally performed better than children with EAL on both tests further suggesting that children with EAL may face a particular disadvantage in English reading comprehension. These results are discussed within the context of the importance of developing rich vocabulary knowledge in all children, and especially emergent bilingual children, within primary school and beyond.
Źródło:
Studies in Second Language Learning and Teaching; 2020, 10, 3; 579-605
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Demand for Additional Foreign Language Activities in Poland
Autorzy:
Kłobuszewska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2167583.pdf
Data publikacji:
2022-11-30
Wydawca:
Uniwersytet Warszawski. Wydział Nauk Ekonomicznych
Tematy:
additional activities
family SES
foreign language activities
gender
multinomial logit
Opis:
This paper addresses the issue of participation in additional activities in foreign languages among Polish students aged 7–15. Foreign language skills are important in recruitment to secondary school and university. In the labour market, there is also a considerable wage premium for foreign language skills. Participation in such activities is therefore a form of investment in human capital. In this work we distinguish two kinds of additional foreign language activities: paid and free, and we show their different characteristics, which is our contribution to the literature. We check whether the key factors on the demand and supply side of additional activities such as family socio-economic status (SES) and size of the place of residence affect the participation in paid and free activities in a similar way. We also examine gender differences in additional foreign language activities participation. For the purpose of our analysis, we use data from the second round of the Determinants of Educational Decisions study (UDE) and apply the multinomial logit regression model. Our results indicate that family SES and size of the place of residence are important factors for probability of participation in paid foreign language activities. For participation in free activities, family SES does not matter. The-refore, these classes can contribute to equalising educational opportunities. We also find that girls are more likely to participate in both paid and free activities in foreign languages.
Źródło:
Central European Economic Journal; 2022, 9, 56; 254-268
2543-6821
Pojawia się w:
Central European Economic Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Catalan Law and Business Students in Italy
Autorzy:
Martin-Rubió, Xavier
Diert-Boté, Irati
Powiązania:
https://bibliotekanauki.pl/articles/2053530.pdf
Data publikacji:
2022-01-28
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
fluency
accuracy
stay abroad
additional language learning
englishisation
ELF
Opis:
The growing number of EMI courses offered across Europe is increasing the opportunities for student exchanges. This study follows the progress of three students from Universitat de Lleida after their Erasmus experience at three different European universities, two in Milano and one in Macerata. The students took a monological English oral test before and after their stay abroad, and fluency and accuracy measures have been calculated from it. The students were also interviewed and participated in FG discussions. The measures from the two students who went to Milano show an improvement in their English level, whereas the student who went to Macerata performs even worse on his return. However, the experience from the two students in Milano was substantially different from the one who went to Macerata. Using the ethnographic information and the qualitative data available, we bring forward arguments that can help to account for these different outcomes.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 1; 35-52
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
TEACHING AND LEARNING FRENCH AS A THIRD OR ADDITIONAL LANGUAGE IN AN INTERNATIONAL CONTEXT: SELECTED ASPECTS OF LANGUAGE AWARENESS AND ASSESSMENT
Autorzy:
Włosowicz, Teresa Maria
Powiązania:
https://bibliotekanauki.pl/articles/1036479.pdf
Data publikacji:
2020-12-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
language awareness
assessment
feedback
French as a third or additional language
świadomość językowa
ocenianie
informacja zwrotna
język francuski jako język trzeci lub kolejny
Opis:
The article investigates the teaching of French as a third or additional language (De Angelis, 2007) at the beginning level to international students from different language backgrounds and their learning of that language, as perceived by the students themselves, as well as revealed by tests. Special attention is paid to the areas of difficulty perceived by the students, their perception of the similarities and differences between French and their native languages as well as between French and other languages they already know, especially English, and of the teaching strategies, which included cross-linguistic awareness-raising. Assessment of their progress in French is also considered. The study involves a combination of two methods: long-term classroom observation and assessment of 29 students, and a questionnaire filled out by 20 of those students. As the results show, the participants’ awareness of similarities and differences is fairly high, but their attitudes towards awareness-raising, feedback, etc. vary considerably. The tests are both formative and summative (but also providing feedback). However, the feedback was mutual: apart from giving feedback to the students, the author could also modify her teaching according to their problems and wishes concerning the French classes. 
Źródło:
Neofilolog; 2020, 55/2; 239-263
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Development of Language Skills in Speakers of English as an Additional Language. What Matters More, Daily Use or Age of Onset?
Autorzy:
Cilibrasi, Luca
Marková, Daniela
Powiązania:
https://bibliotekanauki.pl/articles/22446663.pdf
Data publikacji:
2022-07-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
bilingualism
age of onset
language use
English as L2
Opis:
While seminal work identified age of onset to L2 as a core predictor of L2 learning in naturalistic environments, recent research has shown that other variables, such as language use, are more important than an early age of onset in predicting L2 attainment in speakers who learn the second language primarily in school. In this study, we investigated whether the acquisition of vocabulary and the development of overall proficiency in English as L2 can be predicted more faithfully by daily language, intended as daily share of L2 use in comparison to L1s, or L2 age of onset. To explore this issue, we analyzed a large public dataset of 650 speakers (de Bruin et al., 2017), in which participants were native in Spanish and/or Basque and spoke English as an additional language. Participants were previously assessed on their vocabulary skills using the LexTALE task and on their overall proficiency using a semi-structured interview. Language skills were then added to a linear regression model where age of onset and daily use of English were treated as predictors. Our results show that, in this dataset, use is a better predictor of language skills (both lexical knowledge and overall proficiency) than age of onset.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-22
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Emotions and Communication in Second/Additional Language: Getting Students Ready for an International Experience
Emocje a komunikacja w języku obcym: przygotowanie studentów do udziału w wymianach międzynarodowych
Autorzy:
Ożańska-Ponikwia, Katarzyna
Webb, Beata
Powiązania:
https://bibliotekanauki.pl/articles/646513.pdf
Data publikacji:
2019
Wydawca:
Libron
Tematy:
emotions
SLA
SL/FL classroom
immersion
expressions of emotions
perception of emotions
emocje
przyswajanie języka drugiego
immersja językowa
wyrażanie i postrzeganie emocji w języku obcym
Opis:
Umiędzynarodowienie edukacji jest zjawiskiem globalnym. Jednocześnie niewiele informacji jest dostępnych na temat skutecznych sposobów przygotowania studentów do studiowania w za granicą. Badania pokazują, że studencibiorący udział w wymianach międzynarodowych regularnie zgłaszają trudności związane z posługiwaniem się językiem obcym, także w kontekście procesów socjolingwistycznych. Niniejszy artykuł dotyczy istotnego, ale często zaniedbywanego pojęcia emocji i ich znaczenia w procesie komunikacji. Koncentruje się na różnych aspektach dotyczących postrzegania i wyrażania emocji w języku obcym oraz na potencjalnych sposobach włączenia tychże do programu nauczania języków obcych. Artykuł przedstawia wyniki badania ilościowego skupiającego się na możliwym wpływie zanurzenia w kulturze i języku obcym na rozpoznawanie i wyrażanie emocji w tymże języku. Wyniki badań sugerują, że nawet bardzo krótki pobyt zagraniczny może znacznie zwiększyć zdolność wyrażania i rozpoznawania emocji w języku obcym. Proponuje się, aby umiejętność rozpoznawania i wyrażania emocji w języku drugim/obcym była postrzegana jako umiejętność kluczowa, która może znacznie wpłynąć na procesy komunikacyjne podczas wymian międzynarodowych, i tym samym została włączona do programów nauczania języków obcych.
Internationalisation of education is a global phenomenon which highlights the importance of successful communication processes on an unprecedented scale. Yet, there is little explicit information on the most effective ways of preparing students for theinternational educational experience of studying in another country. Research demonstrates that international students regularly report difficulties not just with the local language but using language in contexts and understanding the local culture of communication. This paper addresses thevital but often neglected notion of emotions and their importance in the communication process. It focuses on different aspects concerning the perception and expression of emotions in the second language, and on possible ways of incorporating them into the Second/Additional Language curriculum and bilingual education. The paper presents the results of a quantitative study examining the possible influence of the immersion in the L2 language and culture on the recognition and expression of emotions in that language. Research results suggest that even a very short stay in an L2 country can significantly enhance the ability to encode the expression and decode perception of emotions in the L2. The paper proposes that the ability to recognize and express emotions in second/additional languages is a critical skill that augments learners’ communication. Consequently, the paper postulates the inclusion of teaching the recognition and expression of emotions in a target language into second/additional language education curriculum.
Źródło:
Konteksty Pedagogiczne; 2019, 1, 12
2300-6471
Pojawia się w:
Konteksty Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uczeń z doświadczeniem migracji na lekcji języka angielskiego: wyzwania i rozwiązania
A learner with migration experience in an English class: challenges and opportunities
Autorzy:
Rokita-Jaśkow, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/16464800.pdf
Data publikacji:
2022-08-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
the English class
first language
additional language
migrant learner
return migrant
język pierwszy
język angielski
język kolejny
migranci
reemigranci
Opis:
The increasing number of migrant learners in Polish schools poses a new challenge not only for teachers of the language of school education, i.e. Polish, but also for teachers of other subjects, including English. Depending on the migrant learner’s country of origin, English may be his/her foreign, third (or additional) or even first language. This situation increases the heterogeneity of the language group and raises new challenges, which according to Ruiz’s (1984) conceptualization could be approached by the teacher either as a threat to the monolingual policy in the classroom, or as a resource that has the potential to enrich foreign language lessons by developing plurilingual and intercultural competences. On the basis of available research (Rokita-Jaśkow, 2019, 2021), the article presents the challenges teachers face along with suggestions for teaching solutions.
Źródło:
Neofilolog; 2022, 58/2; 193-208
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Specyficzne cechy wielojęzyczności indywidualnej nabywanej w kontekście szkolnym. Analiza na przykładzie studentów specjalności filologia angielska z językiem dodatkowym –język niemiecki
Characteristic features of individual multilingualism acquired during formal instruction. The analysis based on Polish students of English Philology learning German as an additional language
Autorzy:
Boratyńska-Sumara, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/463350.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
wielojęzyczność
wielojęzyczność indywidualna
multikompetencja
języki obce
Opis:
The complex phenomenon of the multilingual competence, which cannot be viewed as the sum of competences in every single language known to the speaker, not only requires a detailed analysis of its different aspects but should also be the subject of learners’ reflection. The following paper examines the outcome of a questionnaire which was a part of an empirical pilot study made among Polish students of English Philology learning German as an additional language during the academic year 2013. It is aimed to show some complexities that characterize tertiary language acquisition (TLA) in the sequential constellation English as the first (L2) and German as the second foreign language (L3) and to find out how the state of being multilingual is perceived by the learners themselves referring to the role played by English in the acquisition of German, the kind of interaction between Polish, English and German in both production and reception taking place within different language subsystems as well as the influence of multilingualism on the shaping of metalinguistic awareness. Recent concepts of multilingual language acquisition and the outcome of research focused on cross-linguistic influence in a multilingual mind have been taken as the basis for examining the learners’ reflection.
Źródło:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik; 2015, 12; 15-33
2080-4814
Pojawia się w:
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dylematy związane z włączaniem uczniów dyslektycznych do systemu edukacji
Dilemmas related to the inclusion of dyslexic students into the education system
Autorzy:
Szumska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/2127892.pdf
Data publikacji:
2022-02-03
Wydawca:
Akademia Humanistyczno-Ekonomiczna w Łodzi
Tematy:
dysleksja
włączanie
uczniowie ze specjalnymi potrzebami edukacyjnymi
język angielski jako język obcy
język angielski jako drugi język
język angielski jako język dodatkowy
dyslexia
inclusion
special educational needs students
English as a foreign language
English as a second language
English as an additional language
Opis:
Celem niniejszego artykuły była prezentacja możliwości włączania uczniów dyslektycznych do procesu kształcenia w szkołach głównego nurtu. Tekst stanowi przegląd zestawu zasad pozwalających na lepsze funkcjonowanie dyslektyków w systemie szkolnictwa. Chciałam również pokazać całościowy obraz współpracy pomiędzy specjalistami szkolnymi, nauczycielami a rodzicami uczniów dyslektycznych.
The aim of the article was to present opportunities to include dyslexic students into the process of education in mainstream schools. The text constitutes an overview of a set of rules to allow for the better functioning of dyslexic students in the educational system. I also wanted to present a holistic view of cooperation between specialists, school teachers and the parents of pupils with dyslexia.
Źródło:
Językoznawstwo; 2021, 15; 279-288
2391-5137
Pojawia się w:
Językoznawstwo
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
BRYTYJSCY POLACY – POLSCY BRYTYJCZYCY: OSIĄGNIĘCIA MŁODEGO POKOLENIA EMIGRACYJNEGO W ZAKRESIE JĘZYKA OJCZYSTEGO NA PODSTAWIE ANALIZY EGZAMINU GENERAL CERTIFICATE OF SECONDARY EDUCATION (POLISH)
The British Polish – the Polish British: achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certificate of Secondary Education (Polish)
Autorzy:
Łączek, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/442947.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
bilingual education
exolingual environment
General Certificate of Secondary Education (Polish)
(Polish) ethnic minority
English as a foreign/ second/ additional language
glottodidactics
edukacja dwujęzyczna
środowisko egzolingwalne
General Certificate of Secondary Education (j.polski)
(polska) mniejszość etniczna
angielski jako język obcy/drugi/dodatkowy
glottodydaktyka
Opis:
The article concentrates on achievements of the younger generation of emigrants in the mother tongue based on an analysis of General Certifi¬cate of Secondary Education (Polish). At its beginning, the author lays out some of the issues concerned with bilingual glottodidactics and Polish education abroad (the latter is presented in an exolingual context; here: based on England). In the further course, a reference is made to English educational system with a particular stress put on Key Stage 4 examinations, that is General Certificate of Secondary Educa-tion (here: in Polish). The data gathered come from one of the AQA centres in which the author of the present text worked.
Źródło:
Neofilolog; 2017, 49/2; 257-272
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Conflicts over the Language of Additional Service in the Samogitian (Telšiai) Diocese: The Cases of Zarasai and Čekiškės Parishes
Autorzy:
Katilius, Algimantas
Powiązania:
https://bibliotekanauki.pl/articles/38709862.pdf
Data publikacji:
2024-06-30
Wydawca:
Wydawnictwo Diecezjalne Adalbertinum
Tematy:
additional service
conflicts over the language of the service
Samogitian (Telšiai) Diocese
Zarasai parish
Čekiškė parish
Opis:
Conflict situations unfolded mostly in the so-called mixed parishes inhabited by parishioners of Lithuanian and Polish. The article discusses different situations in two parishes of the Samogitian (Telšiai) Diocese. In one of them, Zarasai parish, it was the Lithuanian parishioners who demanded their rights, while in the other, Čekiškė parish, it was the Polish believers. In Zarasai parish, the Polish believers conflicted mainly about the time scheduled for the sermons in Lithuanian or Polish. At the bishop’s instruction, the time for the Lithuanian sermon was set before the Holy Mass, because the Lithuanian-speaking parishioners lived mainly in the villages outside the town and usually it took them long to travel to the church. Meanwhile, the Polish sermon was preached after the mass, because the Polish-speaking parishioners were townspeople, and the church was closer to them. The main tool in the struggle of the Polish parishioners was the singing of hymns when the Lithuanian sermon was preached, thus attempting to disrupt it. The Poles were dissatisfied with the parish priest Rev. Juozapas Liasauskis for following the bishop’s instruction to the letter and wanted him to be removed from Zarasai parish. Yet the conflict in Zarasai parish did not escalate to acrimony or bloodshed in the church. Until 1909, the language of the additional services and sermons in the parish of Čekiškė was Lithuanian. However, the Polish-speaking parishioners, mostly the nobles, thought that a sermon in Polish should be preached in their parish church. The most important criterion for introducing Polish sermons was statistical, that is, the number of parishioners who wanted sermons in Polish. A survey of parishioners was carried out, during which they were asked in which language the sermons should be delivered. In this survey, 986 people signed up as Polish and over 3000 as Lithuanian. In view of this, Bishop Gasparas Cirtautas introduced sermons and hymns in Polish on every fourth Sunday and on feasts in the parish of Čekiškė.
Źródło:
Studia Ełckie; 2024, 26, 2; 225-248
1896-6896
2353-1274
Pojawia się w:
Studia Ełckie
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 19

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