Trzecioklasista „wypasiony”, czyli o kształceniu kompetencji językoznawczej na pierwszym etapie edukacyjnym

Abstract

The article analyzes how the linguistic competence is taught on the first stage of education. The author observes one class for three years. She scrutinizes the linguistic topics proposed in the textbook and how they are realized during the classes. She draws attention to the alarming range of descriptive grammar topics that are proposed by the authors of the textbooks as well as the lack of correlation between textbooks for grades 1–3 and grade 4. The activities and the choice of topics suggest that the abilities and limitations of students related to their development are overlooked.