Kalbų vartojimas ir kalbinės nuostatos: mokyklų lenkų mokomąja kalba atvejis

Nida Poderienė. Language use and language attitudes: the case of Polish-language schools 25 NIDA PODERIENĖ Lietuvių kalbos institutas doi.org/10.35321/bkalba.2022.95.03 Language Use and Languages Comments on: SCHOOLS MoKoMa KaLBa aTVeJiS KEY WORDS: Polish language, Lithuanian language, language usage, linguistic status. aNoTaCiJa The article presents the results of a survey conducted in two groups of pupils in grades 3-8 in schools with Polish as the language of instruction, showing the most frequently used home language, language choice priority over other languages, attitudes about the importance of the knowledge and learning of Lithuanian and other languages, social value, personal relationship of pupils with Lithuanian and Polish language. The aim of the study was to establish the connections between language choice in the daily use of pupils, the relationship between language preferences and language choice priority, how language choice tendencies and language preferences change in different age groups. The study revealed that most of the pupils communicate in Polish at home, although for some of them this language is not the only language most commonly used in the family. When choosing a language, in everyday use, most menybė teikiama lenkų ir rusų kalboms. Nustatyta statistiškai reikšminga koreliaci ja tarp kalbinių nuostatų ir kalbos pasirinkimo pirmumo kalbinės veiklos srityse. aBSTraCT The article presents the results of a questionnairebased study of the most com monly used language at home, the choice of language in relation to other lan guages in different communicative situations and linguistic attitudes towards Pol ish, Lithuanian and english languages based on the survey analyzing responses of 3rd–8th grade student groups in two schools with the Polish language of in struction. research data in relation to the age groups was analyzed regarding aspects such as the dominant language in communication with family and the choice of language preference over other languages. Students’ language attitudes were studied in terms of language social value, learning motivation and personal relationship with the language. research data on language dominance show that The majority of students communicate in Polish at home, although for some of them Polish is not the only language used in the family. Polish and russian are usually preferred in everyday use. a significant correlation was found between language preference in linguistic activities and language attitudes. INTRODUCTION Lithuania is one of the few European Union countries where schools operate in the language of national minorities. In schools with Polish as the language of instruction, pupils are educated in Polish, while Lithuanian is taught through lietuvių kalbos pamokas pagal visoms Lietuvos mokykloms vienodą Lietu the general curriculum of Lithuanian language and literature. The Education Act stipulates that all Lithuanian schools must ensure Lithuanian language proficiency, but due to the significant differences in Lithuanian language proficiency between schools with Lithuanian language of instruction and schools with national minority languages of instruction, students from the latter schools are subjected to special conditions when assessing their ability to pass the Lithuanian language and literature exam. Insufficient knowledge of Lithuanian language leads to limited opportunities to realize their potential in further study in Lithuanian higher education institutions, to achieve professional life goals. Lietuvoje yra atlikta išsamių tyrimų, kuriais siekiama išsiaiškinti mokyklų, kuriose mokoma tautinių mažumų kalba, abiturientų prastesnių lietuvių language dominance is the reason for language learning achievement. A study of the quality of Lithuanian language proficiency of upper-class gymnasium students in Vilnius schools with Lithuanian, Polish and Russian as the teaching languages revealed that the grammatical competence of Lithuanian language of gymnasium students from national minority schools is similar to that of Nazis who learn in Lithuanian as the teaching language, but they make more language errors. The essential difference is that the Lithuanian language vocabulary of students who learn Polish and Russian as teaching languages in schools is narrower, and lexical errors are more frequent (Vilkienė 2019: 118). According to Lithuanian researchers who analyzed the relationship between language proficiency and attitudes, how high school students studying in Polish schools learn Lithuanian depends on learning motivation and positive attitudes towards the Lithuanian language, its prestige, Lithuanian and Lithuania (Vilkienė et al. 2019: 63). The pupils of the national minority schools are born and grow up in Lithuania, they learn Lithuanian language from preschool until they finish school, but some of them do not understand Lithuanian well. moksta. Tiriant tai, aktualūs užsienio autorių darbai, kuriuose nagrinėjama, Nida PoderieNė. Kalbų vartojimas ir kalbinės nuostatos: mokyklų lenkų mokomąja kalba atvejis 27 the time it takes for immigrant children to learn the language of the jiems yra antroji kalba. Mokslininkai daro išvadą, kad daugumai mokinių, country of residence, which it takes on average up to seven years for second language learners to be able to use fluently (Hakuta et al. 2000; Berman et al. 2011; demie et al. 2013). It is stated that the rate of second language learning depends on age, personal characteristics, family galimybių bendrauti su gimtakalbiais, gimtosios kalbos mokėjimo lygio. socio-economic status, the language of the school home and language learning achievements are shown by the results of the secondary analysis of the international oeCd PiSa study carried out in 2018, during which the reading skills of pen-teen-year-old students were assessed (Zahjo buljonas 2020: 17–19). It has been found that pupils who took the reading test in a language other than their home language scored 30-40 points lower than those who took the test in the same language as their home language. Polish is the most common language of 15-year-olds who took the oeCd PiSa test and who stated that another language was the most common language used at home (24.2%). This may be one of the reasons why pupils who take the test in the Polish language achieve worse results than pupils who take the test in Lithuanian or Russian. Comparing Polish and Lithuanian schools mokomosiomis kalbomis mokinių rezultatus, matyti, kad skirtumas – net 64 points (SBA 2020: 67). In 2015, aspects of ethnic identity, mother tongue, language use and language proficiency were investigated in grades 7-8 of a Polish-language school in Šalčininkai and in grades 9-11 of two Polish-language schools in Ukraine (Geben, Zielińska 2016). According to the data of the survey, the mother tongue of most of the pupils of Šalčininkai secondary school is Polish (72.5%), two mother tongue (Polish and Russian, Polish and Lithuanian) were mentioned by 12.5% of pupils, Lithuanian language – 12.5%, Russian – only 2.5% of pupils. The analysis of the data shows that there are significant differences between the mother tongue and language behaviour. Although, according to the data provided, the mother tongue of most pupils is Polish, when watching TV programs they most often choose Russian (85 %), the second language of choice is Lithuanian (45 %), Polish is chosen by only 7% of pupils, and information is mostly searched on the Internet in Lithuanian (70 %); 57.5% and 45% of pupils search for information on the Internet in Russian and Polish respectively (Geben, Zielińska 2016: 137–138). The research suggests that pupils should have a good command of the Lithuanian language, since it is taught at school and used in various linguistic contexts, but the gap between the kinių lietuvių kalbos rezultatai šių prielaidų nepatvirtina. 28 BeNdriNė KaLBa | 95 Lithuanian language achievements of Polish-speaking pupils in schools in Šalčininkai and those of Lithuanian-speaking pupils in Polish-speaking schools indicates that pupils of national minorities have to face a difficult challenge – they have to learn Lithuanian quickly and learn it at the same level as pupils who learn Lithuanian, expand their vocabulary and improve their language skills. A favorable linguistic environment for the use of Lithuanian and positive attitudes affecting language behaviour help to learn the language faster. Linguistic competence is not only acquired through language learning, but is also driven in all areas and contexts of linguistic activity. This article analyzes in which areas of language usage students of secondary school classes, who are studying in schools with Polish teaching language, choose to use Lithuanian language besides Polish and Russian and English taught at school, and what are the attitudes of students of different ages towards languages. The study covers groups of primary (grades 3-4) and secondary education (grades 5-6 and 7-8), i.e. those age groups when values are formed as deep, behavioural guiding beliefs and they influence language behaviour. The object of the study is the use of the language and linguistic attitudes of pupils in the Polish language schools in grades 3-8. This is to analyze the areas zuojama remiantis 2021 m. mokyklose lenkų mokomąja kalba atlikto an ketinio tyrimo duomenimis. Tyrimo tikslas – nustatyti kalbos dominavimo of everyday use, to investigate which language(s) pupils prefer in communication situations, pupils’ linguistic attitudes toward foreign languages and their learning. 1) to carry out an analysis of the home language of pupils of different age groups and the priority of language in everyday use; 2) to examine pupils’ linguistic attitudes about the importance of language learning, social value, personal relationship with Polish and Lithuanian language; 3) to establish the relationships between language preference choice in different areas of language activity, language choice and language preference tendencies in different age groups. The first chapter of the article presents the research material and methodology, and the other two chapters analyze the results of the study: the second chapter discusses data showing aspects of language dominance and its choice, and the third – data highlighting the language preferences of students. 1. Research Methods and Methodology The research material of the article consists of data from 263 questionnaires filled out by pupils of grades 3-8 in two schools with Polish as the teaching language – Vilnius city and Šalčininkai district municipality. Nida Poderienė. Use of languages and language attitudes: the case of Polish-language schools 29 in terms of mentioning and language attitudes1. The questionnaire is based on the questions from the questionnaire for the study of the language and linguistic attitudes of the Moai in Lithuanian schools in 2018–2019, the theoretical basis of which is the concept of ethnolinguistic vitality of Howard Giles (Giuo les et al., 1977: 306–348). H. Giles' theory was developed by other scholars with prestige, language proficiency ninkų, remiantis empiriniais tyrimais papildyti etnolingvistinio gyvybin gumo parametrai, įtraukiant tokius rodiklius kaip kalbos dominavimas, and linguistic attitudes, variability of the spoken language. In order to compare the results of the research carried out here with the data of national surveys, the PirLS and oeCd PiSa questionnaires of international researches on the reading achievement of students in Lithuania were also taken into account. The questionnaire, which was prepared for schools with Lithuanian as the language of instruction, was adapted for pupils of national minority schools by omitting some questions (e.g., about the power of the Lithuanian language), and supplemented with questions about the coverage of Polish and Russian language use, which are important for this study. The questionnaire was designed in such a way that it was possible to perform a comparative analysis of Lithuanian and other language usage tendencies, linguistic behaviour and attitudes, and the overlapping part of the questionnaire allows to compare the data of researches on Lithuanian language usage and linguistic attitudes of pupils of the same age, learning in the language of national minorities and Lithuanian language of education. The questions are formulated in such a way that they are equally understood by students in primary school and graduates of pre-secondary school. The study was conducted at the end of 2021. due to the CoVid19 pandemic, the lessons took place in a mixed way – remotely and in classrooms, because of the quarantine there were no home galima nuvykti į mokyklas surinkti tyrimo medžiagos. Todėl mokytojams buvo išsiųstos instrukcijos, kaip atlikti tyrimą, ir klausimynai lenkų ir lie languages (so that teachers could get acquainted in advance), as well as an electronic platform where students had to answer questions. 1 The research material was collected in 2021 during the implementation of the project supported by the State Lithuanian Language Commission Lithuanian language prestige: language attitudes of pupils of national minority schools and their relationship with Lithuanian language proficiency. The project research was carried out in Polish and Russian schools, the questionnaire was prepared and the research data was collected by aurelija Tamulionienė, Sonata Vaičiakauskienė and the author of this article. Lauryna rakickienė advised on the compilation of a questionnaire adapted to different age groups. The study was carried out in the framework of the Program for Strengthening the Prestige of the Lithuanian Language, approved by the Decision No. N5(175) On the approval of the programme for strengthening the prestige of the Lithuanian language. Implementing body – Lithuanian Language Institute, date of conclusion of the contract – 1 October 2021, no. Kka9/2021. 30 Common Languages | 95 Tyrime dalyvavo mokiniai, kurių tėvai sutiko, kad vaikai jame dalyvautų. instrukcijoje nurodyta, kad jeigu mokiniai pildys klausimynus lietuvių kal ba, it's important to make sure they understand all the questions. Pupils of the Salcininkai district municipal school chose to fill out the questionnaire in Polish, students of the Vilnius school – in Lithuanian. Students of all classes filled in the questions in electronic format in the computer rooms. In order to verify the protection of data relating to students, personal information (names, addresses) was deleted during the processing of the completed questionnaires, the results of the study are discussed without naming the school. 1.1. General characteristics of the students participating in the study 22.1% of the 263 students participating in the study are studying in Vilnius and 78% – in the municipality of Šalčininkai district. The overall chao characteristics of the subjects by class are presented in Table 1. Table 1. General characteristics of the participants Class Number Boys Girls Age 3–4 108 (41 %) 60 (56 %) 48 (44 %) 8–10 years 5–6 64 (24 %) 32 (50 %) 32 (50 %) 11–12 years 7–8 91 (35 %) 41 (45 %) 50 (55 %) 13–14 years total: 263 (100 %) 133 (51 %) 130 (49 %) The analysis was carried out using the comparative method, the trends of the results of the study, the results of the study are analyzed in this section. Tyrimas kiekybinis, tyrimo priemonė – klausimynas. duomenims ana lizuoti pasitelkta SPSS programinė įranga. analitinė aprašomoji duomenų koreliacijos ir sąsajos įvertinamos kiekybiniu metodu – skaičiuojamas Pir sono koreliacijos koeficientas (r). 2. TYriMo reZULTaTai: KaLBoS (KaLBŲ) doMiNaViMaS MoKiNiŲ KaSdieNėJe VarToSeNoJe tais: a) kuri kalba vyrauja bendraujant namuose; b) kuri kalba dažniausiai Nida Poderienė. Language Use and Language Attitudes: The Case of Polish Language Schools 31 2.1. Home language The language used at home is inherited in early childhood (Kamandulytėe Merfeldienė 2014). As the secondary analysis of the oeCd PiSa study (2018) shows, one of the important determinants of learning achievement is the language used at home. In order to determine which language prevails in the bend at home, students were asked to check the answer to the question kalba dažniausiai kalbi namuose? (□ lenkų, □ rusų, □ lietuvių, □ anglų, Which □ other (enter)). The results are shown in Figures 1 and 2. 1 PaV. Language used by pupils more frequently at 2 PaV. Home language by class (%) Siai speak at home (%) As the data show, less than half of pupils (41.8 %) indicated either as the namuose kalbantys lenkiškai, ketvirtadalis (26,2 %) – rusiškai, lietuvių kal main language used at home or one pupil indicated it as the main language used at home. Almost a third of pupils are bilingual – they indicated that they most often communicate in several languages at home. The largest part of them (24.7%) mentioned Polish and Russian, 6.5% of respondents, in addition to Polish and Russian, speak Lithuanian in the family. when analyzing the data by classes, the group of students in grades 5-6 stands out. The largest proportion of pupils in this group use Polish at home (48.4%), the smallest number of pupils indicated Russian (14%). The pupils’ answers on the home language confirm the secondary analysis of the kų kalba, mokyklos kalba ir namų kalba nesutampa. Šiems mokiniams reikalinga pagalba mokantis ne tik lietuvių, bet ir lenkų kalbos, kuri jiems aforementioned oeCd PiSa study that about a quarter of the pupils learning Lean are second language speakers. 32 Common Languages | 95 2.2. Language selection for watching movies and surfing the web The priority given to language was analyzed according to the areas of language use – reception, production and interaction. Students were asked how often they watch TV, search for information on the Internet, read books, communicate with friends, write SMS messages and communicate on social networks in the following languages: Polish, Russian, Lithuanian, English, other. Students were asked to mark one of the answers: almost never; occasionally; almost always. Figures 3 and 4 show the responses to the questions on the language in which pupils most often watch films and surf the internet, by class. 4 PaV. most frequently surfing the Internet (%)3 PaV. Most frequently watch movies (%) The study showed that Russian-language movies are the most popular among all age groups (48.4–70.3%). Second is Polish, although only 10.2-17.2% of pupils watch films in Polish, while the smallest proportion of pupils lietuvių kalbą. ieškoti informacijos internete, išskyrus 5–6 klasių mokinius, dauguma (2.2-6.5%) choose Russian. discussing language choices carried out in the kimą ieškant informacijos internete, reikia įvertinti aplinkybę, kad tyrimas context of the CoVid19 pandemic – at a time when schools were also teaching remotely. Therefore, searching for information on the Internet in both Polish and Lithuanian constituted a large part of the learning process, i.e. students also searched for information in Polish and Lithuanian for learning purposes. analizuojant duomenis, nustatyta statistiškai reikšminga teigiama korelia between the language choice for watching movies and the language choice for browsing the Internet. Pupils who browse the Internet in Polish are more likely to use it to watch movies (r = 0.484), while pupils who prefer Russian are also more likely to use it for both activities (r = 0.459). The same trend can be seen in the use of English (r = 0.465). The correlation of Lithuanian language use for both activities is weaker (r = 0.380). Diagram cell   3 PAV. Most often watching movies (%) 4 PAV. Dažniausiai naršo internete (proc.) 10.2 17.2 14.3 65.7 48.4 70.3 6.5 4.7 2.2 8.3 14.1 5.5 0 10 20 30 40 50 60 70 80 3–4klasė 5–6klasė 7–8klasė lenkų rusų lietuvių anglų 24 42.2 25.3 59.3 42.2 69.2 13.9 12.5 14.3 4.6 14.1 12.1 0 10 20 30 40 50 60 70 80 3–4klasė 5–6klasė 7–8klasė lenkų rusų lietuvių anglų Diagram cell   3 PAV. Most often watch movies (%) 4 PAV. Most frequently browsing the Internet (%) 10.2 17.2 14.3 65.7 48.4 70.3 6.5 4.7 2.2 8.3 14.1 5.5 0 10 20 30 40 50 60 70 80 3–4klasė 5–6klasė 7–8klasė lenkų rusų lietuvių anglų 24 42.2 25.3 59.3 42.2 69.2 13.9 12.5 14.3 4.6 14.1 12.1 0 10 20 30 40 50 60 70 80 3–4klasė 5–6klasė 7–8klasė lenkų rusų lietuvių anglų Nida Poderienė. Language Use and Language Attitudes: The Case of Polish Language Schools 33 2.3. Selection of language for social media and live communication The choice of language in social networks, SMS messages and live communication reveals the closest linguistic environment of students. Figures 5 and 6 show the survey data by class, showing which language pupils communicate most frequently. 5 PaV. usually writes SMS and spends with drau rauja in social networks (per cent) 6 PaV. most frequently communicate gas (per cent) In live and online communication, Polish and Russian languages are predominant. data by age group reveals similar language choice tendencies. In older classes, the largest proportion of pupils prefer Russian when communicating in social networks and in person (38% and 62% respectively), the second most commonly used language is Polish (25.9% and 38.9%), less than one in ten communicates in Lithuanian (5.6% and 9.3%). A similar trend can be seen in the 7-8 class group. A group of students in grades 5-6 stands out from the whole sample, the majority of pupils in this group prefer Polish, the second most commonly used language is Russian. In this group there are almost twice as many students who communicate in Lithuanian. It is likely that the choice of the language of communication is influenced by the home language – in this group, the majority of pupils stated that the home language is Polish, almost half less pupils speak only Russian at home. A statistically significant positive correlation between language choice in social networks and in person was found: r = 0.486 for Lithuanian language, r = 0.481 for Polish language, r = 0.426 for Russian language. Unexpected data showing a negative correlation between searching for information in Polish and communicating in social networks and SMS messages in Russian (r = –0.323). 5 PAV. Most often write SMS and communicate on social networks (percent) 6 PAV. Most often communicate with friends (%) 25.9 46.9 42.9 38 39.1 53.8 5.6 12.5 5.5 1.9 3.1 4.4 0 10 20 30 40 50 60 3–4klasė 5–6klasė 7–8klasė lenkų rusų lietuvių anglų 38.9 64.1 50.5 62 39.1 69.2 9.3 17.2 4.4 3.7 4.7 3.3 0 10 20 30 40 50 60 70 80 3–4klasė 5–6klasė 7–8klasė lenkų rusų lietuvių anglų 5 PAV. Most often write SMS and communicate on social networks (percent) 6 PAV. Most often communicate with friends (%) 25.9 46.9 42.9 38 39.1 53.8 5.6 12.5 5.5 1.9 3.1 4.4 0 10 20 30 40 50 60 3–4klasė 5–6klasė 7–8klasė lenkų rusų lietuvių anglų 38.9 64.1 50.5 62 39.1 69.2 9.3 17.2 4.4 3.7 4.7 3.3 0 10 20 30 40 50 60 70 80 3–4klasė 5–6klasė 7–8klasė lenkų rusų lietuvių anglų 40 BeNdriNė KaLBa | 95 se i gyvai) Lithuanian language is almost not used. Thus, the majority of pupils acquire the experience of learning Lithuanian only during Lithuanian language lessons. As can be seen from the data, the assessment of the difficulty of Polish and Lithuanian languages differs fundamentally. the majority of pupils disagree with the statement that Polish is difficult (from two thirds to four fifths of respondents), while the share of those who agree is only one tenth (by age groups: 12%, 7.8% and 7.7%). A more detailed analysis of the results by age group shows that the older the pupils, the less convinced they are that Polish is difficult, but the proportion of pupils who agree with this statement decreases slightly, as well as the increase in the number of pupils who have no opinion on this issue. It can be assumed that Polish language is considered difficult by pupils from mixed or Russian-speaking families, the home language factor is the greatest in the primary education age group. Although in schools where Polish is taught, Lithuanian is used very limited in everyday life by the Mouk Kilis, only less than half of them consider this language as difficult (by age groups: 44.4%, 39% and 38.5%). Compared to the assessment of Polish, used in everyday life and in school during all subjects, Lithuanian is considered difficult by a much larger proportion of pupils of all age groups. Such results are not surprising – pupils develop their Lithuanian language skills mainly by studying Lithuanian language and literature. As in the case of assessing the difficulty of Polish, both those who agree and those who disagree with the statement that Lithuanian is difficult decrease with age. A negative correlation was found between the answer Lithuanian language is difficult for me and the answer I like to learn Lithuanian language (r = –0.355), as well as between the answer Lithuanian language is difficult for me and the answer I like Lithuanian language lessons (r = –0.295). These results confirm that positive emotions are of great importance when learning Lithuanian language. it should be noted that a negative correlation was found between Lithuanian language as 15 PaV. Polish is difficult (percent) 16 PaV. Lithuanian language is difficult (per cent)  15 PAV. Polish is difficult (%)    16 PAV. Lithuanian language is difficult (percent)r   82.4 78.1 69.2 5.6h 14.1i 23.1 12 7.8 7.7 0 10 20 30 40 50 60 70 80 90 Classes 3-4h Grades 5–6i 7–8klasė su<nku neturiunuomonės nesu<nku 35.2 26.6 23 20.4h 34.4h 38.5h 44.4 39 38.5 0 10 20 30 40 50 Classes 3-4h Grades 5-6h Grades 7-8h su<nku neturiunuomonės nesu<nku  15 PAV. Polish is difficult (%)    16 PAV. Lithuanian language is difficult (percent)r   82.4 78.1 69.2 5.6h 14.1i 23.1 12 7.8 7.7 0 10 20 30 40 50 60 70 80 90 Classes 3-4h Grades 5–6i 7–8klasė su<nku neturiunuomonės nesu<nku 35.2 26.6 23 20.4h 34.4h 38.5h 44.4 39 38.5 0 10 20 30 40 50 Classes 3-4h Grades 5-6h Grades 7-8h su<nku neturiunuomonės nesu<nku Nida Poderienė. Language usage and language attitudes: case of Polish-language schools with 41 friends (r = –0.166), reading books in sunkios vertinimo ir jos vartojimo kasdieniame gyvenime, t. y. bendravimo lietuviškai socialiniuose tinkluose (r = –0,279), kalbėjimo lietuviškai su Lithuanian (r = –0.164). It can be concluded that attitudes about the difficulty of Lithuanian language are influenced not only by the emotional evaluation of Lithuanian language learning and its lessons, but also by the experience of Lithuanian language use in everyday life. 3.5 Personal relationship with the Polish and Lithuanian language The personal relationship with the language is formed through its use, through the inheritance of the language and the cultural features of the linguistic Benue community. Researchers point to several important aspects of a person’s relationship with language: openness to cultural identity and/or sympathy for a cultural community (Gardner 2007: 16), social and personal aspirations (Kmiotek, Boski 2017: 13). the personal relationship with Polish and Lithuanian language is expressed by the students’ approval or disapproval of the evaluated statements Polish language is my language and Lithuanian language is my language. The results of this relationship are shown in Figures 17 and 18. The analysis of the results shows that the majority of pupils affirm an emotional, identity-related connection with the Polish language, and the largest proportion of such pupils is in the age group of grades 5-6 (92.2%). This group lenkų kalba yra ne visų mokinių namų kalba ir nemaža dalis namuose var toja kelias kalbas arba tik rusų kalbą, lenkų kalbos kaip tapatybės dalies sa consists mainly of students who communicate in Polish in the family, with procentai respondentų (pagal amžiaus grupes: 6,5 %, 7,8 % ir 3,3 %). asmeninį ryšį su lietuvių kalba nurodo mažiau nei pusė pradinių klasių mokinių (40,7 %) ir apie trečdalis 5–6 ir 7–8 klasių mokinių. Kad lietuvių 17 PaV. asmeninis santykis su lenkų friends and on social networks. While vivoka is strong in all ages. Only a few 18 PaV. asmeninis santykis su lietuvių disagree with this statement language (percent) language (percent)  17 PAV. Personal relationship with the Polish language (percent) 18 PAV. Personal relationship with Lithuanian language (per cent)  6.5 0 3.3 13h 7.8h 23.1 80.5 92.2 73.6 0 20 40 60 80 100 Grades 3-4h Grades 5-6h 7–8klasė su<nku neturiunuomonės nesu<nku 33.3 21.9 29.9 25.9h 46.9h 41.7h 40.7 31.2 28.6 0 10 20 30 40 50 Classes 3-4h Grades 5-6h Grades 7-8h su<nku neturiunuomonės nesu<nku    2hPAV.hHome language by class (per cent)h   18hPAV.hPersonal relationhto the Lithuanian 46 48.4 31.9 12 28 37.4 3.7 4.7 31 14 28.6 0 10 20 30 40 50 60 3–4klasė 5–6klasė 7–8klasė languageh(per cent)hPolishhPolishhRussianhPolishhRussianhLithuanianh 33.3 21.9 29.7 25.9h 46.9h 41.7h 40.7 31.2 28.6 0 10 20 30 40 50 Classes 3-4h Grades 5-6h Grades 7-8h I don't have an opinion. 42 BeNdriNė KaLBa | 95 one third of elementary school pupils, one fifth of 5th-6th grade pupils and almost one third of 7th-8th grade pupils are convinced that the language is not their mother tongue. a large proportion of pupils did not have an opinion whether Lithuanian is their mother tongue (by age groups: 25.9 %, 46.9 %, 41.7 %). Although the Lithuanian language belongs to them, as does the Lietuv tuva, in which the pupils were born and grew up, the majority of the pupils do not identify with Lithuanian. Such results are not unexpected, because Lithuanian language, as a foreign language, is mostly used only during Lithuanian language lessons and reading books. The analysis of pupils’ attitudes towards Lithuanian language reveals a statistically significant relationship between attitudes towards Lithuanian language, evaluation of its learning and use in everyday life. Output 1. the research data showed that pupils in Polish-medium schools are not a linguistically homogeneous community. most of them communicate in Polish at home, but for some students Polish is not the only language used at home. less than half (42 %) of the pupils surveyed stated that they spoke Polish and Russian at home (25 %). Less than a tenth of pupils tys lenkiškai, ketvirtadalis mokinių (26 %) namuose kalba rusiškai, dau giau kaip trečdalis beveik visada bendrauja keliomis kalbomis, dauguma frequently use Lithuanian at home in addition to Polish and Russian. Pupils whose home and school languages do not coincide, as well as bilingual pupils from mixed families, need support in learning both Lithuanian and Polish. 2. Two languages – Polish and Russian – prevail in the daily use of pupils. Especially Russian is given priority when searching for information on the Internet and watching movies. A statistically significant positive correlation was found between language choice when watching movies and when searching for information on the Internet, social networks and live. Reading is the area where Polish and Lithuanian are chosen. The scope of Lithuanian language use is extremely narrow – the majority of pupils acquire their language experience in Lithuanian only through Lithuanian language lessons. It is assumed that the choice to read books in Lithuanian is also determined by the requirements of the Lithuanian language and literature education curriculum. Most students do not communicate in Lithuanian, do not watch movies, do not search for information on the Internet. It can be concluded that the extremely limited use of Lithuanian language in everyday Nida PoderieNė. Kalbų vartojimas ir kalbinės nuostatos: mokyklų lenkų mokomąja kalba atvejis 43 40 proc. visų amžiaus grupių mokinių lietuvių kalbą laiko sunkia ir kad activities and in school is one of the main reasons why the gap in Lithuanian language learning achievements between pupils in Lithuanian-language schools and pupils in Polish-language schools is not narrowing. The data of the study confirms the tendency typical of schools in which Lithuanian is the mother tongue: the older the pupils, the greater the proportion of them considers English as a prestigious language. results show her greatest motivation for learning. 4.The analysis of language attitudes revealed a strong social pressure on the Lithuanian language – the majority of Polish-speaking pupils of all age groups believe that a good knowledge of Lithuanian is important for achieving their professional life goals. A strong correlation was found between positive attitudes towards Lithuanian language learning and the evaluation of Lithuanian language lessons: the more appropriate Lithuanian language lessons are, the greater the motivation to learn, and vice versa. A statistically significant positive correlation was also established between attitudes towards Lithuanian language and positive evaluation of Lithuanian language learning and language use – reading, communicating in Lithuanian on social networks and live. 5. the vast majority of pupils refer to the connection to the Polish language as part of their identity. A third of the students consider Lithuanian to be their own language, and about the same number have no opinion on this issue or disagree with the statement that it is their own language. It can be argued that the emotional personal connection to language is determined by the experience of its use and the attitude towards language. 6. the study carried out covers two schools and does na bendras tendencijas, rodančias kalbų pasirinkimo įvairioms kasdienės vartosenos sritims sąsajas, kalbų pasirinkimo ir kalbinių nuostatų ryšį, not allow to draw general conclusions about the totality of schools with Polish as the teaching language, but it shows the distinct tendencies of the linguistic behaviour of pupils of different ages. LiTeraTŪra Berman robert, Lefever Samuel, Woźniczka anna K. 2011: Attitudes towards Languages and Cultures of Young Polish Adolescents in Iceland. Prieiga internete: https://www.academia.edu/15725741/Berman_r_ Lefever_S_and_Wozniczka_a_K_2011_attitudes_towards_languages_and_ cultures_of_young_Polish_adolescents_in_iceland. demie Feyisa, andy Hau 2013: The Achievement of Pupils with English as an Additional Language: An Empirical Study, London: Lambeth research and Statistics Unit Schools and educational improvement Service interna tional House. 44 BeNdriNė KaLBa | 95 Gardner robert C. 2007: Motivation and Second Language acquisi tion. – Porta Linguarum 8, 9–20. Geben Kinga, Zielińska Maria 2016: Porównanie sytuacji socjolin gwistycznej uczniów szkół polskich z Mościsk, Gródka (Ukraina) oraz So lecznik (Litwa). – Slavistica Vilnensis 61, 131–141. Giles Howard, Bourhis richard Y., Taylor donald M. 1977: Towards a Theory of Language in ethnic Group relations. – Language, Ethnicity and Intergroup Relations, ed. H. Giles, London: academic Press, 307–348. Giles Howard, Harrison Chris, Creber Clare, Smith, Philip M., Freeman Norma H. 1983: developmental and Contextual aspects of Chil dren’s Language attitudes. – Language and Communication 3(2), 141. Hakuta Kenji, Butler Yuko G., Witt daria 2000: How Long Does It Take English Learners to Attain Proficiency? Prieiga internete: https://web. stanford.edu. iVKS 2022: Ilgalaikės valstybinės kalbos politikos galimybių studija, parengė L. Kalėdienė, o. aleknavičienė, M. ramonienė. Prieiga internete: https:// www.kulturostyrimai.lt/visostemos/kulturospolitika/ilgalaikesvalstybines kalbospolitikosgalimybiustudija. KamandulytėMerfeldienė Laura 2014: Būdvardžių semantikos įsi savinimas ankstyvojoje vaikystėje. – Language in Different Contexts. Reseach Papers 6(1), 208–217. Kmiotek Łukasz K., Boski Paweł 2017: Language Proficiency and Cultural identity as Two Facets of the acculturation Process. – Psychology of Language and Communication 21(1), 192–214. Poderienė Nida, Vaičiakauskienė Sonata 2019: Lietuvių kalbos prestižas: mokinių nuostatos dėl lietuvių kalbos švietimo politikos konteks te. – Lituanistica 3, 199–219. Tamulionienė aurelija 2019: Mokinių požiūris į lietuvių kalbą: ryšys tarp kalbos vartojimo, mokėjimo ir mokymosi. – Bendrinė kalba 92, 1–20. Prieiga internete: http://www.bendrinekalba.lt. Vilkienė Loreta 2019: Gimtakalbių ir negimtakalbių mokinių lietuvių kalbos kokybė. – Pedagogika 135(3), 102–121. Vilkienė Loreta, VilkaitėLozdienė Laura, BružaitėLisec kienė Justina 2019: Lietuvių kalba Vilniaus lietuviškose, lenkiškose ir rusiškose gimnazijose: mokėjimo kokybė, kalbinės nuostatos ir motyvacija, Vil nius: Vilniaus universiteto leidykla. ŠBa 2022: Lietuvos tautinių mažumų švietimo būklės analizė. 2021, parengė J. Jevsejevienė, d. Survutaitė, B. Šeškus, r. Zablackė. Prieiga internete: https://smsm.lrv.lt. Nida PoderieNė. Kalbų vartojimas ir kalbinės nuostatos: mokyklų lenkų mokomąja kalba atvejis 45 Zabulionis algirdas 2020: Tarptautinio švietimo tyrimo OECD PISA Lietuvos ir kaimyninių šalių duomenų tikslinė antrinė analizė, Vilnius: Nacio nalinė švietimo agentūra. Prieiga internete: https://www.nsa.smm.lt/wp content/uploads/2020/09/TarptautiniosvietimotyrimooeCdPiSa 2018m.Lietuvosirkaimyniniusaliuduomenutikslineantrineanalize.pdf. Received 09/11/2022 Adopted 2022 12 08 NIDA PODERIENĖ Language usage: THe CaSe STUdY oF SCHooLS WiTH THe PoLiSH Language of Instruction Summary The article presents the results of a questionnairebased study of the most com monly used home language, the choice of language in relation to other lan guages in different communicative situations and linguistic attitudes towards Pol ish, Lithuanian and english languages based on the survey analyzing responses of student groups of grades 3–8 in two schools with the Polish language of in aspects struction. research data in relation to the age groups was analyzed regarding such as the dominant language in communication with family and friends, the choice of language preference over other languages, i.e. in which language students choose to watch movies, search for information on the internet, read books, write SMS and communicate on social networks. Students’ language at titudes were studied in terms of language learning motivation, social value and personal relationship with the language. in some aspects, the research results were compared with the data of the study of students’ linguistic attitudes and language dominance in everyday use conducted a few years ago in schools with the Lith uanian language of instruction focused on the same age groups. research data on language dominance show that the majority of students communicate in Polish at home, although for some of them Polish is not the only language used in the family. out of all the students who participated in the study, 42% indicated that they speak Polish at home, more than a third of stu dents specified that they usually communicate in several languages in the fam ily, out of which the largest part (25%) speak in Polish and russian and 26% of students indicated that they communicate in russian at home. Less than a tenth relation to other languages in different communicative situations revealed that of students, in addition to Polish and russian, noted that they often use Lithu anian in their home environment. research data on the choice of language in 46 Common Language | 95 ies. reading is the type of activity where Polish and Lithuanian languages prevail. The results of the research demonstrate the high status of the two languages – Polish and russian – predominate, and russian is especially strongly used when searching for information on the internet and watching mov Lithuanian lan guage’s social value, as students believe that it is important to know the Lithuanian language in order to achieve both social and professional life objectives. The results of the study show a statistically significant positive correlation between motivation to learn the Lithuanian language and liking Lithuanian lessons (Pearson coefficient 0,729). english is considered a prestigious language and the results show the high est motivation to learn it, in comparison to Polish and Lithuanian languages. The results of the study revealed that students feel a strong connection with the Polish language of instruction as part of their identity. a third of the students consider Lithuanian their own language and approximately the same number do not have an opinion or disagree. The conducted exploratory research covers several municipal schools and, therefore, does not make general conclusions about the linguistic pref erences and language dominance of students in the majority of schools with the Polish language of instruction. The study shows trends regarding language choice, valuation of Polish, Lithuanian and english languages and learning motivation. KEYWORDS: Polish language, Lithuanian language, language use, linguistic attitudes. Nida PoderieNė Lietuvių kalbos institutas Petro Vileišio g. 5, LT-10308 Vilnius, Lithuania [email protected] NIDA PODERIENĖ KaLBŲ VarToJiMaS ir KaLBiNėS NUoSTaToS: MoKYKLŲ LeNKŲ MoKoMĄJa KaLBa aTVeJiS Summary Straipsnyje pristatomi dviejų mokyklų lenkų mokomąja kalba 3–8 klasių mokinių results of a questionnaire survey in groups on home language, language preference over other languages and language preferences. The survey data are analysed by age group in terms of the prevailing language in communication with family and friends, the language in which pupils most often watch movies, search for information on the Internet, read books, write text messages and communicate on social networks. Pupils attitude to language is examined in terms of social value of language, teaching motivation, personal relationship with language. The aim of the study was to establish the relationships between language choice in the daily use of pupils, how language Nida PoderieNė. Kalbų vartojimas ir kalbinės nuostatos: mokyklų lenkų mokomąja kalba atvejis 47 choice tendencies and language preferences change in different age groups. In some respects, the results of the study are compared with the data of a study of language attitudes and language dominance in everyday usage of pupils of the same age in schools with Lithuanian as the language of instruction, which was carried out several Tyrimo rezultatai atskleidė, kad dauguma mokinių namuose bendrauja lenkų years ago. language, although for some of them it is not the only language used in the family. Less than half of pupils (42%) stated that they speak Polish at home, more than a third most often communicate in several languages – the largest proportion (25%) in Polish and Russian, 26% of pupils speak Russian at home. Less than a hundred percent of students often speak Lithuanian at home. When choosing a language for everyday use, Polish and Russian are usually preferred, especially Russian is predominant when searching for information on the Internet and watching movies. Students of all ages read books in Polish and Lithuanian. A statistically significant correlation between language choice preference in the areas of everyday use was found. professional life Kalbinių nuostatų tyrimo duomenys rodo aukštą lietuvių kalbos socialinę ver tę. Mokiniai mano, kad lietuvių kalbą svarbu mokėti siekiant tiek socialinio, tiek goals. The results of the study revealed a statistically significant correlation between motivation to learn Lithuanian language and enjoyment of Lithuanian language lessons (Pearson coefficient 0.729). Students of all ages mention the importance of Polish, Lithuanian and English, with English being preferred in older classes. the majority of pupils confirm a strong connection to the Polish language as part of their identity. A third of the pupils consider Lithuanian to be their mother tongue, and about the same number of pupils who participated in the survey have no opinion on this issue or do not agree that Lithuanian is their mother tongue. The analysis of the results of the study showed a statistically significant correlation between language attitudes and language choice. The study was carried out in schools of two municipalities, so it is not possible to draw general conclusions about the majority of schools with Polish as the language of instruction, but it highlights the general trends showing the relationship between language choice and linguistic disabilities, the evaluation of Polish, Lithuanian and English and the motivation for learning. KEY WORDS: Polish language, Lithuanian language, language usage, language attitudes. Nida PoderieNė Lietuvių kalbos institutas Petro Vileišio g. 5, 10308 Vilnius, Lithuania [email protected]