Revising the Use of Differentiation in Text-Based Tasks in the Context of Ukrainian–Polish Bilingualism
Revising the Use of Differentiation in Text-Based Tasks in the Context of Ukrainian–Polish Bilingualism

Summary/Abstract: This article describes the specifics of Ukrainian–Polish bilingualism which can be observed in the territory of Ukraine and the present opportunities for studying Polish and Ukrainian. Various ways of using differentiation text-based tasks are proposed in the context of Ukrainian Polish bilingualism. The article contains a description of differentiation in line with different types of activity. The completion of tasks aimed at familiarization with the text, text analysis, reconstruction, production, and complementation is possible due to different variants of content correlation in Polish and Ukrainian. The differentiation of activities during text analysis, supplemented by students’ own reflections and the results of their creative activity, is realized by finding answers to questions in the text posed in Polish, formulating answers to the questions, and completing the questions. This is made possible in different ways depending on the language used, be it Polish or Ukrainian. Task completion on the reconstruction, construction and complementation of texts is conducted in a similar manner. In case of difficulties, it is possible to use one’s native language in determining the main idea of the text, drawing up a plan, comparing two texts, etc. The use of different types of translation is an important method of differentiation when working with texts. The author also considers native language materials in a textbook’s methodological guidelines to be useful.

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