Szkoły ponadpodstawowe w Polsce jako strażnicy języków mniejszości narodowych - analiza wybranych aspektów ich funkcjonowania i perspektyw rozwoju
Secondary schools in Poland as guardians of minority languages - an analysis of selected aspects of their functioning and development prospects

Summary/Abstract: The article analyses access to education in minority languages, with particular emphasis on secondary schools that implement the most advanced forms of learning. It highlights that, despite the significant number of kindergartens and primary schools offering education in minority languages, only five state secondary schools provide such instruction. Additionally, it emphasises the absence of secondary schools with German as the language of instruction, posing a challenge for Poland's largest national minority. Special attention is given to the education of Belarusian, Lithuanian, and Ukrainian minorities. The article explores different forms of education, institutional support, and systemic barriers that hinder the development of education in minority languages. The discussion is framed within theories of equal educational opportunities and multiculturalism, underscoring the need for social justice and the protection of cultural heritage in education. The qualitative research method employed in the article involves an analysis of literature and documents related to the functioning of education, including statistical data and websites of schools for national minorities.

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