Anna Wileczek

The article analyzes contemporary examples of stereotyping of (young) women with the help of label nominations. The indicated neologisms, labeling particular groups of people, duplicate and consolidate in the social opinion negative and – usually – deprecating judgments, contributing to the formation of stereotypes. The new labels (such as bedoesiara, julka, karyna, konserwatywka, and madka) result from expressive and valorizing cognitive simplifications. An emotional and humorous element dominate them because they are based on specific, emotional reactions to contact with the so-called typical units (cf. typical julka, typical rzepiara, typical madka). These neologisms, by labelling given groups of people, reproduce and reinforce in social opinion negative and, usually, biased judgments, which results in new stereotypes.

Artykuł podejmuje aspekty związane ze współczesnym przeobrażeniem kategorii humoru w socjolekcie i zwyczajach komunikacyjnych młodzieży. Materiał egzemplifikacyjny stanowią teksty zaczerpnięte z języka i dyskursu młodzieżowego prowadzonego w różnych „kanałach” i typach komunikacji zapośredniczonej cyfrowo (w tym bazy danych do Młodzieżowego Słowa Roku). W przemiany kategorii humoru jako pokłosia zjawisk kulturowych, np. popkulturowej ludyczności (kultura beki) i nowej karnawalizacji, filozofii xD, apoteozy trywialności i ekstremalności doświadczeń, wpisują się realizacje językowe jako warianty gry z normami języka ogólnego, powagą i wzorami uczestnictwa w kulturze.

Artykuł dotyczy opisu subkodu profesjonalnego współczesnych nauczycieli w odniesieniu do specyficznego, nieoficjalnego wzoru/stylu komunikacyjnego, który jest rozpoznawany jako „mówienie po nauczycielsku”. Językowy materiał badawczy, pozyskany z ankiet, wywiadów i komunikatów badanej grupy, został poddany analizie semantyczno-pragmatycznej (z perspektywy socjolingwistycznej). W zasobie omawianego profesjolektu zrekonstruowano trzy profile leksykalno-semantyczne związane z wykonywaniem wskazanego zawodu (profesjonalizmy, neologizmy znaczeniowe, mikroteksty formuliczne) oraz zidentyfikowano istotne pola znaczeniowe, m.in.: nauczanie, jego organizacja i dokumentacja, miejsce i czas pracy, osoby w interakcji edukacyjnej, formuły „rozgrywek” komunikacyjnych. W obrazie świata utrwalonym w profesjolekcie nauczycieli dominuje człowiek jako podmiot interakcji zawodowej (nauczania, organizacji pracy, jej dokumentowania, rozwoju zawodowego), podlegający wymogom i rygorom instytucji, w której p...

In this article, Anna Wileczek describes a professional subcode of present-day teachers in relation to a specific, unofficial pattern/conversational style, which is known as "teacher talk". Wileczek has conducted semantic-pragmatic analyses (from a sociolinguistic perspective) of the linguistic database collected from questionnaires, interviews, and teachers' communicators. She has reconstructed three lexical-semantic profiles related to the teaching profession (professionalisms, neologisms, formulaic microtexts) and she has identified meaningful semantic fields: teaching, its organization and documentation/reporting, place and time of workplace, persons in educational interaction, and formulas of communication games. In the image of the world fixed in the professional jargon of teachers, the dominating position is occupied by the human person as the subject of professional interaction (teaching, organization of work, its documentation, professional development). The teacher is subjected to the requirements and rigors of the institution in which they work, establishing relations with other subjects-the students-willingly cooperating within the framework of standard communication contacts and new media, using communities with a professional bond to self-educate, maintain contact, meet the social needs, etc. Due to the professional-sociolectical leaning of teacher talk it is also possible to indicate structures in which the expressive or ludic parameter dominates, alongside the professional register (consisting of neologisms, acronyms, and neosemantisms). In addition, numerous examples of more or less clichéd signs of the second class (sayings, remarks, verbal shortcuts) allow us to draw conclusions about the participation of teachers in the ongoing social and communicative game.

Mediality of Youthspeak The article concerns the problems in the functioning of youth sociolect in the cultural space. This expressive and playful linguistic register has gained popularity not only as a ‘speech of youth’, but also as a specific ‘code’ used to express a postmodern lifestyle, associated with the cult of youth, fun, dynamics, openness to different cultural practices. As such, it operates along the lines of “acceptative modes of expression” both in media discourse (eg. press, advertising, political, celebrity) and in artistic and paraartistic texts (eg. literary works, song lyrics, film forms, skits). In this context, an important question appears – whether youth speak and youth sociolect are still the same phenomenon

Modern studies on the use of Internet-connected devices frequently refer to the use of mobile screens by younger children (Makaruk-Wójcik 2015). Reports indicate that approximately one-third of the youngest children between 1-2 years use Internet-connected devices while the number is growing in the group of 2-4-year-olds (two-thirds of respondents) (Bąk 2015). In 2015 mobile devices were used daily by 25% of young children and a few years later the number tripled. Every day, the youngest spend from several to several dozen minutes online (cf. KUM 2019; Bąk 2015). As reported by parents, young children come into contact online with educational and entertainment content intended for them (music, movies, games). However, the older the child, the longer the period of independent and non-oriented Internet browsing. In turn, numerous entries and posts published by parents on parenting websites and blogs as well as websites for downloading applications suggest that highly-ranked Android or iOS applications for children are most frequently chosen (e.g. Apki w łapki [Apps in the paws]). The applications in question include those used for first language acquisition but also applications for language and communicative competence development, e.g. learning the alphabet, learning to read, write or build simple narration. The present paper outlines the problem of using applications supporting language education among children in the light of the most significant theories of natural language acquisition. The issues that require enquiry result from the problem of "mediation" in language learning which takes place as if outside the social community. However, the acquisition of language as a carrier of symbolic and cultural content requires the coexistence of a 'living' social context in which language as a system is implemented. In most applications, there is an interaction between the child and the device only, without the presence of parents or other people. Furthermore, the absence of the adult playing the role of a wise guide to the world of cultural concepts, implied by the acquired words or stories, raises concerns as to the linguistic-cultural effect of this kind of 'self-education'. It should also be stressed that built-in speech synthesizers often contain and disseminate pronunciation or word stress errors as well as incorrect prosody features. This article offers a preliminary overview of the research on educational applications for young children which support acquisition of the Polish language as L1. First, a selection of free-access programs, available mainly from Google Play and the App Store, is discussed.

Wydawca Uniwersytet Jana Kochanowskiego w Kielcach 25-369 Kielce, ul. Żeromskiego 5 http://www.ujk.edu.pl Kielce 2017 Th e book Child in the Empire of (Mobile) Screens presents the results of research conducted in recent years on the way children function in the world of information and communication technologies as well as the consequences of the sociological, educational, linguistic and communicative world it creates. (...) Th e authors describe research and analysis on the acquisition of literacy skills among children in Poland and their preferences towards using modern technology both for communicating and for educational purposes. Th us, the materials presented touch upon the topic of children’s profi ciency in digital literacy, including their basic communicative competences (reading and writing) and multimodal activities at home, at preschool and in school environment. Moreover, they discuss how they relate to the issue of teenagers’ online activity and its social and cultura...

This article presents the latest lexical tendencies in the language of contemporary Polish youth. The directions of the dominance of certain meanings were analysed on the basis of the submissions for the Youth Word of the Year contest (2020), as well as the online slang dictionary miejski.pl. The data obtained comes from natural users of the language and is based on their linguistic awareness and intuition. Dominant semantic fields were distinguished, namely human, interpersonal relationships, attitudes towards life, cultural preferences, etc. Coining new terms in these areas is accompanied by expressiveness, humour, and playing with language norms. Despite the occurrence of new words connected with the Covid-19 pandemic, they have not been widely represented among those lexical and semantic units considered interesting and worth mentioning.

Justice (and injustice), which explication this text is dedicated to, is one of the important moral and social values (and counter-values). The analysis of junior high school students’ expressions aims at grasping the shades of meaning of given words, and finding the way teenagers conceptualize them. It reveals a wide range of peripheral meanings, related both to the “sense of justice” as one of the objectives of socialization, upbringing and education; as well as to youthful “feeling” of (in)justice. The results are ordered by conceptual schemes, giving context connotations (which is what teens are thinking of while using the words): justice is a value, justice is an equality, justice is a compromise, injustice is harm, injustice is suffering.

In this paper authors made a review of the strategies used by the editors of magazines for children. They showed their methods of presenting cognitive and educational contents in the eighties and nineties of the twentieth century. The changes and developments which took place in this field were caused by the political changes. The magazines for children published in the era of the Polish People’s Republic required from the reader careful reading, intense concentration and a lot of patience. From the point of view of the young generation which likes colored, original and interactive media the magazines issued in that period may seem boring. In turn, the conviction created by pop culture that “what is boring cannot be important” limited the scope of contents to prepared sensations, commonness and banal uniqueness. After 1989 publishers in their search for new forms of winning over the youngest readers produced new multimedia magazines combining in a single issue traditional version (p...

The article covers the ways to understand and describe youth slang as a social language variety from three perspectives. The first one presents the youth slang conceptualisation as the effect of language studies from the past several years, the second perspective refers to making use of the ways to describe the language of young generations in media space, while the third one exposes the significance of slang among teenagers as its natural users. The recapitulation is accompanied by the author’s linguistic and sociocultural reflections, which argue in favour of contemporary expansion of youth sociolect and its evolution from a communal variety to a culturally motivated communication style.

Celem niniejszego tekstu jest próba rekonstrukcji statusu, rangi i roli przedmiotów realizujących treści z zakresu językoznawstwa polonistycznego (wiedza o języku, kultura języka polskiego, pragmatyka językowa itp.) w kształceniu uniwersyteckim, ale poza filologią polską. Ogląd badawczy obejmował dwa obszary: dokumenty (wybrane karty przedmiotów) oraz reprezentacje społeczne wskazanych przedmiotów w obrębie dwóch głównych uczestników procesu uczenia się: studentów i wykładowców. Wnioski pokazują, że zajęcia rozwijające kompetencję komunikacyjną i pragmatyczną są oczekiwane w programach studiów, ale powinny być sfunkcjonalizowane, ściśle ukierunkowane pod kątem zawodowym i metodycznie interesujące.

Contemporary socio-cultural transformations of family life can be observed in the area of non-specialist parental discourse in terms of both modern parenthood and the celebration of childhood. The new quality in the experience and creation of parenthood is noticeable especially in the communication performed with the help of Web 2.0 tools (which are currently among the most important platforms for the exchange of particularly valued “unscientific” – experience, because it is based on empirical knowledge). Internet messages (entries, posts, comments) create an involved parenting and glorify a small child as a subject of parental efforts in the context of post-hierarchical relationships, but they also serve to profile communities gathered around a superior idea or topic (e.g. eco-mum, modern mother, fitmum, dad in the city, dad at work, etc.). They also endorse the principle of the aestheticisation of everyday life, the messages are filled with linguistic humour and expose a non-stand...

Celem niniejszego tekstu jest próba rekonstrukcji statusu, rangi i roli przedmiotów realizujących treści z zakresu językoznawstwa polonistycznego (wiedza o języku, kultura języka polskiego, pragmatyka językowa itp.) w kształceniu uniwersyteckim, ale poza filologią polską. Ogląd badawczy obejmował dwa obszary: dokumenty (wybrane karty przedmiotów) oraz reprezentacje społeczne wskazanych przedmiotów w obrębie dwóch głównych uczestników procesu uczenia się: studentów i wykładowców. Wnioski pokazują, że zajęcia rozwijające kompetencję komunikacyjną i pragmatyczną są oczekiwane w programach studiów, ale powinny być sfunkcjonalizowane, ściśle ukierunkowane pod kątem zawodowym i metodycznie interesujące.