Exploring Bilingual Education in Poland: Perspectives and Practices of Primary and Secondary School Teachers

Abstract

In today's globalized society, proficiency in English is crucial. Bilingual education has emerged as a vital strategy to equip individuals with the linguistic skills needed for success in our interconnected world. This study explores the attitudes of primary and secondary school teachers in Poland towards dual-language instruction. Using an ad hoc questionnaire with background and closed-ended items, 125 teachers participated, with 54 providing optional open-ended responses. Qualitative data analysis using NVivo software aimed to uncover challenges and opportunities in bilingual education in Poland. Results indicate a significant challenge (43.40%) – the lack of well-designed materials for bilingual education. Addressing this shortage is crucial to enhance the effectiveness of bilingual programs. Teacher training programs emerged as a prominent concern, with various challenges identified, such as the inadequacy of courses, limited availability, and cost-related barriers. Other challenges include educators creating their materials, a scarcity of language courses, insufficient teacher competence, and a lack of collaboration. Despite the benefits of bilingual education, numerous challenges demand urgent attention. Failing to address these issues not only compromises teaching effectiveness but also burdens both educators and students. To enhance the quality of bilingual education, collaboration between educators and policymakers is imperative to implement effective solutions and create a more robust dual-focused education system.