The article contains the overview of research on the beliefs of pre-school and primary school teachers (n = 100) about developing the plurilingual competence in children. Research shows that the teachers highly appreciate the scientific, practical and motivational values of developing the plurilingual competence, but they lack knowledge about the teaching methods and tools and organizational forms that can be used for the development of plurilingual competence in the early stages of education. When discussing the results I analyze i.a. (a) the reasons for not taking actions aimed at the development of individual plurilingualism indicated by the respondents and (b) the actions taken declaratory by the respondents in the context of the objectives of plurilingual education.

Research and educational project “Ukrainian Teaching Materials 2022” for Wrocław’s pre- and early school education – a presentation of survey results

Alongside the tragic consequences of the armed conflict, the Russian attack on Ukraine in 2022 resulted in an upheaval within the educational system in Poland. This situation posed challenges for Ukrainian children arriving in Poland as well as for teachers and students in educational institutions where refugee children were being admitted without restrictions. The author’s research and educational project “Ukrainian Teaching Materials 2022” for Wrocław’s pre – and early school education in 2022 aimed to support the development of language skills among refugee children in their native language and in Polish, and to support preschool and early school teachers in this endeavour by providing them with appropriately prepared methodological packages. A diagnostic survey identified teachers’ needs regarding methodological materials. At the same time, a follow-up focus group interview conducted 30–40 days later presented teachers’ reflections and experiences in teaching in linguistically and culturally diverse groups during the initial period of the war migration. The project was also aimed to raise awareness among teachers and to cultivate an open attitude towards using bilingual and Ukrainian-language materials in working with children with war migration experience. Due to the collected extensive research material, the research findings were divided into two parts: the first part presents the theoretical and methodological context of the project as well as the results of the survey. In contrast, the second part presents the results of the focus group research and discussion based on the literature review.