Tell me and I forget,
teach me and I may remember,
involve me and I learn.
Anna Gostomska
International School of Gdansk
Learning a new language is much more than memorising vocabulary and grammar rules. In an international school environment, language learning becomes a bridge between cultures, friendships, and everyday experiences. At the International School of Gdansk, Polish language education is based on active, engaging, and student-centred methods that help children build confidence and communication skills naturally.
Polish lessons are much more than traditional language classes. They combine literature, grammar, writing, reading comprehension, speaking, and cultural education in a way that is engaging and accessible for both Polish and international students. In our multicultural environment, we believe that learning is most effective when students actively participate in the process. That is why we focus on creative, student-centred, and experience-based methods that encourage curiosity, communication, and collaboration.
Modern educational research confirms that active learning strategies significantly improve language acquisition, motivation, and long-term retention among multilingual learners. Studies on collaborative and project-based learning environments show that students develop stronger communicative, intercultural, and social competences when they participate in authentic and interactive activities rather than traditional memorisation-focused lessons.
Children learn languages most effectively when they use them in meaningful contexts. According to research in multilingual education, students benefit from:
– interactive communication,
– visual and hands-on activities,
– collaboration with peers,
– project-based learning,
– multimedia support,
– real-life cultural experiences.
Active learning increases motivation, improves memory retention, and helps students develop deeper understanding of language and culture. Theories of second-language acquisition also highlight the importance of communication and interaction in language learning.
For younger learners in Grades 1–3, active learning supports curiosity, creativity, emotional engagement, and confidence in speaking. For older students in Grades 4–8, it additionally develops independence, critical thinking, teamwork, and communication skills. In an international school environment, these methods help students connect language learning with authentic experiences, cultural discovery, and everyday life — making Polish not only a school subject, but also a natural part of their integration into the local community.
<
Harry Potter lesson in Grade 6: exploring the Hogwarts map through drama activities.
One of the most effective tools used in Polish language classes is the lapbook. These interactive folders allow students to organise vocabulary, grammar structures, cultural information, and personal reflections in a visual and creative way. Lapbooks are especially beneficial for children learning Polish as an additional language because they combine:
– visual learning,
– movement and hands-on activities,
– repetition through creativity,
– personalised content creation.
They are also an excellent method for working with literary texts and school reading assignments. Instead of simply answering comprehension questions, students actively explore stories, characters, themes, and vocabulary by creating interactive mini-books, timelines, illustrations, and creative summaries. This approach makes literature more accessible and engaging for international learners while strengthening reading comprehension and language retention.
Students remember vocabulary more effectively when they create mini-books, drawings, diagrams, and interactive elements themselves. Such multisensory learning methods are strongly supported by cognitive science research on memory and language acquisition.
Grade 4 Lapbook Presentations: Discovering Literature Creatively.
Project-based learning allows students to fully immerse themselves in language and culture through experience, creativity, and collaboration. One particularly memorable example is the “Feast of the Greek Gods” project organised as a summary of lessons on Greek mythology in Grade 5. Students prepare presentations about selected gods, create costumes inspired by ancient mythology, decorate the classroom, and enjoy Greek music and traditional food together.
Through such experiences, students not only learn vocabulary and cultural references, but also develop public speaking skills, confidence, teamwork, and intercultural understanding. Projects like these transform language learning into a living experience. Students do not simply study culture — they become part of it.
Research confirms that project-based learning increases motivation, improves communication skills, and supports deeper understanding through authentic engagement.
Grade 5 Celebration: A Mythological Feast of the Gods.
Participation in eTwinning projects gives students the opportunity to communicate and collaborate with peers from schools across Europe. Through shared international projects, children use language in authentic situations while exploring culture, traditions, and global topics.
Research on eTwinning programmes shows that students participating in international educational projects demonstrate higher motivation and stronger communication skills, while teachers report increased student engagement and confidence in language use. For international students learning Polish, these projects create a natural environment for practicing communication and developing confidence in multilingual settings.
eTwinning: Connecting Students Across Europe.
Special school events play an important role in motivating students to use Polish in authentic, creative, and enjoyable ways. They allow children to experience language not only as a school subject, but also as a living part of culture, community, and self-expression.
One of the most engaging events at the International School of Gdansk is Polish Day — a celebration of Polish language, culture, traditions, and history. During the event, students participate in:
– language games and quizzes,
– cultural workshops,
– performances and presentations,
– team competitions,
– creative class projects connected with Polish traditions, famous historical figures, regional customs, literature, and important moments in Polish history.
Students prepare posters, multimedia presentations, artworks, and interactive activities, often working collaboratively in international groups. Such projects help children explore Polish culture through creativity and active participation while naturally developing vocabulary, speaking confidence, and intercultural understanding. For international students especially, these experiences create meaningful connections with their new environment and encourage curiosity about Polish heritage and traditions.
Polish Independence Day: Celebrating Regional Traditions.
Book Day celebrations promote reading, storytelling, imagination, and creative expression. Every year, students participate in literary workshops, reading activities, costume contests inspired by literary characters, and school-wide competitions.
Two important annual events are:
– the ISG Creative Writing Competition, which encourages students to develop their storytelling and writing skills,
– and the ISG Art Competition, where students creatively interpret literature and cultural themes through visual art.
These events provide students with opportunities to express themselves in both written and artistic forms while building confidence in language use. Research confirms that creative writing and interactive reading activities support vocabulary development, reading comprehension, and emotional engagement with language learning.
By combining literature, creativity, collaboration, and cultural exploration, school events become an essential part of modern education and help students experience language learning as something inspiring, memorable, and deeply meaningful.
Polish Independence Day: Celebrating Regional Traditions.
Language becomes truly alive when students experience it through drama and performance. Theatre visits expose learners to authentic pronunciation, intonation, rhythm of speech, and cultural context in a way that cannot be fully replicated in the classroom. Watching professional actors perform in Polish helps students understand not only the language itself, but also emotions, humour, gestures, and cultural references embedded in real communication.
For international learners, theatre is particularly valuable because it provides rich visual and contextual support, making meaning easier to understand even when not every word is known. This reduces language anxiety and increases motivation, while also developing listening comprehension and cultural awareness.
At the same time, preparing and performing school plays gives students an opportunity to actively use Polish in meaningful situations. Through rehearsals and stage performances, students:
– practice speaking in a natural and expressive way,
– improve pronunciation and fluency,
– learn intonation and rhythm of speech,
– develop memory and concentration,
– strengthen teamwork and cooperation skills,
– build confidence in public speaking.
Drama-based learning is widely recognised in educational research as an effective method for second-language acquisition because it combines language with movement, emotion, and social interaction, creating strong cognitive and emotional connections that support memory and retention.
Theatre: From Stage Visits to Student Performances.
Modern multimedia tools make language learning more dynamic and accessible. Videos, educational games, interactive presentations, online quizzes, and digital storytelling platforms help students engage with Polish in different ways.
Studies on multilingual education and digital learning environments indicate that multimedia learning improves vocabulary retention, listening comprehension, and student motivation while supporting personalized learning experiences. Artificial Intelligence is also becoming an increasingly valuable support tool in multilingual education.
AI-powered applications can help students:
– translate unfamiliar words and phrases,
– check grammar and spelling,
– generate writing ideas,
– practice pronunciation,
– simplify texts according to language level.
When used responsibly and under teacher guidance, AI tools encourage independent learning and reduce communication barriers for international students. Educational experts increasingly highlight the potential of AI and digital technologies to support collaborative and self-regulated learning in multilingual classrooms.
eTwinning Project: European Stories with AI-Translated Texts and AI-Generated Images.
All these creative and engaging methods form the essence of modern education. They allow international students to immerse themselves in a new language and culture with enthusiasm, confidence, and curiosity.
This is education that goes beyond textbooks and traditional memorisation. It is education based on experience, creativity, communication, and authentic human connection. It encourages children not only to learn a language, but also to discover a new culture, express themselves freely, and become active participants in the learning process. This is the education of the future. And this future is already happening at the International School of Gdansk.
– Kao, S.-M., & O’Neill, C. (1998). Words into Worlds: Learning a Second Language through Process Drama. Stamford, CT: Ablex Publishing.
– Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
– Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 7–26.
– Özdemir, N., & Çakır, H. (2017). The impact of eTwinning projects on language learning. Journal of Education and Practice, 8(33), 72–77.
– Papadakis, S., & Kalogiannakis, M. (2020). Exploring the impact of eTwinning projects on collaborative learning and digital competences. Education Sciences, 10(11), 350.
– Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
– Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417.
– Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.
– Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Anna Gostomska
Anna Gostomska holds degrees in Polish and English Philology from the Jagiellonian University in Kraków. In 2015, she was awarded a PhD in Humanities, with a specialisation in medieval and early modern European literature and art.
She has been teaching Polish at the International School of Gdansk since 2015, combining the Polish national curriculum with international IB (International Baccalaureate) standards within the Primary Years Programme. She also participates in eTwinning projects, which provide valuable opportunities for exchanging good practices, developing skills, and promoting the idea of international partnership.
In her teaching practice, she places strong emphasis on empathy, creativity, interdisciplinarity, and the use of modern technologies in education.
