Dyskurs glottoedukacyjny a dyskurs glottodydaktyczny. W poszukiwaniu genus proximum i differentia specifica dyskursu dotyczącego nauki języków obcych (perspektywa lingwistyki historycznej)
A Glottoeducational Versus a Glottodidactic Discourse. In Search of the genus proximum and differentia specifica of the Discourse Regarding Foreign Language Didactics (the Perspective of Historical Linguistics)

Summary/Abstract: The article stems from the belief in the usefulness of the discourse category used to present the transformations of communication activities in old texts, and the need to supplement linguistic descriptions of the glottodidactic process with a diachronic perspective. The text constitutes a part of the Polish studies on a diachronic discourse, and its aim is to expand the network of concepts used to describe the communication process of individuals in terms of developing competences in a foreign language and the knowledge about this language and its users being transmitted. Proposing a term other than glottodidactic to describe communication practices in the area of teaching/learning foreign languages results from the adopted diachronic perspective. Observation of old texts documenting foreign language education indicates a greater share of informal education at that time as compared to the present. Professionalization and institutionalization, which are key to the glottodidactic discourse, begin to dominate in the 20th century. This makes the term less appropriate in relation to older statements describing the discursive space of foreign language education. The understanding of the expression a glottoeducational discourse is presented against the background of taxonomies of discourse functioning in Polish literature and the conceptual scopes of the terms didactics, glottodidactics and education. This allowed us to establish that a glottoeducational discourse fits into the space of educational discourse and is a term that is broader in scope than a glottodidactic discourse. The definitional considerations are exemplified by the description of non-discursive elements in the texts of the glottoeducational discourse based on the sources illustrating the English-speaking education of Poles. The text sources in question indicate a high absorbency of the glottoeducational discourse – it is formed in close connection with an institutional and a specialist discourse, and is subject to ideological influences as well as serves identity functions.

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