From foreign language teaching methodology to comparative glottodidactics

Abstract The article presents the results of a diachronic analysis of language education in Poland from the 1950 s to the present day. We reflect on the evolution of theoretical thinking on language teaching methodology and its influence on everyday teaching practice. The approach taken is chronological, both in terms of the description of theory which is developed and implemented as well as the language education. This is an arbitrary choice which we feel is justified by the socio-political context. The analysis starts with a presentation of the tradition of teaching foreign languages in Poland followed by a description of use of terminology. Qualitative empirical research from structured interviews with researchers who have significantly influenced contemporary Polish glottodidactics is used to complement the analysis.