Writing skills in Polish as a second language in students with migration experience in Polish schools – context and theoretical review

Abstract

The article presents a literature‑based review and identifies the principal challenges involved in fostering writing proficiency in Polish as a second language among upper‑secondary students with migration experience. The introductory section delineates the scale and dynamics of recent migration to Poland, paying particular attention to its repercussions for the school system. The subsequent theoretical section clarifies key constructs—Polish as a second language, the language of schooling (Język Edukacji Szkolnej, JES), and Cummins’s BICS/CALP model—underscoring the stringent linguistic demands that JES imposes on learners’ writing development. Later sections synthesise current research on writing and document the specific obstacles faced by migrant students, including cross‑linguistic interference, limited access to genre‑appropriate models, and assessment practices that insufficiently accommodate their linguistic profiles. The article concludes with practice‑oriented recommendations for educators and researchers and calls for further empirical studies aimed at devising effective instructional and systemic solutions.