English Studies in Poland 1909-2009. Part 1ebuw.uw.edu.pl/Content/229825/English Studies in...

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American Studies British/Commonwealth Studies

Linguistics & Applications of Linguistics Teaching English as a Foreign Language

Part One

Preface to English Studies

Bibliographer Ronnie D. Carter, Ph.D.

Professor emeritus of English Indiana University East

USA

Editor Franciszek Lyra, Ph.D.

American Studies Center University of Warsaw

POLAND

Co-editor Agnieszka Wróbel

University of Warsaw Library University of Warsaw

POLAND

University of Warsaw Library 2016

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TABLE OF CONTENTS

PART ONE Acknowledgements – 8

Current Opportunities in English Studies in Poland – 10 Prof. dr Wiesław Oleksy, Director emeritus

Department of Transatlantic and Media Studies University of Łódź

List of Contributors – 15 Index of Promotors/Advisors – 18

Preface to English Studies in Poland, 1909-2009 – 28

PART TWO Introduction to American Studies

Seventy-Nine Years of Degree Work on American Studies in Poland, 1931-2009

Bibliography of American Studies

PART THREE Introduction to British/Commonwealth Studies

Bibliography of British/Commonwealth Studies

PART FOUR Introduction to Linguistics/Application of Linguistics

Prof. dr hab. Rafał Molencki English Language Institute

University of Silesia Katowice, Poland

Bibliography of Linguistics/Applications of Linguistics

PART FIVE Introduction to Teaching English as a Foreign Language

Prof. dr hab. Danuta Gabryś-Barker English Language Institute

University of Silesia, Katowice, Poland

Bibliography of TEFL

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Index of TABLES in English Studies in Poland, 1909-2009


TABLE 1: American & British/Commonwealth (nonlitera ry) cultural studies – 30 TABLE 2: Degrees awarded by English Institutes/Centers, 1909-2009 – 32 TABLE 3: Summary of program share as a percent of total degrees awarded – 33 TABLE 4: Interwar focus areas of English Studies, 1920-39 – 33 TABLE 5: Relative strength of area programs, 1940-49 – 34 TABLE 6: Relative strength of area programs, 1950-59 – 36 TABLE 7: Relative strength of area programs, 1960-69 – 36 TABLE 8: Relative strength of area programs, 1970-79 – 37 TABLE 9: Relative strength of area programs, 1980-89 – 37 TABLE 10: Relative strength of area programs, 1990-99 – 37 TABLE 11: Relative strength of area programs, 2000-09 – 38

Introduction to American Studies

TABLE 12: Degrees awarded by English Institutes/Centers, 1909-2009 TABLE 13: The strength of area programs in English Studies, 1909-1919 TABLE 14: Interwar strength of area programs in English Studies, 1920-29 TABLE 15: Interwar strength of area programs in English Studies, 1930-39 TABLE 16: Relative strength of area programs, 1940-49 TABLE 17: Relative strength of area programs, 1950-59 TABLE 18: Top ten writers, 1950-59, in academic degree work TABLE 19: Relative strength of area programs, 1960-69 TABLE 20: Top ten writers, 1960-69, in academic degree work TABLE 21: Relative strength of area programs, 1970-79 TABLE 22: Top ten writers, 1970-79, in academic degree work TABLE 23: Relative strength of area programs, 1980-89 TABLE 24: Top ten writers, 1980-89, in academic degree work TABLE 25: Relative strength of area programs, 1990-99 TABLE 26: Top eleven writers, 1990-99, in academic degree work TABLE 27: Relative strength of area programs, 2000-2009 TABLE 28: Program share as a percent of total degrees awarded TABLE 29: Changing foci in American Studies, 1960-2009 TABLE 30: Changing foci in British/Commonwealth Studies, 1960-2009 TABLE 31: American authors by decade of first appearance, 1931-2009 TABLE 32: Works per writer per decade of appearance TABLE 33: "One-off" works by new writers TABLE 34: Female authors in the American vs. British canon, 1909-2009 TABLE 35: New authors classified by ethnicity and race (best decade in boldface) TABLE 36: American Studies evolving scientific cultural fields TABLE 37: Gothic & vampire, horror & terror in literary studies in Poland TABLE 38: 100 top American writers, 1931-2009 TABLE 39: Top American writers by historical period TABLE 40: All 776 American writers and cultural fields

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Introduction to British/Commonwealth Studies

TABLE 12: Degrees awarded by English institutes/centers, 1909-2009 TABLE 41: Writer, 1909-1919, in academic degree work TABLE 42: Writers, 1920-1929, in academic degree work TABLE 43: Top writers, 1930-1939, in academic degree work TABLE 44: Top writers, 1940-1949, in academic degree work TABLE 45: Top ten writers, 1950-1959, in academic degree work TABLE 46: Top ten writers, 1960-1969, in academic degree work TABLE 47: Top ten writers, 1970-79, in academic degree work TABLE 48: Top ten writers, 1980-89, in academic degree work TABLE 49: Top fifteen writers, 1990-99, in academic degree work TABLE 50: Top twenty writers, 2000-09, in academic degree work TABLE 51: Changing foci in British/Commonwealth Studies, 1960-2009 TABLE 52: Writers in the British/Commonwealth canon, 1909-2009 TABLE 37: The macabre (gothic & vampire, horror & terror) TABLE 53: Most popular writers in last 50-101 years (1909-2009) TABLE 54: Most popular new writers in last 20-49 years (1960-2009) TABLE 55: Most popular new writers in last 20 years (1990-2009) TABLE 35: Female authors in the American vs. British canon, 1909-2009 TABLE 56: Female vs. male authors in American & British/Commonwealth canons TABLE 57: Top 100 Writers in British/Commonwealth Studies, 1909-2009 TABLE 58A: British/Commonwealth evolving artistic cultural fields TABLE 58B: British/Commonwealth evolving scientific cultural fields TABLE 59: Top British/Commonwealth writers by historic period TABLE 60: New faces and evolving canon in British/Commonwealth Studies

Introduction to Linguistics & Application of Linguistics

TABLE 61: Number and Percentage of Linguistic habilitations in Poland’s English Institutes TABLE 62: Number and percent of Linguistic doctorates in Poland’s English Institutes TABLE 63: Number of MA theses in Linguistics and in Applications of Linguistics (solo and

cross-referenced) in English institutes TABLE 64: The average per year number of MA theses in Linguistics in the 17 English

Institutes/Schools of English TABLE 65: The average per year number of MA theses in Applications of Linguistics in 17

English Institutes/Schools of English

Linguistics

TABLE 66: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Phonetics & Phonology (#1) in the 17 English institutes/schools

TABLE 67: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Morphology (word formation and inflexion) (#2) in the 17 institutes/schools

TABLE 68: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Syntax (#3) in the 17 institutes/schools

TABLE 69: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Semantics (#4) in the 17 institutes/schools

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TABLE 70: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Stylistics (#5) in the 17 institutes/schools

TABLE 71: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Text Linguistics (#6) in the 17 institutes/schools

TABLE 72: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Discourse Analysis & Pragmatics (#7) in the 17 institutes/schools

TABLE 73. Number & percentage of Dr habilitations, Dr dissertation & MA theses in Psycholinguistics (#8) in the 13 institutes/schools

TABLE 74: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Sociolinguistics (#9) in the 17 institutes/schools

TABLE 75: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Gender Studies (#9a) in the 17 institutes/schools

TABLE 76: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Media Studies (#9b) in the 17 institutes/schools

TABLE 77: Number & percentage of Dr habilitations, Dr dissertations & MA theses in General Linguistic Theory (#10) in the 17 institutes/schools

TABLE 78: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Cognitive Linguistics (#10a) in the 17 institutes/schools

TABLE 79: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Historical Linguistics (#11) in the 17 institutes/schools

TABLE 80: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Language Varieties (#12) in the 17 institutes/schools

TABLE 81: Number & percentage of Dr habilitations, Dr dissertations & MA theses in British & American English (#13) in the 17 institutes/schools

TABLE 82: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Spelling (#14) in the 17 institutes/schools

Applications of Linguistics

TABLE 83: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Translation Studies (#15) in the 17 institutes/schools

TABLE 84: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Lexical & Lexicographic Studies (#16) in the 17 institutes/schools

TABLE 85: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Terminology Studies (#17) in the 17 institutes/schools

TABLE 86: Number & percentage of Dr habilitations, & Dr dissertations & MA theses in Comparative-Historical Studies (#18a-b) in the 17 institutes/schools

TABLE 87: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Contrastive Studies: English-Polish / Polish-English (#19a) in the 17 institutes/ schools

TABLE 88: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Contrastive Studies: Other Language Combinations (#19b) in the 17 institutes/ schools

TABLE 89: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Error Analysis (#20) in the 17 institutes/schools

TABLE 90: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Linguistic Approaches to Literary Texts: Historical (700-1899 CE) (#21a) in the 17 institutes/schools

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TABLE 91: Number & percentage of Dr habilitations, Dr dissertations & MA theses in Linguistic Approaches to Literary Texts: Contemporary (1900-2009 CE) (#21b) in the 17 institutes/schools

Introduction to TEFL (Teaching English as a Foreign Language)

Classification categories

21. Error Analysis, Error Correction, Pedagogical Grammar, Linguistic Issues 22. Pronunciation, Grammar, Vocabulary 23. Teaching TEFL Skills (Listening, Reading, Speaking, Writing) 24. Teacher Training, Lesson Planning, Classroom Interaction 25. Language Testing/Assessment 26. Individual Factors, Bilingualism 27. Teaching Children 28. Theoretical Issues, Approaches, Methods, Techniques 29. ESP: English for Specific Purposes 30.Various: Autonomy, Strategies, Authentic Materials, Teaching Aids (including the

Electronic Ones, CLIL) 31. Learners with Special Needs: ADHD, Aphasia, Autism, Blind, Deaf, Down’s Syndrome,

Dyslexia, Gifted Students 32. Textbook/Coursebook Evaluation, Dictionary Use & Culture in TEFL

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ACKNOWLEDGEMENTS

Perhaps the last aspect of a major project before its publication is the happy task of acknowledging the splendid help of those good Polish folk who made this undertaking possible.

English Studies in Poland began as a spin-off of a short study entitled “American Studies in Poland” after I discovered that all previous bibliographies was totally inaccurate and filled with “ghost entries” or potential titles of MA theses which were never completed. Professor Jacek Fisiak (UAM in Poznań) suggested that I expand my project to include British studies, English linguistics, and teaching English as a foreign language. I never thought a two-year project of 400 pages would stretch to 20.5 years and 4,600 pages. Many a time I cursed the day I accepted Professor Fisiak’s challenge, but what’s done is done. I gave decent burials to Fiat and Opel cars and Ford and Mazda pickups; collectively, they suffered three wrecks, one blown engine, and yet gallantly endured over 110 thousand kilometers of Polish highways and byways, 1989-2011.

Through thick and thin, Dr Franciszek Lyra worked beyond the call of duty as editor to secure a publisher who didn’t demand a $15,000 subvention for a print edition; he located an electronic publisher who did the job for free! The countless hours he spent prowling the halls of the National Ministry of Higher Education, running down bureaucrats to gather esoteric facts for me, will not be forgotten. His countless emails and phone calls (to candidates whose thesis or dissertation titles was missing) rescued at least one hundred titles from permanent oblivion. Despite the passing of Elżbieta, his belovèd wife of near fifty years in May of 2014, he valiantly sailed on and brought this opus to safe harbor. Bravo, Franek!

Too many doctoral dissertation and doctoral habilitation titles provided to the OPI (Ośrodek Przetwarzania Informacji = Information Processing Institute) were listed only in Polish. With the vital assistance of Professor Tomasz Krzeszowski of Warsaw University’s Applied Linguistics Institute and Professor Henryk Kardela of the Institute of English Philology at Maria Curie-Skłodowska University, nearly 1,000 Polish titles were rendered into English. These two scholars also classified or slotted the 8,800+ titles into relevant linguistic categories. Their work has helped enormously to make the project easily accessible to those whose don’t read Polish. Dr Artur Kijak of Silesia University translated the last 101 Polish titles.

The Introduction to Linguistics/Applied Linguistics was composed (first edition) by Professor Krzeszowski and (second edition) by Professor Rafał Molencki of the University of Silesia. They made brought clarity and coherence to a field which is somewhat peripheral to me (I specialized in British literature during my doctoral studies). Many thanks again, gentleman.

Professor Maria Dakowska of Warsaw University’s Institute of English Philology classified about 95% of the TEFL works and also wrote the first edition’s Introduction to Teaching English as a Foreign Language. The evening she completed the classification of the second edition, the police towed my car and I had to pay almost $300 to free it from the auto pound—a few hours before my flight to the USA left Poland. My friendship with Maria and Andrzej Dakowski goes back to 1984 when I first taught at the American Studies Center; their valuable assistance through the years is vastly appreciated and will never be forgotten. When Professor Dakowska proved too busy supervising yet another doctoral dissertation, Professor Danuta Gabryś-Barker of Silesia University stepped in and wrote the second edition’s Introduction to TEFL. As readers, we are much better informed by their insightful comments on the state of TEFL in Poland. Peer reviews are a necessary step towards helping a foreign scholar bring a clear, coherent, concise study to publication. Professor Emma Harris of Warsaw University gave

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many constructive criticisms on the first edition; Professor Mirosława Buchholtz of Nicolaus Copernicus University and Professors Wiesław and Elżbieta Oleksy of Łódź University provide invaluable assistance on the second edition. No bibliographical study can prosper without the generous help of librarians and archivists. Of the fifty or more librarians I worked with 1995-2014, all but two were unfailing kind, professional, and ready to give a helping hand. Three stand out in sharper focus. Helena Naumova at Jan Kazimierz University (Lwów, Ukraine) helped me sift and scrounge through four university libraries before we uncovered four doctoral dissertations on British authors written between the world wars—in a dusty attic in the city archives of all places. Krystyna Klejn-Podchorowska and Katarzyna Raczkowska at the Biblioteka Narodowa in Warsaw always had a warm smile and a glass of hot tea for me. They patiently explained and opened the many resources of the national library of Poland, thus navigating me through the shoals and rivers of information the library provided. They made my tasks so much faster and easier. Thank you, Krys and Kasia! On the American side of the Atlantic “pond,” I must thank the Lilly Foundation for a year-long open faculty fellowship which allowed me to study Polish literature, history, culture, and language (1990-91), a Fulbright lectureship (1995-96), and my university for three sabbatical leaves and five summer fellowships (1984-2001). Without such generous and timely support, this study could not have been attempted let alone completed. One overarching aim of this study was to make it reader-friendly and accessible. The advice of eleven Polish scholars and five librarians markedly enhanced its utility so that other graduate students and scholars‒in Poland and abroad‒can conduct their own research on their favorite author, literary genre, linguistic trend, or TELF advance.

Enjoy!

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Current Opportunities in English Studies in Poland

Prof. dr Wiesław Oleksy, Director emeritus Department of Transatlantic and Media Studies

University of Łódź

Employment opportunities Until the early 1990, graduates of English Studies Departments in Poland, whether they specialized in British or American Studies, overwhelmingly found employment as teachers of English in secondary level schools, some would become instructors of English in higher education institutions and very few, presumably the best, would follow an academic career as teaching assistants and doctoral students. Though not entirely uncommon, yet it was relatively rare for these graduates to work outside the educational system as translators, journalists, business specialists, and administrative staff. The political changes at the beginning of the 1990s not only brought about a dramatic need for the increase of the number of English Language teachers who might teach English to elementary school students but also opened possibilities for English Studies graduates to find employment in emerging new businesses, administrative, media, and numerous other fields of economic, administrative, and services sectors. These graduates had the advantage of being able to communicate well in English both in speaking and writing, skills which were in great demand and whose shortage was grave at the beginning of the economic, social, and political transformation. Nowadays, graduates of both British and American Studies programs find employment in an array of professions, such as the media, local and central administration as well as NGOs, international organizations and foreign trade companies, tourism, cultural institutions which are involved in international initiatives, banking, and in a number of other fields of social and economic activity. Needless to say, many of them work as teachers of English at elementary and secondary level schools, kindergartens, and at hundreds of privately-owned English Language Schools which sprang up across Poland not only in major cities but also in small towns and villages. Many of them are owners of these educational businesses and give employment to other graduates. The majority of English Language Schools are operating in buildings rarely owned by the school owners; rather the owners rent classrooms from other institutions, very often public elementary and secondary education institutions. There also exist mobile schools which offer English language instruction at student’s homes or at the premises of the institution which hires them to teach English to their management and staff. The “Angielski u Ciebie” [English at your place] formula has become popular all over Poland. When it comes to business companies, graduates of English Studies programs are often employed as translators and interpreters, and they perform clerical jobs in which good command of English is required. An enormous increase of the demand for people with a very good command of English after 1990 and concomitant setting up of public and private institutions to meet the demand have created a pool of people who could meet the challenges of performing new services and who possessed the skills to perform them. Of great importance has been a steady growth of the number of foreign businesses entering the Polish economic market, especially after Poland became member of the European Union, and hence an increased demand for people who were able to communicate in English (and, of course, other foreign languages). Thus, new opportunities for graduates of English Studies in Poland have been created. Not only translators and interpreters employed by Polish and foreign

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companies and those working for translation agencies have been in great demand. Also conference interpreters, translators of fiction and scholarly works for newly established publishing houses, scholarly and entertainment journals and magazines, advertising and public relations agencies, and representatives of foreign pharmaceutical, logistic, financial operations, and various other companies have been in great demand. Before 1990 the employment of graduates of English Studies in Poland heavily concentrated in the public educational sector and thus it depended on the state policies, and these, one has to bear in mind, were ideologically oriented. One example of such ideologically-oriented policy was a preference given to teaching of Russian over the teaching of English. As a result, these graduates could not really demonstrate much originality and initiative in creating their own professional careers. Nowadays they not only create their own jobs but also they give jobs to other graduates.

Journals Accessibility of publishing opportunities is very important to those graduates who wish to follow careers in academia. Before 1990 these opportunities were, by and large, limited to a very few journals and occasional series published by universities, especially popular at that time among all Polish universities series such as, for example, Acta Universitatis Lodzensis. The idea was that under the umbrella term Acta Universitatis disciplinary research could be published, including research in English Studies, i.e., papers dealing with British and American literature, linguistics and methodology of teaching English as a foreign language. A disadvantage of this formula was an irregular and hardly predictable appearance of a disciplinary volume and also a lack of concentration of these irregular disciplinary publications on a thematic area, be it literature, linguistics, or English language teaching methodology. Both of these aspects negatively affected the outreach of these publications, especially outside of Poland. Returning now to journals which provided publishing opportunities to English studies researchers, one can mention Kwartalnik Neofilologiczny [Neophilological Quarterly] which published papers on English, German, French, and other philological areas and languages which were then taught at Polish universities, and Języki Obce w Szkole [Foreign Languages at School]. The latter concentrated more on practical aspects of language teaching rather than on theoretical considerations and provided publishing opportunities not only to university scholars but also to language teachers who were employed to teach a foreign language by secondary level schools or foreign languages sections at universities. A notable breakaway from the Acta Universitatis formula was the establishment of two fully-fledged, peer-reviewed journals by Professor Jacek Fisiak at Adam Mickiewicz University in Poznań. Studia Anglica Posnaniensia (SAP), an internationally recognized quarterly of English studies which carried papers and book reviews on English linguistics and British and American literature, was established in 1968, and Papers and Studies in Contrastive Linguistics (PSiCL), appearing since 1973. Both journals soon became internationally recognized and available in a number of European and American university libraries. The number of journals which are currently available to scholars and students of English studies in Poland has grown substantially. Some of them are published by existing professional associations, e.g., PAAS (Polish Association for American Studies), some are published by American Studies or British Studies university departments and provide publishing opportunities to Polish and foreign scholars, and some of them mostly carry research of the employees of the department which publishes a journal or a newsletter,

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sometimes only an electronic edition of it. An important thing to bear in mind is that while before 1990 to launch a journal or any form of periodical publication was subjected to approval of censorship authorities and all sorts of obstacles were created to make the publication next to impossible, things look very much different nowadays. The only obstacle might be financial resources and the lack of intellectual initiative and organizational skills. Below are listed presently available journals and periodic publications which carry papers, reviews and comments on various areas of broadly understood as English Studies. Also included in the list are journals which are devoted to other areas than English Studies but which occasionally carry articles related to English Studies. Acta Neofilologica: University of Warmia and Mazury. Acta Americana: Journal of American Studies: Jagiellonian University, Kraków Anglica: The Journal in Literary, Cultural and Linguistic Studies: University of Warsaw American Studies: University of Warsaw Beyond Philology: University of Gdańsk Explorations: A Journal of Language and Literature: University of Opole Galicia Studies in Language: University of Rzeszów Glottodidactica: An International Review of Applied Linguistics: University of Warsaw Linguistica Silesiana: University of Silesia, Katowice Łódź Papers in Pragmatics: University of Łódź Philologica Wratislaviensia: acta et studia: Philological School of Higher Education,

Wrocław Points of View: Studies in Culture, Literature and Language: Higher School of Kujawy and

Pomorze, Bydgoszcz Polish-Anglo Saxon Studies: Adam Mickiewicz University, Poznań Poznań Studies in Contemporary Linguistics (formerly PSiCL), Adam Mickiewicz University,

Poznań Poznań Working Papers in Linguistics: Adam Mickiewicz University, Poznań Research in Language: University of Łódź Studia Anglica Posnaniensia: Adam Mickiewicz University, Poznań Studia Anglica Resoviensia: University of Rzeszów Studia Linguistica Universitatis Iagellonicae Cracoviensis: Jagiellonian University, Kraków

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Studies in English Philology: Academy of Humanities and Economics, Łódź Text Matters: University of Łódź Trans Canadiana: Polish Journal of Canadian Studies / Revue Polonaise d’Etudes Canadiennes…

Publication Series The number of publication series in which authored books and edited volumes appear with various regularity has also impressively increased since 1990s. The over-whelming majority of them carry contributions in English and on broadly understood English Studies topics, but there are also a few which are published in Polish: that is very good because these publications have a chance of reaching a wider readership in Poland. Worth mentioning, and not only for the historical record, is the fact that the pioneering work regarding the establishment of publication series which were focusing on English Studies were Liliana Sikorska and Jacek Fisiak (both from the School of English, Adam Mickiewicz University, Poznań) who in 1998 launched and acted as editors-in-chief of two publication series with a German scholarly publisher, Peter Lang Verlag: respectively, Studies in Medieval English Language and Literature, and Polish Studies in English Language and Literature. Since then tens of authored books and edited volumes appeared in the series, thus making it possible for Polish scholars working in the field of English Studies to be accessible to an international readership. Soon Barbara Lewandowska-Tomaszczyk followed suit and founded a series: Łódź Studies in Language, and Elzbieta H. Oleksy and Wiesław Oleksy founded a series specifically devoted to American Studies topics: American Studies and Media, with the same publishing house in Germany, Peter Lang Verlag. Recently, Peter Lang Verlag established a branch office in Poland and so the number of series edited by Polish scholars for this publisher has substantially grown. Presently, 25 publication series which concentrate on English Studies, including linguistics, literature, culture, second language learning and teaching, literary and cultural theory have been recorded, almost half of them being published outside of Poland. Quite an impressive record. American Studies and Media: University of Łódź: Peter Lang Verlag, Germany Basic American Documents: Jagiellonian University, Kraków Dis/Continuities: Toruń Studies in Language, Literature and Culture: Nicolaus Copernicus

University, Toruń: Peter Lang Verlag, Poland English Literature and Culture in Context: Kazimierz Wielki University, Bydgoszcz: Peter

Lang Verlag, Poland Gdańsk Studies in Language: University of Gdansk: Peter Lang Verlag, Poland Gdańsk Transatlantic Studies in British and North American Culture: University of Gdańsk:

Peter Lang Verlag, Poland Literary and Cultural Theory: University of Silesia: Peter Lang Verlag, Poland

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Łódż Studies in Language: University of Łódź: Peter Lang Verlag, Germany Łódzkie Studia z Językoznawstwa Angielskiego i Ogólnego (Łódź Studies in English and

General Linguistics): University of Łódź Lublin Studies in Celtic Languages: KUL (Catholic University of Lublin) Medieval English Mirror: Adam Mickiewicz University, Poznań Metodologie Językoznawstwa (Methodologies of Linguistics): University of Łódź Mistrzowie Literatury Amerykańskiej (Masters of American Literature): University of Warsaw Momentum: Jagiellonian University, Kraków Neofilolog (Neophilologist), PTN: Adam Mickiewicz University, Poznań Polish Studies in English Language and Literature: Adam Mickiewicz University, Poznań:

Peter Lang Verlag, Germany Prace Amerykanistyczne: Jagiellonian University, Kraków Second Language Learning and Teaching: Adam Mickiewicz University in Kalisz: Springer

Verlag, Germany Studies in Linguistics and Methodology: KUL (Catholic University of Lublin) Studies in Literature in English: Adam Mickiewicz University, Poznań Studies in Medieval English Language and Literature: Adam Mickiewicz University, Poznań:

Peter Lang Verlag, Germany Studia Celto-Slavica: University of Łódź Studia z metodologii i filozofii języka (Studies in Methodology and Philosophy of Language):

University of Łódź Warsaw Studies in English Historical Linguistics: University of Warsaw Warsaw Studies in English Language and Literature: Academy of Sciences in Lodz-Warsaw

Branch: Peter Lang Verlag, Germany. W kanonie prozy amerykańskiej (American Fiction Canon), University of Social Psychology

(SWPS), Warsaw To wrap up the topic of publications, it is worthwhile stressing that Polish scholars working in various areas of broadly understood English Studies have gained recognition by the international scholarly community and this is reflected in the growing number of them acting as co-editors of journals and publication series and members of editorial and advisory boards. A record holder in this regard is Professor Jacek Fisiak, who has acted as member of

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editorial and advisory boards for over thirty journals and publication series.

Professional Organizations Polish Association for the Study of English Polish-British Friendship Society Polish Fulbright Alumni Association Polskie Towarzystwo Badań Kandyjskich (Polish Journal of Canadian Studies / Revue

Polonaise d’Etudes Canadiennes) Polskie Towarzystwo Językoznawcze (Polish Linguistic Society) Polskie Towarzystwo Językoznawstwa Stosowanego (Polish Applied Linguistics Association) Polskie Towarzystwo Neofilologiczne (Modern Language Association of Poland) Polskie Towarzystwo Studiów Amerykanistycznych (Polish Association for American

Studies) Stowarzyszenie Tłumaczy Polskich (Association of Polish Translators and Interpreters)

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List of Contributors to English Studies in Poland, 1909-2009

Editor, First & Second Editions

Prof. Franciszek Lyra, Ph.D. American Studies Center

University of Warsaw Warsaw, Poland

Project Concept & Design

Prof. zw. dr hab. Jacek Fisiak, Director emeritus

School of English Adam Mickiewicz University

Poznań, Poland


Introduction to American Studies Introduction to British/Commonwealth Studies

Ronnie D. Carter, Ph.D.

Professor emeritus of English Indiana University East Richmond, Indiana USA

Current Opportunities in English Studies in Poland

Prof. dr Wiesław Oleksy, Director emeritus

Department of Transatlantic & Media Studies University of Łódź

Łódź, Poland

Classifier of Linguistics/Applied Linguistics (1909-2000) & Introduction to Linguistics, first edition

Prof. zw. dr hab. Tomasz Krzeszowski

Institute of Applied Linguistics University of Warsaw

Warsaw, Poland

Introduction to Linguistics/Applied Linguistics, second edition

Prof. dr hab. Rafał Molencki Dean of Faculty of Philology


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Classifier of Linguistics/Applied Linguistics (1909-2009), second edition

Prof. dr hab. Henryk Kardela, Director Institute of English Philology

Maria Curie-Skłodowska University Lublin, Poland

Classifier of all TEFL works (1948-2009) &

Introduction to TEFL (1948-2000), first edition

Prof. zw. dr hab. Maria Dakowska Institute of English Philology


Translator of 101 Polish titles

Dr Artur Kijak

Institute of English Philology University of Silesia

Katowice, Poland

Introduction to TEFL, second edition

Prof. dr hab. Danuta Gabryś-Barker Institute of English Philology


Reviewer of American and British Studies Introductions, first edition

Prof. dr Emma Harris, Director Institute of English Philology


Reviewer of American and British Studies Introductions, second edition

Prof. zw. dr hab. Mirosława Buchholtz, Director

English Department Nicolaus Copernicus University

Toruń, Poland

Final Reviewer of English Studies in Poland,1909-2009

Prof. zw. dr hab. Elżbieta Helena Oleksy, Director Department of Transatlantic & Media Studies

University of Łódź Łódź, Poland

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INDEX OF PROMOTORS who advised mgr. (MA) theses & doctoral dissertations

Białystok: University of Białystok ENGLISH DEPARTMENT Advisors/Promotors, 2001-09

Dr Barbara Głowacka, Director Prof. zw. dr hab. Hanna Komorowska Prof. dr hab. Siergiej Griniev-Griniewicz Prof. dr hab. Hanna Miatliuk Prof. dr hab. Halina Parafianowicz Prof. dr hab. Albertas Steponavičius Prof. dr hab. L. Dacewicz Prof. Marek Gołębiowski Prof. Zinaidy Kharitonchik Prof. Patricia Thomas, Ph.D., F.C.I.L. Dr hab. Lucyna Aleksandrowicz-Pędich Dr hab. Jerzy Kamionowski

Dr hab. Grzegorz Moroz Dr Zdzisław Głębocki Dr Ewa Lewicka-Mroczek Dr Nadziei Monachowicz Dr Kirk S. Palmer Dr Dorota Potocka Dr Agata Rozumko Dr Joanna Szerszunowicz Dr Dorota Szymaniuk Dr Anna Tomczak Mgr. Marina Inshakova

Bydgoszcz: Kazimierz Wielki University

ENGLISH DEPARTMENT Advisors/Promotors, 2000-09

Prof. dr Karl Wood, Director Prof. zw. dr hab. Aleksander Szwedek Prof. dr hab. Stanisław Puppel Doc. dr Tamara Goncharova, prof. UKW Dr hab. Natalya Gvozdetskaya Dr Anna Bączkowska Dr Wojciech Jasiakiewicz

Dr Ewa Kościałkowska Dr Michael Oliver Dr Dariusz Pestka Dr Maria Walat Dr Ewa Wełnic Dr Przemysław Żywiczyński

Gdańsk: University of Gdańsk ENGLISH INSTITUTE

Advisors/Promotors, 2000-09 Prof. dr hab. Marek Wilczyński,

Director Prof. dr hab. Joanna Burzyńska-Sylwestrzak Prof. dr hab. Andrzej Ceynowa Prof. dr hab. Roman Kalisz Prof. dr hab. Wojciech Kubiński Prof. dr hab. Jerzy Limon

Prof. dr hab. David Malcolm Prof. dr hab. Piotr Ruszkiewicz Prof. dr hab. Maciej Widawski Prof. dr hab. Andrzej Zgorzelski Dr hab. Ryszard Wenzel Dr Tadeusz Danilewicz Dr Cheryl Alexander Malcolm

Katowice: University of Silesia

ENGLISH INSTITUTE

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Advisors/Promotors 2000-09 Prof. dr hab. Wojciech Kalaga, Director Prof. dr hab. Janusz Arabski Prof. dr hab. Danuta Gabryś-Barker Prof. dr hab. Jan Iluk Prof. dr hab. Maria Wysocka Dr hab Bogusław Bierwiaczonek Dr hab. Bożena Cetnarowska Dr hab. Ewa Jakubowska Dr hab. Julian Maliszewski Dr hab. Rafał Molencki Dr hab. Małgorzata Anna Nitka Dr Liliana Barczyk-Barakońska Dr Magdalena Bartłomiejczyk

Dr Ireneusz Jakubczak Dr Paweł Jędrzejko Dr Grażyna Kiliańska-Przybyło Dr Krzysztof Kowalczyk-Twarowski Dr Elżbieta Krawczyk-Neifar Dr Marek Kulisz Dr Sławomir Masłoń Dr Ewa Myrczek Dr Andrzej Porzuczek Dr Agnieszka Solska Dr Urszula Wieczorek Dr Adam Wojtaszek Dr Agnieszka Woźniakowska

Kraków: Jagiellonian University

ENGLISH INSTITUTE Advisors/Promotors 1997-2009

Prof. dr hab. Krystyna Stamirowska-

Sokołowska, Director Prof. dr hab. Jolanta Antas (UJ) Prof. dr hab. Teresa Bela (UJ) Prof. dr hab. Danuta Gabryś-Barker (UŚ) Prof. dr hab. Elżbieta Chrzanowska-

Kluczewska Prof. dr hab. Marta Gibińska-Marzec Prof. dr hab. Andrzej Mania Prof. dr hab. Elżbieta Mańczak-Wohlfeld Prof. dr hab. Ruta Nagucka Prof. dr hab. Anna Niżegorodcew Prof. dr hab. Beata Piątek Prof. dr hab. Irena Przemecka Prof. dr hab. Renata Przybylska Prof. dr hab. Elżbieta Tabakowska Dr hab. Zygmunt Mazur Dr hab. Anna Walczuk Dr hab. Ewa Willim Dr Teresa Bałuk-Ulewiczowa Dr Magdalena Bleinert Dr Katarzyna Mroczkowska-Brand Dr Andrzej Branny Dr Grażyna Branny Dr Władysław Chłopicki

Dr Monika Coghen Dr Jane Creighton Dr Izabela Curyłło-Klag Dr Robin Davidson Dr Marta Dąbrowska Dr Dorota Zielińska-Długosz Dr Magdalena Heydel Dr Agata Hołobut Dr Maria Jodłowiec Dr Alice Kinman Dr Jerzy Krzyszpień Dr Maria Korosadowicz Dr Bożena Kucała Dr Andrzej Kurtyka Dr Peter Leese Dr Elżbieta Wójcik-Leese Dr Justyna Leśniewska Dr Piotr Małecki Dr Andrzej Pawelec Dr Agnieszka Strzałka Dr Grzegorz Szpila Dr Jerzy Świątek Dr Ewa Witalisz Dr Władysław Witalisz

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Kraków2: Pedagogical University ENGLISH INSTITUTE

Advisors/Promotors 2005-2009

Prof. dr hab. Ryszard Siwel, Director Prof. dr hab. Mariusz Misztal Prof. dr hab. Adam Pasicki Prof. dr hab. Piotr Ruszkiewicz Dr hab. Joanna Dybiec Dr hab. Andrzej Kuropatnicki Dr hab. Maria Piotrowska Dr hab. Joanna Rokita-Jaśkow Dr Ewa Basiura

Dr Grażyna Branny Dr Agnieszka Gicala Dr Wojciech Majka Dr Monika Mazurek Dr Ewa Panecka Dr Garry Robson Dr Jan Rybicki Dr Agnieszka Strzałka Dr Mariusz Trawiński

KUL: Katolicki Uniwersytet Lubelski (Catholic Unive rsity in Lublin) ENGLISH INSTITUTE

Advisors/Promotors, 2000-09

Prof. dr hab. Eugeniusz Cyran, Director Prof. dr hab. Jerzy Durczak, (UMCS) Prof. dr hab. Anna Wanda Malicka-Kleparska Prof. dr hab. Bogusław Władysław Marek Prof. dr hab. Adam Pasicki Prof. dr hab. Bogdan Adam Szymanek Prof. dr Robert James Looby Dr hab. Józef Stanisław Japola Dr hab. Zofia Halina Kolbuszewska Dr hab. Sławomir Wącior

Dr Andrzej Adam Antoszek Dr Aleksander Michał Bednarski Dr Anna Helena Bloch-Rozmej Dr Maria Jadwiga Block-Trojnar Dr Magdalena Maria Charzyńska-Wójcik Dr Edward William Colerick Dr Tetiana Derkacz-Padiasek Dr Konrad Paweł Klimkowski Dr Barbara Małgorzata Klonowska Dr Grzegorz Maziarczyk Dr Jerzy Leon Wójcik

Lublin: Maria Curie-Skłodowska University ENGLISH INSTITUTE


Prof. dr hab. Henryk Kardela, Director Prof. dr hab. Monika Adamczyk-

Garbowska Prof. dr hab. Artur Blaim Prof. dr hab. Jerzy Durczak Prof. dr hab. Joanna Durczak Prof. dr hab. Christopher Garbowski Prof. dr hab. Leszek Kolek Prof. dr hab. Barbara Kowalik Prof. dr hab. Wiesław Krajka Prof. dr hab. Jerzy Kutnik Prof. dr hab. Jolanta Szpyry-Kozłowska Prof. dr hab. Irmina Wawrzyczek Dr hab. Ludmiła Gruszewska-Blaim

Dr hab. Halina Chodkiewicz Dr hab. Ludmiła Gruszewska-Blaim Dr hab. Anna Kędra-Kardela Dr hab. Aleksandra Kędzierska Dr hab. Wojciech Nowicki Dr Paweł Frelik Dr Wiktor Gonet Dr Claire Hobbs Dr James Jensen Dr Przemysław Łozowski Dr Zbigniew Mazur Dr Małgorzata Rutkowska Dr William Sullivan Dr Piotr Twardzisz

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Lwów: Jan Kazimierz University ENGLISH INSTITUTE


Prof. dr Władysław Tarnawska Prof. dr Kazimierz Twardowski

Łódź: University of Łódź ENGLISH INSTITUTE

Advisors/Promotors, 2000-09 Prof. dr hab. Ewa Waniek-Klimczak,

Director Prof. dr hab. Maria Edelson Prof. dr hab. B. Lewandowska-

Tomaszczyk Dr hab. Krzysztof Andrzejczak Dr hab. Bogdan Leszek Krakowian Dr hab. Agnieszka Salska Dr hab. Piotr Stalmaszczyk Dr hab. Irena Janicka-Świderska Dr hab. Kamila Turewicz Dr hab. Jadwiga Uchman Dr hab. Andrzej Wicher Dr hab. Jolanta Nałęcz-Wojtczak Dr Łukasz Bogucki Dr Piotr Cap

Dr Kamila Ciepiela Dr D. Filipczak Dr Stanisław Goźdź-Roszkowski Dr Jerzy Jarniewicz Dr Krzysztof Kosecki Dr Joanna Kruczkowska Dr Alina Kwiatkowska Dr Agnieszka Leńko-Szymańska Dr Agnieszka Łowczanin-Łaszkiewicz Dr Halina Majer Dr Jan Majer Dr T. Maszewski Dr P. J. Melia Dr R. Profozich Dr Adam Sumera Dr A. Wilson

Łódź2: University of Łódź DEPARTMENT OF TRANSATLANTIC & MEDIA STUDIES

Advisors/Promotors, 2000-09 Prof. dr Wiesław Oleksy, Director Prof. dr hab. Piotr Kowalski Prof. dr hab. Stanisław Obirek (SJ) Prof. dr hab. Elżbieta Oleksy Prof. dr hab. Piotr Skurowski Prof. dr hab. Grażyna Zygadło Dr Elżbieta Durys

Dr Paulina Matera Dr Tomasz Płudowski Dr Magdalena Śniadecka-Kotarska Dr Przemysław Piotr Żurawski vel

Grajewski

Łódź3: University of Łódź DEPARTMENT OF BRITISH & COMMONWEALTH STUDIES


Prof. zw. dr hab. Krystyna Kujawińska-Courtney, Director

Dr Maria Łukowsk Dr Michael Goddard

Dr Ryszard Machnikowski Dr Łukasz Romanowski

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Opole: University of Opole ENGLISH INSTITUTE


Prof. dr hab. Andrzej Ciuk, Director Prof. dr hab. Ilona Dobosiewicz Prof. dr hab. Jacek Gutorow Prof. dr hab. Ryszard Wolny Prof. dr hab. Jan Zalewski Dr hab. Marek Błaszak Dr hab. Janusz Malak Dr hab. Liliana Piasecka Dr hab. Ewa Piechurska

Dr Małgorzata Adams-Tukiendorf Dr Tomasz Gornat Dr Wacław Grzybowski Dr Tomasz Lebiecki Dr Paweł Marcinkiewicz Dr Stankomir Nicieja Dr Zbigniew Pyż Dr Jolanta Szymańska

Olsztyn: University of Warmia and Mazury ENGLISH INSTITUTE


Prof. dr hab. Joanna Kokot, Director Dr Marta Bogusławska-Tafelska Dr Anna Drogosz Dr Anna Krawczyk-Łaskarzewska

Dr Ewa Kujawska-Lis Dr Anna Kwiatkowska Dr Zygmunt Zalewski

Poznań: Adam Mickiewicz University SCHOOL OF ENGLISH Advisors/Promotors, 2000-09

Prof. dr hab. Katarzyna Dziubalska-

Kołaczyk, Director Prof. zw. dr hab. dr h.c. Jacek Fisiak Prof. dr hab. Arleta Adamska-Sałaciak Prof. dr hab. Wiesław Awedyk Prof. dr hab. Anna Cieślicka Prof. dr hab. Anatolij Dorodnych Prof. dr hab. Krystyna Droździał-Szelest Prof. dr hab. Maria Edelson Prof. dr hab. Jacek Fabiszak Prof. dr hab. Piotr Gąsiorowski Prof. dr hab. Agnieszka Kiełkiewicz-

Janowiak Prof. dr hab. Jerzy Koch Prof. dr hab. Andrzej Kopcewicz Prof. dr hab. Roman Kopytko Prof. dr hab. Wiesław Krajka Prof. dr hab. Marcin Krygier Prof. dr hab. Barbara Kryk-Kastrovsky Prof. dr hab. Robert Lew Prof. dr hab. Wojciech Lipoński

Prof. dr hab. Alicja Pisarska Prof. dr hab. Agnieszka Rzepa Prof. dr hab. Liliana Sikorska Prof. dr hab. Teresa Siek-Piskozub Prof. dr hab. Włodzimierz Sobkowiak Prof. dr hab. Aleksander Szwedek Prof. dr hab. Przemysław Tajsner Prof. dr hab. Zdzisław Wąsik Prof. dr hab. Marek Wilczyński Prof. dr hab. Jacek Witkoś Prof. dr Joseph Wiesław Kuhn Dr hab. Małgorzata Fabiszak Dr Agnieszka Chmiel Dr Anna Ewert Dr Aleksandra Jankowska Dr Przemysław Kaszubski Dr Magdalena Kębłowska Dr Michał Krzyżanowski Dr Douglas McFarlane Dr Joanna Maciulewicz Dr Dorota Nowacka

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Dr Joanna Pawelczyk Dr Jacek Rysiewicz Dr Agnieszka Setecka Dr Tomasz Skirecki Dr Marcin Turski

Dr Janusz Kaźmierczak Dr Danuta Wiśniewska Dr Daniela Zacharzewska Dr Magdalena Zapędowski

Rzeszów: University of Rzeszów ENGLISH INSTITUTE


Prof. dr hab. Grzegorz Kleparski, Director Prof. dr hab. Igor Burchanow

Prof. dr hab. Teodor Hrehovcik Prof. Pavol Stekauer

Dr Elżbieta Rokosz-Piejko

Szczecin: Szczecin University ENGLISH DEPARTMENT

Advisors/Promotors 2000-2009 Dr Anna Gonerko-Frej, DirectorProf. dr hab. Olga Mołczanowa Prof. dr hab. Kamila Turewicz Prof. dr hab Kazimierz Wenta Dr Tomasz Górski

Dr Patrycja Kamińska Dr Julitta Rydlewska Dr Joanna Sadownik

Dr Mirosława Stawna

Toruń: Nicolaus Copernicus University

ENGLISH DEPARTMENT Advisors/Promotors, 2000-2009

Prof. zw. dr hab. Mirosława Buchholtz,

Director Prof. dr hab. Maria Edelson Prof. dr hab. Tadeusz Rachwał Prof. dr hab. Teresa Siek-Piskozub Prof. dr hab. Piotr Stalmaszczyk Prof. dr hab. Aleksander Szwedek Prof. dr hab. Przemysław Tajsner Prof. dr hab. Zdzisław Wąsik Prof. dr hab. Marta Wiszniowska-

Majchrzyk Prof. dr David Jarrett Dr hab. Jacek Fabiszak Dr hab. Waldemar Skrzypczak Dr hab. Jerzy Sobieraj Dr hab. Marek Wilczyński Dr Anna Branach-Kallas

Dr Tomasz Fojt Dr Wojciech Jasiakiewicz Dr Ewa Kościałkowska-Okońska Dr Edyta Lorek-Jezińska Dr Michael Oliver Dr Dariusz Pestka Dr Wiktor Pskit Dr Waldemar Skrzypczyk Dr Ariadna Strugielska Dr Ewa Wełnic Dr Katarzyna Więckowska Dr Aneta Wojtasik Dr Przemysław Żywiczyński Dr Jakub Wójcik* * (Stripped of his degree in 2009 for plagiarism)

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Warsaw: University of Warsaw ENGLISH INSTITUTE

Advisors/Promotors, 2000-09 Prof. Dr Emma Harris, Director Prof. dr hab. Barbara Kowalik Prof. dr hab. Urszula Aszyk-Bangs Prof. dr hab. Grażyna Bystydzieńska Prof. dr hab. Maria Dakowska Prof. Dr hab. Jacek Fabiszak Prof. dr hab. Marek Gołębiowski Prof. dr hab. Hanna Komorowska Prof. dr hab. Barbara Kowalik Prof. dr hab. Jerzy Rubach Prof. dr hab. Jan Rusiecki Prof. dr hab. Hanna Szymańska-Serkowska Prof. dr hab. Piotr Skurowski Prof. dr hab. Jerzy Wełna Prof dr hab. Andrzej Weseliński Prof. dr hab. Jacek Wiśniewski Dr hab. Lucyna Aleksandrowicz Dr hab. Teresa Bela Dr hab. Bartłomiej Błaszkiewicz Dr hab. Anna Cetera Dr hab. Bożenna Chylińska Dr hab. Ewa Mioduszewska-Crawford Dr hab. Romuald Gozdawa-Gołębiowski Dr hab. Elżbieta Górska Dr hab. Małgorzata Grzegorzewska Dr hab. Jerzy Jarniewicz Dr hab. Anna Kędra-Kardela Dr hab. Paweł Kornacki Dr hab. Aniela Korzeniowska Dr hab. Ewa Barbara Łuczak Dr hab. Beata Łukaszewicz

Dr hab. Jadwiga Maszewska Dr hab. Dominika Oramus-Materska Dr hab. Marek Paryż Dr hab. Adam Przepiórkowski Dr hab. Agata Preis-Smith Dr hab. Bohdan Szklarski Dr hab. Jadwiga Uchman Dr hab. Jerzy Zybert Dr Dorota Babilas Dr Tomasz Basiuk Dr Maria Błaszkiewicz Dr Edyta Borucka Dr Nancy Burke Dr Julia Fiedorczuk-Glinecka Dr Ian Firla Dr Barry Keane Dr Agata Kochańska Franciszek Lyra, Ph.D. Dr Jolanta Łuczak Dr Zbigniew P. Możejko Dr Tadeusz Pióro Dr Agnieszka Piskorska Dr Magdelena Pypeć Dr Marzena Sokołowska-Paryż Dr Edyta Supińska-Polit Dr Magdalena Pypeć Dr Marek Szopski Dr Izabela Szymańska Dr Ewa Wałaszewska Dr Adam Wójcicki

Warsaw2: University of Warsaw APPLIED LINGUISTICS INSTITUTE


Prof. dr hab. Krzysztof Hejwowski, Director

Prof. zw. dr hab. Franciszek Grucza Prof. zw. dr hab. Tomasz P. Krzeszowski Prof. dr hab. Maria Dakowska Prof. dr hab. Anna Duszak Prof. dr hab. Barbara Z. Kielar Prof. dr hab. Andrzej Kopczyński

Prof. dr hab. Krystyna Kujawińska- Courtney

Prof. dr hab. Józefa Lewkowicz Prof. James Hartzell Prof. Małgorzata Tryuk Dr Elżbieta Gajek Dr Anna Jopek-Bosiacka Dr Tomasz Konik Dr Agnieszka Leńko-Szymańska

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Dr Joanna Lewińska Dr Adrana Madej-Stang Dr Urszula Okulska Dr Maria Sicińska

Dr Waldemar Woźniakowski Dr Adam Wójcicki Dr Urszula Zaliwska-Okrutna

Warsaw3: University of Warsaw

AMERICAN STUDIES CENTER Advisors/Promotors, 2000-09

Dr Tomasz Basiuk, Director Prof. UW dr hab. Agata Bielik-Robson Prof. dr hab. Cynthia Dominik Prof. dr hab. Wojciech Gasparski Prof. UW dr hab. Zbigniew Lewicki Prof. dr hab. Krzysztof Michałek Prof. dr hab. Ewa Nowicka-Rusek Prof. dr hab. Halina Parafianowicz Prof. dr hab. Stanisław Parzymies Prof. UW dr hab. Piotr Skurowski Prof. UW dr hab. Marek Wilczyński Prof. dr hab. Jerzy Wilkin Prof. dr Clifford Angell Bates, Jr. Prof. dr William R. Glass Prof. dr David Jones Dr hab. Bohdan Szklarski Dr Andrzej Arendarski Dr Cesar Cruz Espino Dr Maria Isabel Arredondo de Cruz Dr Jacek Czaputowicz Dr Joshua Dubrow

Dr Małgorzata Durska Dr Małgorzata Gajda-Łaszewska Dr Ewa Grzeszczyk Dr Agnieszka Graff-Osser Dr Urszula Jarecka Dr Andrzej Kondratowicz Dr Grzegorz Kostrzewa-Zorbas Dr Grzegorz Kość Dr Zbiegniew Kwiecień Dr Wojciech Lewandowski Franciszek Lyra, Ph.D. Dr Krystyna Mazur Dr Robert Piotrowski Dr Tomasz Sikora Dr Anna Sosnowska-Jordanovska Dr Jerzy Szczupaczyński Dr Marek Szopski Dr Grzegorz Szulczewski Dr Bogusław Winid Dr Radosław Wolniak

Wrocław: University of Wrocław ENGLISH INSTITUTE


Prof. dr hab. Leszek Berezowski, Director Prof. dr hab. Ewa Kębłowska-Ławniczak Prof. dr hab. Jerzy Koch Prof. dr hab. Wiesław Krajka Prof. dr hab. Roman Lewicki Prof. dr hab. Anna Michońska-Stadnik Prof. dr hab. Michał Post Prof. dr hab. Bożena Rozwadowska Prof. dr hab. William J. Sullivan Prof. Kosmider Dr hab. Piotr Chruszczewski

Dr hab. Stefan Kiedroń. Dr Ewa Aumer Dr Renata Barzycka Dr Piotr Blumczyński Dr Teresa Bruś Dr Anna Budziak Dr Anna Izabela Cichoń Dr Piotr Czajka Dr Rafał Dubaniowski Dr Dominika Ferens Dr Małgorzata Jedynak Dr Elżbieta Klimek-Dominiak

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Dr Justyna Kociatkiewicz Dr Dorota Kołodziejczyk Dr Marek Kuźniak Dr Mariusz Marszalski Dr Marek Oziewicz Dr Patrycja Poniatowska

Dr Andrzej Skrzypiec Dr Michał Szawerna Dr Edward Szynal Dr Lech Zabor Dr Piotr Zazula

Preface to English Studies in Poland, 1909-2009

The story of English Studies in Poland has been a history of high drama, heartbreaking tragedy, labyrinth twists and turns under a variety of governments both foreign and domestic, and the victim of such infernal forces that one can only wonder how it survived during the dark times of the Partitions (until 1918), two World Wars, six years of Nazi occupation, and Stalinist purges. After four narrow escapes from the lip of the grave, English Studies resuscitated itself in the late 1950s to grow and prosper to such a degree that English (in the 1990s) became the most popular foreign language taught in Poland at all levels, from kindergarten through university. Let us first quickly review the history of the various English institutes (one renamed School of English in the early 2000s) which award degrees at the master’s, doctor’s, and habilitation levels in English philology: that is, British/Commonwealth and American literature, arts and culture; linguistics, applications of linguistics, and TEFL (teaching English as a foreign language). The teaching of English at the university level dates from 1826 when Krystyn Lach-Szyrma taught courses at Warsaw Polytechnic. Uniwersytet Jagielloński in Kraków (Cracow), the oldest university in Poland, was the first to establish a chair in English philology in 1908, and began offering courses in 1909; it awarded its first degree, a doctorate, in 1909. With the outbreak of World War I, development came to a standstill. After the conclusion of World War One departments were established at Poznań (1921), Warsaw (1922) and Lwów (1924) (Kujawińska-Courtney, 165). In the early 1920s Katolicki Uniwersytet Lubelski (KUL) [Catholic University of Lublin] formed an English section, which became a department in 1946. Departments of English during the interwar period were quite small: “roughly 30 [students] per department, which made about 120 for the whole of Poland” (Fisiak, 17). The curriculum focused on British literature and language. Documentation on only sixty-two MA theses (perhaps 50% of the true total) and eighteen doctorates survived World War Two. The Department of English at Lwów’s Uniwersytet im. Jana Kazimierza never developed beyond giving an occasional seminar on English authors. There are no extant records indicating that a master’s thesis was ever written. However, after scrounging around four different libraries with the invaluable help of Helena Naumova, I uncovered four rozpraw doktorska (doctoral dissertations) on British authors written between the World Wars. After 1945 Lwów became part of Ukraine, thus can no longer be counted as a Polish city or university. Of the four dissertations two featured Shakespeare; Ben Jonson and Charles Dickens had one each. Three were supervised by Prof. dr Władysław Tarnowski, and one by Prof. dr Kazimierz Twardowski. All four were handwritten (copied) by a professional scribe with an elegant script. All Polish universities were closed in 1939 after the German invasion. The Second World War and Nazi extermination policy inflicted heavy losses upon both the country and its universities. Many university buildings and some libraries were totally destroyed. Warsaw was perhaps the worst case, with the loss of its entire teaching staff, all buildings destroyed, and most of its library gone. During the War, both Jagiellonian and Warsaw Universities maintained English philology programs in an underground university. Antoni Prejbisz completed his doctorate at Warsaw University in 1942. Tragedy was a frequent visitor during the Nazi occupation: Professor Andrzej Mikułowski of Warsaw University was murdered in 1942; Professor Andrzej Tretiak was arrested and executed during the 1944 Warsaw Uprising; and Dr M. Y.

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Arend of Poznań University was killed in 1944 because of his Jewish background. Perhaps the cruelest hoax of all pulled by the Nazis occurred when they "opened" Jagiellonian University in Kraków on 5 November 1939: “all 167 professors and lecturers. . .were seized by the Gestapo and sent to Sachsenhausen concentration camp, north of Berlin” (Gilbert, 26). Those few who survived the camps often died within a decade because of damaged health. When World War II ended, Lwów was in Soviet hands, with its pre-war faculty scattered throughout Poland by 1945. Despite overwhelming problems, the English institutes at Warsaw, Kraków, Poznań, Łódź, Wrocław, and Toruń opened in 1945. In 1946 Katolicki Uniwersytet Lubelski (KUL) created its English Department. Given the quality of student preparation, the standard of instruction, and the strained state resources, the Ministry of Education suspended admission to all English institutes in 1949 at all state universities except Warsaw and the private KUL. With the completion of the MA theses in 1952, five English institutes closed their doors. The quality of the essays during this period was often deplorable. There was no language requirement for admission, and thus many students started their studies without prior knowledge of English. In the rush to complete degrees, anemic senior seminar papers of 22-27 pages were accepted in lieu of respectable theses of 50-75 pages. These truncated papers are included for the historical record rather than any inherent merit. In 1957 the English Institute at Łódź was reopened in a new political atmosphere. In 1958 Jagiellonian University at Kraków came back on line. A competitive entrance examination and a rigidly disciplined program became the norm for the country. The course of study was extended to five years, and the quality of MA theses increased significantly. In 1965 Wrocław University and Adam Mickiewicz University in Poznań reopened their English institutes. Thus by 1965 all the former English institutes were restored with the exception of Toruń’s. In 1963, under pressure from the communist regime, Katolicki Uniwersytet closed down its English Institute for twenty years. Down the road from the closing KUL, the state university (Marie Curie-Skłodowska University) established its English Department in 1963. In 1973 the University of Silesia in Katowice and the University of Gdańsk opened institutes. The School of Higher Education at Bydgoszcz formed an English department in 1975 and closed it down in 1988. In 1978 the School of Education in Opole opened an English Department. And in 1987, when most of the professors and staff left Bydgoszcz for Toruń, the last of the early institutes was reopened for students. Cultural Studies (that is, with a non-linguistic, non-literary focus) began as early as 1978 “as a distinctive discipline within various English Departments” (Kujawińska-Courtney: 174). By the 1990s almost all English Studies programs in Poland

stress the cultural (civilization) aspect in their curricula. Some universities have founded interdisciplinary institutions, often operating outside the English Studies units, to conduct research on British and American cultures drawing categories, techniques, and interpretative models from cultural anthropology, semiotics, sociology, political studies, literary studies, and linguistics (Kujawińska-Courtney: 174).

After the fall of communism in early 1989, interest in British/Commonwealth and American Studies went through the proverbial roof. At Warsaw in 1993 the School of English established its British Studies Centre; in 1991 the American Studies Center at Warsaw University began formal degree programs although the Center had given coursework since 1975 (I taught at the ASC in 1984). Łódź established its British and Commonwealth Studies Centre as well as the North American Studies Center in 1997; the latter changed its name to the American Studies/Mass Media Center in 1999 and still later to the Department of Transatlantic and Media Studies.

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A small sampling will demonstrate the scope and range of cultural topics accepted for MA degrees in this period of unfettered freedom of choice:

Wasted years: The lives of working-class women in England, 1918-1939. Kraków: 2000. Changing attitudes of the British political parties towards the organization of health care in

Britain, 1945-1974. Warsaw: 1985. The English and Scottish settlement of the Dowspuda estate in the 19th century. Poznań:

1999. The Education Act of 1944 and its influence on the development of the system of education in

Great Britain. Toruń: 1997 Initiation as the mythological process. Katowice: 1999. The commentaries about the Falklands’ War in the Polish national press. Poznań: 1996. Film adaptations of literary works. Gdańsk: 1999. Religion of the North American Ojibway Indians. Warsaw: 1982. Outcasts of freedom: Counterculture movements of the 1950s and 1960s in the U.S.A. Łódź:

1989. The patterns of family history and the “companionate” family of the transitional 1920s:

Discrepancy between culture and conduct. ASC, Warsaw: 1997. Advertising: Language and commercialization of culture. Poznań: 1999. A mirror of his age: Andy Warhol’s oeuvre as a reflection of the contemporary world.

Katowice: 1990. 79 pp. + 7 pp. b/w photos. Pop art as an example of the multiplicity of ideas in postmodern art. Toruń: 1998. “Made in America”: The package phenomenon. Gdańsk: 1994. [sports, films & Madonna] The patriarchal unconscious: The representation of women in Alfred Hitchcock’s Vertigo,

Psycho and The Birds. Łódź: 1994. The construction of masculinity in Cosmopolitan, 1991-1992. Lublin: 1993. Role of promotion on the consumer market. ASC, Łódź: 1997. The interpersonal stage in Cosmopolitan’s advertising from the viewpoint of pragmatics.

Opole: 1997. [a linguistic analysis of advertising] A blues singer as a guide on the Black people to consciousness. Wrocław: 1990. Assimilation of the Chinese in America. Kraków: 1997.

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Lesbians/gays and their identities in the light of queer theory and the contemporary Polish and British culture. Opole: 2006.

Marital and parenting roles in transition. An overview of family lifestyles in the United States

as the turn of the 20th century. Warsaw: 2001. Ambulo ergo sum—Richard Long's [land] art. Warsaw: 2009. The religious policy of Mary, Queen of Scots. Kraków2: 2008. The function of symbols shadowed in futuristic version of modern science fiction works

Matrix and Neuroromancer. KUL: 2004. The image of woman in Indian mythology and tradition. Łódź3: 2008. Gender differences and family image in contemporary and 1920s/1930s car advertisements.

Poznań: 2004. Media on the peace process and IRA armistice in 1994. Bydgoszcz: 2005. The language of the first presidental debates in the broadcast era. Wrocław: 2006. Television and national identity. Analysis of national identity elements in BBC motoring

programme Top Gear. Toruń: 2009. The phenomenon of psychedelia in American counterculture and in the works of selected rock

bands. Łódź2: 2005. Elizabeth Tudor’s policy on religion. Białystok: 2006. Football and its role in American mass culture. Warsaw: 2008. Polish contemporary advertisements as a reflection of the American model of advertising.

Kraków2: 2009. The influence of English, Polish and German national cultures on management styles in three

steel manufacturing companies. Kraków: 2005. What makes Americans laugh: Dilbert as an example of social stereotypes in the corporate

environment. Wrocław: 2006. [comic strip] Elementary education in England and Poland in the first half of the nineteenth century.

Poznań: 2005. English national identity and the Aliens Act of 1905. Kraków: 2002. The issue of civil rights for Black Americans in the presidential race of 1960. Białystok:

2002.

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Staying or returning home—Commonwealth immigrants in London in the 1990s. Opole: 2008.

The paradigm shift away from traditional philological fields/approaches of language and literature to include “artistic cultural studies” of advertising and journalism, film and photography, art and architecture, music, TV, radio, and religion, and “scientific cultural studies” of business and economics, business ethics, education, foreign policy, history, politics, and social issues started in the early 1970s at Warsaw University and slowly spread to other institutes of English and to American Studies centers. The classification of scientific culture might seem like an oxymoronic contradiction in terminology; however, in this context it simply means fields of scholarly endeavor within English Studies which rely primarily on mathematic models and the scientific method. “History” could have easily been slotted into the artistic cultural area, but its emphasis on facts and evidence and its methodology of analysis and synthesis of historiography felt more scientific than artistic. History works are included because they were awarded by English institutes. However, history institute degrees are blithely ignored. Of the 4392 MA theses (out of 30,420), eighty-six doctoral dissertations, and fifteen doktoraty habilitacja which fall into the nonlinguistic, nonliterary categories, we can see in TABLE 1 that if “cultural studies” were a one-mile horse race, Warsaw’s English Institute has a phenomenal lead with only its “little sister,” the American Studies Center, likely to catch up in the next ten years. The School of English at Poznań, the linguistics powerhouse of Poland, will only grow stronger in that specific area.

TABLE 1: American & British/Commonwealth (nonlitera ry) Cultural Studies Institute/Center MA Dr Dr hab. First TOTAL Culture % all City culture culture culture year NUMBER Inst./Cntr. degrees degrees degrees Białystok 60 6 2001 513 12.8% Bydgoszcz 71 2005 355 20.0% Gdańsk 75 4 1984 1209 5.7% Katowice 121 21 3 1985 3735 3.8% Kraków 148 3 1934 2524 6.0% Kraków2 101 2001 344 29.4% KUL (Lublin) 4 2 1946 599 0.1% Lublin (UMCS) 178 4 1974 1428 12.7% Łódź: English Inst. 64 9 1983 2891 2.5% Media. Stud. Dept. 663 1994 836 79.3% Brit. Stud. Dept. 134 1 2001 151 89.4% Olsztyn 60 2004 115 52.2% Opole 163 3 2 1990 1338 12.5% Poznań 268 8 2 1928 4146 6.7% Rzeszów 1 2001 101 0.1% Szczecin 2 2001 251 0.1% Toruń 177 1988 1004 17.6% Warsaw: Eng. Inst. 1148 18 6 1922 5076 23.1% Linguistics Inst. 55 2 1988 1377 4.1% Amer. Std. Cntr. 921 2 1994 1121 82.2% Inst. Research Sc. 1 1 1977 3 66.7% Wrocław 80 5 1950 3087 2.7% Zielona Góra -0- -0- -0- -0- -0- TOTALS 4493 86 15 32,204 14.1%

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TABLE 1 needs some commentary since the column headings do not allow for a full explanation. The TOTAL NUMBER (#) gives us the number of works (32,204) written 1909-2009 in all subject areas: American Studies, British/Commonwealth Studies, Linguistics, and TEFL. The last column on the right reveals the percent of all “cultural” (artistic and scientific) degrees awarded by an institute, school, department, or center: for example, 23.1% of Warsaw’s English Institute’s 5076 degrees focus on nonliterary cultures; however, that figure is misleading simply because through the decades the culture percentage grew from 3.5% in the 1970s through 7.8% in the 1980s and 22.9% in the 1990s to reach 51.6% in the 2000s. Much the same trend can be seen in most state universities (with the exception of Rzeszów, Szczecin, Łódź, and Wrocław) and the private KUL. The British/Commonwealth Study Department and Mass Media Department at Łódź, and the American Studies Center at Warsaw focus from 80% to 90% of their efforts on cultural areas. We should not be surprised as readership, especially among those under thirty years of age, has dropped off significantly throughout developed countries worldwide. Instead, young folk are often more enamored of video games, films, television, and music to the detriment of fiction, drama, and poetry. The unfettered freedom of thesis topic enjoyed by Polish students since 1990 more or less guarantees that pop culture will become more dominant in future decades. Given the popularity of American action films and TV shows based on cartoon/comic books making their merry way into Poland, we may soon rue the day that Spiderman and Flashman, Batman and Superman can out-dance (hip-hop or gangsta rap) and out-man Joseph Conrad, Ernest Hemingway, and F. Scott Fitzgerald. Oh, joy!

The last column on the right is the meaningful since it shows us how conservative or how progressive any given institute or center is in the nonliterary/cultural studies arena. Some faculty may take considerable satisfaction in their traditional stance on philological grounds (only literature and language/linguistics, please!) while faculty at another institute, department or center may point with pride at their progressive position. As an American professor, I take the well-known stance of FOX madia News: “I merely present the facts, you decide!” whether a conservative or liberal approach to cultural topics within English Studies is highly desirable. TABLE 2: Degrees awarded by English Institutes/Centers, 1909-2009 City: Operation dates No. No. No. Total Universities: MAs Dr Dr hab. degrees Białystok: 2001-09 513 6 0 519 Bydgoszcz: 1975-88 93 0 0 93 2001-09 355 0 0 355 Gdańsk: 1973-2009 1163 40 6 1209 Katowice: 1973-2009 3582 135 18 3735 Kraków: 1909-39 35 7 0 42 1945-52 119 1 0 120 1958-2009 1924 78 16 2018 Kraków2 2001-09 344 344 KUL(Lublin) 1946-64 107 0 1 108 1979-2009 477 11 3 491 Lublin (UMCS): 1964-2009 1338 69 21 1428 Lódź: Eng Institute: 1945-52 27 1 0 28 1957-2009 2739 104 20 2863 Media Stud. Dept. 1994-2009 836 0 0 836 Brit. Stud. Centr. 2001-2009 144 7 0 151 Lwów: 1923-39 0 4 0 4

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Olszytyn: 2002-09 115 2 0 117 Opole: 1978-2009 1316 17 5 1338 Poznań: 1922-42 22 1 0 23

1945-52 81 0 0 81 1965-2009 3695 294 53 4042

Rzeszów: 2001-09 93 8 111 Szczecin: 2002-09 249 2 251 Toruń: 1945-52 35 0 0 35 1988-2009 975 26 3 1004 Warsaw: Eng. Inst. 1924-42 7 6 0 13

1945-2009 4827 193 43 5063 Applied Ling. 1969-2009 1365 10 2 1377 Amer. St. Cntr. 1991-2009 1119 0 2 1121 Inst. Research Sc. 1977-2009 -0- 2 1 3 Wrocław: 1945-52 68 2 0 70 1965-2009 3033 61 11 3105 Zielona Góra: 1999-2009 0 0 0

TOTALS 30,420 1,087 354 31,861

While the figures in TABLE 2 seem precise, they are somewhat misleading because the state of the records is often deplorable and frequently incomplete, especially for both the interwar (1920-39) and early postwar periods (1945-52). When the English institutes at Łódź, Toruń, Wrocław, Kraków, and Poznań were closed, the dean’s lists and theses were usually sent to the university archives, where they occasionally became lost or mislaid. Almost all of Kraków’s theses (1946-52) and some books wound up in the stacks of Warsaw’s English Institute library. The 21 of 28 MA theses at Łódź came from one year—1952—and seem to me to be about one third the expected number for seven years. Thus I speculate that at least 200 MA theses from 1945-52 simple vanished into the void, and another 55 titles disappeared from the records at Katowice because of slap-dash record keeping and a catastrophic flood in 1996, which inundated one basement archives and destroyed almost all the MA theses from the 1970s and early 1980s. Luckily, I had almost all the data in my computer before the great flood wiped out the basement archives. The bundles of water-logged theses were simply tossed in trash bins and later hauled to a landfill. Poland now has sixteen active English institutes, "spin-off" American Studies Centers at Łódź and Warsaw, British and Commonwealth Studies Centres at Warsaw and Łódź, and an English section at the Institute of Applied Linguistics at Warsaw (the English section generated 1,377 degrees; the Russian, German, and French sections produced many more works). For a lack of faculty, Zielona Góra has produced some licencjat English degrees but no MAs as of late 2009 CE. Approximately 26% of MA students are focusing primarily on American literature, art, and culture. Another 24% are studying British literature, art, and culture while the remaining 50% focus on linguistics, applied linguistics, and TEFL (teaching English as a foreign language). An additional 6,300 students work on their three-year licencjat at the English teacher colleges (Ministry of National Education, 2001). The gender divide varies from 80-90% women in both programs.

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TABLE 3: Summary of Program Share as a Percent of Total Degrees Awarded Decade British Amer. Ling./Applied TEFL Total Studies Studies Linguistics Degrees 1909-19 100% -0- -0- -0- 2 1920-29 100% -0- -0- -0- 4 1930-39 88.7% 3.3% 4.0% -0- 120* 1940-49 81.1% 13.5% 2.7% 2.7% 37 1950-59 83.4% 13.0% 3.1% .05% 571 1960-69 49.3% 28.6% 20.9% .1% 663 1970-79 27.8% 20.9% 27.6% 20.9% 2,498 1980-89 27.6% 28.0% 24.9% 19.4% 3,373 1990-99 24.1% 28.7% 26.6% 20.5% 7,594 2000-09 25.1% 28.5% 29.3% 17.1% 17,293 *120 is the estimated total for 1930-39 although only 75 works were located. World War

Two devastation wiped out many records all over Poland. Quite obviously, the times are ever changing and the academic situation has altered con-siderably with new English institutes, degree requirements, and so forth. For example, the licencjat has been consolidated and changed; by the 2008-09 academic year it has become a bachelor’s degree and is no longer exclusively associated with teacher training colleges (Harris). This (second) edition of English Studies in Poland (adding the years 2000-2009) examines these changes in detail as well as records all MA theses, doctoral dissertations, and doctoral habilitations for the decade. The BA theses (the equivalent of senior-honors’ term papers in America) are not included for several reasons: far too often they are disappointing and ineffective forms of validation of extended academic writing; the rate of plagiarism is high; and few BA theses are carefully researched and well written (Buchholtz 2014). In the postwar period Polish universities have awarded MAs in English Studies since 1946: over 8,400 MA’s focused on British and Commonwealth literature, art, and culture, against about 8,600 MA’s in American literature and culture since 1949, over 8,800 in linguistics and applied linguistics, and nearly 5,100 in foreign language teaching. Professors Jacek Fisiak and Wojciech Lipoński, both of Adam Mickiewicz University in Poznań, offer a much more detailed history of English Studies at the various institutes and departments, and the accomplishments and fates of divers professors who built excellent programs with blood, sweat, and tears, only to pay with their lives during the Second World War (Fisiak 7-46; Lipoński 5-56). Finally, Fisiak and Lipoński have been thoughtfully up-dated and expanded on by Professor Krystyna Kujawińska-Courtney (161-181).

1920-39, the Interwar Era of Birth and Death British/Commonwealth literature and arts dominated the study of English philology (language and literature) in the interwar decades. Of the sixty-two MA theses still extant (perhaps fifty percent of the total), the philology fields are thus:

TABLE 4: Interwar Focus Areas of English Studies, 1920-39 Area No. No. Total # % all MA Dr degrees degrees British lit. & arts 53.5 17 70.5 89.2% American lit. & arts 2.5 2.5 3.2% Comparative lit. & arts 3 3 3.8% Linguistics /Applied linguistics 3 3 3.8% TOTALS 62.0 17 79.0 100%

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Of the seventeen doctoral titles recovered through 1939, all were on British literature. While small numbers can be misleading, these agree completely with the trends evident immediately after World War II: that is, British Studies commanded 83.2% (1945-49) of all academic degrees awarded vs. 89.2% (1920-39).

1940-49, the Period of Near Extinction and Another Rebirth

TABLE 5: Relative strength of area programs, 1940-49: Area No. No. Total % all MAs Drs Degrees Degrees British Studies 28 2 30 81.1% American Studies 4 1 5 13.5% Linguistics /Applied Ling. 1 -0- 1 2.7% Teaching English as a Foreign Language 1 -0- 1 2.7% TOTALS 34 3 37 100% The reader can readily grasp how predominant British Studies (literature, arts and culture) were in the first period of the postwar era. When the linguistic analyses of a British literary text are factored in, the dominance increases to 86%. Of course, this commanding advantage in sheer numbers by the British area nearly matches its 90.5% superiority (literature plus linguistic analyses of a literary text) in the interwar decades. With each passing decade, the American area will increase at the expense of the British until their strengths and numbers are nearly equal in fourth decade and Americana gains a slight edge in the fifth. And linguistics will break free of its “handmaiden status” to literature in the late 1960s to become the premier area. But I anticipate. As Professor Lipoński so trenchantly points out, 1946-55 was the Stalinist decade when the United States was the point enemy and the bulwark of the North Atlantic Treaty Organization, the opponent of the Warsaw Pact. While British literature and culture may have been less hazardous for the student and professor, it was nonetheless suspect.

Specialists of English studies were intended to. . .be especially aware of dangers resulting from any contact with ‘rotten Anglo-Saxon civilisation.’ This is why they were subjugated to special efforts to immunising them. The literature to be read was limited to those unquestionable masterpieces which were characterised by criticism of those aspects of English and American society which were, in turn, considered to be oppressive to common people or hostile to the communist system. Thus the study of all writers originating among the common people was encouraged, especially when they were in opposition to the ruling, feudal or capitalist systems. Charles Dickens, for instance, was allowed as a defender of the poor and a good illustrator of early capitalist wickednesses, while Walter Scott was recommended as a fighter against oppression. On the American side Jack London was an agent for American socialism and Howard Fast (before he disapproved of and condemned communism) was glorified as a symbol of on-coming and unavoidable changes in American thinking. (11)

I compiled a bibliography entitled Jack London in Poland, 1909-94 (Carter); the numbers fully support Lipoński’s evaluation: 87% of the 8.3 million copies of London’s works were printed between 1947 and 1989. The minute Communism bit the dust, so did Jack London. Howard Fast had three MA theses on him in the early 1950s then fell off the literary map! The two theses on Karl Marx and one on Frederick Engels were written in 1952.

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As Lipoński correctly observed, those who boldly ventured into Americana often took the politically-correct low road by writing on authors known for their socialist leanings (Jack London and Howard Fast) or their strident condemnation of social conditions, such as Sinclair Lewis, Theodore Dreiser, Frank Norris, and Upton Sinclair. Karl Marx and Friedrich Engels (both German socialists) were acceptable subjects for English institute degrees because of their anti-capitalist stance. They are only included in this bibliography to demonstrate the extent to which politically-correct MAs were encouraged. Several directors of institutes were active members of the Communist Party until it turned belly up in Poland in 1989. While only one professor wrote a dissertation in this vein, many advised or promoted the politically proper master’s theses. The strident tone ameliorates by the late 1950s and almost disappears by the early 1960s. During the politically-charged years leading up to Solidarność and martial law in the early 1980s, this vehement timbre does not reappear, much to the credit of both student and professor. We must recall that in the Stalinist period a glass of Coca-Cola reportedly destroyed one’s brain cells whereas a double shot of vodka had splendid medicinal properties. Having spent intermittently about 120 months in Poland since January of 1984, I have become an enemy of Coke and an ardent admirer of vodka, especially a bracing triple shot of Grey Goose before breakfast (just kidding). In part this decided change for the better was the direct result of the reform of 1950s, which

introduced a rigidly disciplined programme of studies with competitive entrance examination as the condition for admission of students to the department. A certain number of examinations had to be taken at the end of each semester and students had to fulfill strictly defined conditions for promotion from one semester to another; otherwise they would either repeat a given semester or would have to leave the university altogether. The course of study lasted for four years and led directly to the master’s degree with a thesis submitted at the end of the fourth year and the final (oral) examination following. Students read only one subject, i.e. English, and could write their thesis either on language or literature. The linguistic theses were in a great minority until the end of the fifties (one or two out of forty). All the courses were obligatory. The only area where students could make choices themselves was the selection of one of the two MA seminars. Until 1957 students were overburdened with the amount of classroom work which amounted up to 52 hours a week with little time for independent study. One of the positive aspects of the reform was the increase of intensive language training: up to ten hours a week in small groups. On the negative side one should note too many courses not related to English studies per se (in 1950-54 up to forty per cent of all the courses). The content of the syllabus was decided by a committee consisting of professors and docents [associate professors] appointed by the Ministry of Higher Education. In 1956 the course of studies was extended to five years. The number of subjects unrelated to English was greatly reduced, reaching the figure of five per cent in 1958. With a slight increase in the number of these subjects since 1961 the situation remained basically the same until 1971. (Fisiak 25-26)

The competitive examination for admissions resulted by 1955 in much better theses, and the addition of a fifth year produced equally fruitful outcomes. For the first time, in 1964, we see students doing original field research in England, where the library resources were obviously much richer and more robust.

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1950-59, the Decade of Slow Recovery

TABLE 6: Relative strength of area programs, 1950-59: Area No. No. No. Total % all MAs Drs Drhs. Degrees Degrees British Studies 471 4 1 476 83.4% American Studies 73 1 -0- 74 13.0% Linguistics / Applied Linguistics 17 1 -0- 18 3.1% Teaching English as a Foreign Language 3 -0- -0- 3 .5% TOTALS 564 6 1 571 100% TABLE 6 tells us several fascinating facts: British Studies still has a lock on the hearts of most students and professors. Linguistics and American Studies do not improve their relative positions until the reopened institutes begin producing graduates in the 1960s. English studies in Poland has been, in many ways, the captive of politics, with its fate dependent upon which direction the political wind was blowing. In the first postwar decade, 1946-55, the Stalinist mentality forced the closing of the English departments at Wrocław, Łódź, Poznań, and Kraków. Between 1953 and 1961, only Warsaw and KUL produced MAs. With a slight thaw in attitude towards the capitalist powers after 1956, the government permitted the reöpening of English departments at the universities at Łódź (in 1957), Jagiellonian in Kraków (1958), Adam Mickiewicz in Poznań and Wrocław (both 1965).

1960-69, the Decade of Emerging Maturity

TABLE 7: Relative strength of area programs, 1960-69: Area No. No. No. Total % all MAs Drs Drhs Degrees Degrees British Studies 304.5 18 4.5 327 49.3% American Studies 181.5 8.5 -0- 190 28.7% Linguistics / Applied Linguistics 116 18.5 4.5 139 20.9% Teaching English as a Foreign Language 6 1 -0- 7 .1% TOTALS 608 46 9 663 100% In the third postwar decade, 1960-69, we see another extraordinary swing in English studies, from an emphasis upon literature to language. The first MA theses in many applied linguistic areas date from 1971, so we must return to the decision made in 1965 by the National Ministry of Higher Education to drastically increase the number of English teachers in primary and secondary schools. The slow growth of only 564 theses in 1950s to 608 in 1960s, of course, is the partial result of reopening the English institutes at Łódź, Kraków, Poznań, and Wrocław and the establishment of an English institute at Marie Curie-Słodowska University in Lublin in 1963 (after KUL’s English Department closed). The paradigm shift from a sharply decreased emphasis on literature to an increased accent on language came about in the late 1950s when the English institutes were being reëstablished. By the third postwar decade of our study, the impact on linguistics was a very healthy growth: from a mere 2.7% of all works in 1940-49 and 3.1% in 1950-59, to a handsome 20.9% in 1960-69. English as a foreign language teaching came out of nowhere to grab a hefty 13.4% in the 1970s, a superb accomplishment when one consider that most of the MA theses were in the last four years of the decade. Americana has lost some

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ground, but the big loser is British literature and culture, losing nineteen more percentage points

1970-79, the Decade of Balanced Growth

TABLE 8: Relative strength of area programs, 1970-79: Area No. No. No. Total % all MAs Drs Drhs Degrees Degrees British Studies 652.5 36 6 694.5 27.8% Linguistics/Applied Linguistics 627 52.5 11 690.5 27.65% Teaching English as a Foreign Language 569 17 4 590 23.6% American Studies 505.5 13.5 4 523 20.9% TOTALS 2354 119 25 2498 100% In the early 1970s, English departments were established at Gdańsk and Katowice (both in 1973), Bydgoszcz and Opole Schools of Higher Education (both in 1978). These four new departments will soon contribute to the swelling number of academic degrees in English studies.

1980-89, the Decade of Artistic Cultural Expansion TABLE 9: Relative strength of area programs, 1980-89: Area No. No. No. Total % all MAs Drs Drhs Degrees Degrees American Studies 918.5 19 7.5 945 28.0% British Studies 880.5 39 12.5 932 27.6% Linguistics / Applied Linguistics 769 48.5 22.5 840.5 24.9% Teaching English as a Foreign Language 632 21.5 2.5 655.5 19.0% TOTALS 3200 128 45 3373 100% This fifth postwar decade saw incredible political upheaval and change, with the end to communism and a command economy in 1989 and the beginning of democracy and a free market economy. Poznań changed the name of its English Institute to School of English in the 1990s; its 180 faculty of English make it the largest center of English studies in Europe; and Poznań has produced more doctoral and habilitation degrees than any other institute in the country.

1990-99, the Decade of Astonishing Growth and Scientific Cultural Expansion TABLE 10: Relative strength of area programs, 1990-99: Area No. No. No. Total % all MAs Drs Drhs Degrees Degrees American Studies 2147 24 11 2182 28.7% Linguistics /Applied Linguistics 1954 51.5 21.5 2027 26.7% British / Commonwealth Studies 1779 36.5 14.5 1830 24.1% Teaching English as a Foreign Language 1529 20.0 6.0 1555 20.5% TOTALS 7409 132 53 7594 100% The paradigm shift, from literature to language, will last through the fourth decade as linguistics, applications of linguistics, and foreign language teaching continue to erode British

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literature until Americana pulls even in the 1990s as the British music and style and American films and fast foods take hold with a vengeance among teenagers and college students. By 1990 McDonald’s, Kentucky Fried Chicken, Burger King, and Pizza Hut had Warsaw franchises, and were springing up all over the countryside like mushrooms in the forest after a rainstorm. In late 1989 the first “Sex Shop” opened in Warsaw (note the name in English); by 2001 almost every town over 10,000 people had at least one “adult store.” With good reason many editorials in the leading newspapers in the 1990s ranted and raved about the awful, dastardly Americanization of Polish culture. With Wrocław University and Adam Mickiewicz University in Poznań adding their weight, the number of students and subsequent degrees goes through the proverbial roof —from 663 degrees in the 1960s to 2,498 in the 1970s and 3,373 in the 1980s. The 1990s saw 7,594. Besides this phenomenal five-fold increase in just three decades, English linguistics and applied linguistics overtook British and American literature and culture. Americana closed the gap on Britannia. From now on it will be a match race between the two literary/cultural disciplines for second place with linguistics leading the way. Russian, the official foreign language taught at elementary and secondary schools, was dropped in 1990 and English took its place. This created an instant demand for several thousand new teachers. In 1991 the National Ministry of Higher Education created sixty-eight teacher training colleges of foreign languages; fifty-six had English philology as the dominant section. By 1995, over 5,500 students were enrolled in the three-year program of applied English linguistics, which leads to the licencjat or license to teach in a primary or secondary school. By the 2008-09 year, the licencjat matured into a four-year bachelor’s degree and no longer was tied exclusively to teacher training (Harris). To accommodate the increased student demand at MA-level programs (at institutes of English), the extracurricular or "weekend" college was established, whereby an individual could come to a university and take four or five courses on, say, the first and third Saturday and Sunday of each month, study on the other weekends, and hold down a full-time job. While a Fulbright lecturer at the American Studies Center of Warsaw University during 1995-96, I taught two courses during the week to regular full-time students and one course Saturday morning, the second on Sunday afternoon for the week-enders, and drove a student or two to the central railway station to catch the express back to the farthest reaches of the land. A colleague from Gdańsk University rode the rails to War-saw (412 miles roundtrip) every other weekend to teach two courses at the Center.

2000-2009, the Time of Incredible Growth

TABLE 11: Relative strength of area programs, 2000-2009: Area No. No. No. Total % all MAs Drs. Dr hab. Degrees Degrees Linguistics / Applied Linguistics 4,764 257 42 5,063 29.3% American Studies 4,820 92 12 4,924 28.5% British / Commonwealth Studies 4,174 145 24 4,343 25.1% Teaching English as a Foreign Language 2,801 150 17 2,968 17.1%

TOTALS 16,559 644 95 17,298 100% English institutes, American Studies centers, British Studies centres, and the Applied Linguistics Institute have awarded 16,559 MAs, 2000-2009. The creation of the "extra-

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curricular" or weekend programs at most of the English institutes has already created record enrollments. In some cases, the weekend student now accounts for forty percent of all students: for example, 450 of 1,050 at UAM in Poznań in 1996. Obviously, they take a year or two more than the regular full-time student, but eventually the part-timer will graduate. In short, the sixth decade saw unprecedented growth because of the paradigm shifts and new foci discussed above. The fifth decade sowed the seed, the sixth reaped the harvest. The opportunities in translation, business, and teaching at the college and university levels will continue drawing candidates to English linguistics; the intense demand for primary and secondary teachers will fuel the fires of foreign language teaching.

By Way of Summary

The future has never been brighter for English Studies in Poland since that day long ago in 1908 when Jagiellonian University in Kraków established the first department of English philology. From a modest 20-25 MA degrees granted per year in the 1930s, we now have 1,850 MA degrees in 2009. The 739 advanced degrees (doctors and dr habilitations) of the 2000-09 decade is quite phenomenal despite the low pay of the Polish professoriate and the golden opportunities elsewhere. As Lipoński points out, there is a “brain drain” going on right now as some of the brightest and best scholars leave Poland to teach and prosper elsewhere (42-43).

Quantity vs. Quality As one might expect from the spectacular increase in the number of academic degrees in English Studies in Poland during the two last decades, quality would suffer. Alas, the reader’s expectations are unfortunately met. Since a significant minority of MA thesis titles were too vague or generalized to help me accurately catalogue them, I had to dip into them for three-to-nine pages to find the specific author(s) covered. To my dismay, the quality began to decline after 1989. Perhaps Poland can generate only 50 “top cream” students per year in English Studies, another 50 “light cream” and the rest “skim milk.” Overall, the best decade for excellence was 1980-1989. I have no hopes for a return to those high standards of the 1980s, given an annual output of 1,500-1,800 MA degrees per year in the 2000s.

Part of the quality issue stems from the “brain drain” since the early 1990s. Moreover, an increase in faculty has not kept pace with the increase in students; therefore, the typical load of MA thesis advisees per professor in the 1980s often doubled by the late 1990s. At Silesia University (Katowice) one woman advised thirty-four TEFL theses in one year while teaching a full load of classes! Nonetheless, the overall quality of English students in Poland is clearly higher than in the American classroom. It was a heavy letdown for me to return to the USA and teach natives who have such a marginal control over their indigenous language after the joy of Polish students, often with only six or eight years of studying a foreign language, who usually speak more correctly, write more grammatically, and think more coherently in English. In the last ten years many of the MA theses show a decreased command of English syntax, semantics, and punctuation. This decline will not be reversed without a huge influx of new

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teachers at the various institutes. At this time too many of the language classes are being taught by recent MA graduates who may (or may not) be working on their doctoral dissertations. The classes are considerably larger than in 1980s, and thesis advisers are often so overworked they have neither the time nor energy to demand second and third drafts.

Missing Titles

Researching English Studies in Poland has been extraordinarily challenging for a variety of reasons. Perhaps fifty percent of the records for the interwar period (1920-1939) were lost. In some cases the archives at a particular institute have such an eclectic record system that today’s secretaries, librarians, and archivists could not make sense of the predecessor’s system scribbled in an illegible scrawl. In the defense of those handwritten records meant only for internal use, I must note the original record keepers had no idea that one day a foreign scholar with limited Polish, a curious glint in his eye, and a laptop computer would paw through their records and notice discrepancies and gaps in the data. Of the fifty-plus secretaries, librarians, archivists, institute directors and humanities deans whom I worked with 1995-2011, only two became problematic. All the rest were unfailingly gracious and kind, very helpful and professional. It’s impossible to praise them too highly or thank them too much. However, at the University of Łódź the resident archivist refused me access because the titles of dissertations were “state secrets.” Two days later with the dean’s signed letter in hand I was finally allowed to peek only at the title page and last page (for number of pages). Suddenly the contents of literary analyses became state secrets. In many universities the number of MA theses accepted by the humanities dean’s office did not match the number in the archives. Perhaps as many as 200 titles are “missing in action.” Some theses at Lublin’s Katholic University focused on Celtic language and literature, not English: thus, at least two dozen KUL theses are not in the list. Finally, a few theses at the Institute of Applied Linguistics of Warsaw University dealt exclusively with Polish syntax and semantics. They too are left out. It was often frustrating to use the individual institute’s method of recording completed degrees. At Gdańsk neither the humanities dean’s office nor the institute director had a current list of awarded degrees, 2001-09, so I spent 4.5 days hunkered down in the archives, slowly entering the data into my laptop. At Poznań, the largest School of English in Poland, degrees were still entered on handwritten cards (too many inaccurate or incomplete) and haphazardly in a computer. For years the records at Katowice were probably the worst in the entire country; however, in the last five years the Institute librarian and the university archivist have begun to place the data in computer files. At Kraków the data are still recorded in handwriting in an old binder. Perhaps the best records in the country are maintained at Wrocław, where a professional librarian set up in 1970 a system of typed cards which are also entered in a computer Excel table. Bravo! Directors need to send their archivist on a road trip to Wrocław and then emulate a system which actually is simple, accurate, and easy to use―a system which actually works. But I’m not holding my breath. Some institutes are finally entering each year’s production on Excel tables. No official at the National Ministry of Higher Education in Warsaw seems willing to tromp on directors’ toes and demand a national uniform method of reporting despite being aware of the problem for fifty years. The Ministry does not record any data on MA degrees except for the number of degrees reported by each institute, school, or center. This bibliography is the only source of complete data in the country.

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In 1995 Professor Jacek Fisiak (then Director of the English Institute in Poznań) and I discussed a possibility of a “Year’s Work in English Studies,” an annual bibliography ―published by a scholarly journal―of all MA theses, doctoral dissertations, and doctoral habilitations. It proved absolutely impossible, given the slap-dash, eclectic record keeping around the county. And now, nineteen years later, we are only one inch nearer that goal with eleven more to go. Perhaps by 2025 all institutes/centers will report their annual production of degrees on Excel tables in an agreed-upon format, but I’m not betting even a single dollar on it. Too many librarians and archivists love Frank Sinatra’s theme song (“I did it my way”) when it comes to data production and preservation. As late as 2013 the computer discs at one institute were lost or destroyed in a move to a new building. Oh, well!

On Polish-English Degree Terminology

While compiling English Studies in Poland, I came across confusing and inconsistent terms regarding theses and dissertations. Some licentjat students labeled their 20-page term papers as “dissertations” while most MA students called their 50-70 page diploma works “theses.” Most Polish scholars see their doctoral works as “dissertations.” To simplify and make consistent the terminology in English Studies I use the following:

Thesis: the major terminal paper of 50-85 pages required for the master’s degree; Dissertation: the book-length work of 120-400 pages required for the doctor’s degree [abbreviated Dr in all bibliographies]; Doctoral habilitation : the published book for the post-doctoral degree [abbreviated Dr hab. ]

Please note that BA papers are not included in this study for two reasons: (1) the quality is often wretched and thus too many of the essays do not merit notice and (2) some institutes have not kept useable records. In one case the archives had never seen the papers, the institute library had no copies, and the scanty information on the dean’s list often lacked complete titles. Several state institutes have dropped the “BA thesis” and added a terminal examination in its place. Many private college and universities in Poland have opted for presentations and exam-inations in lieu of a respectable 70-page MA theses (KUL in Lublin maintains traditional standards and requires a thesis). The pay-for-play private colleges have fallen out of favor; many are closing their doors for a lack of students (Buchholtz). Let’s hope most collapse before one accepts a Punch and Judy puppet show for an MA degree. We must note, however, that many of the larger graduate schools in the United States permit their MA candidates to choose between taking an exit examination or writing a thesis of 60-90 pages. At Idaho State University where I earned the MA in 1966, only three or four candidates reached the “thesis stage” per year; all of us had to write a thesis. At the University of Wisconsin-Madison, which had the largest English graduate department in the world in 1972 (graduating 64 Ph.D. candidates and almost 300 MAs), the MA exit exam was the favorite option. Less than five percent wrote a thesis. Why spend six months on a thesis when two more classes and a five-hour exam would turn the trick? Unfortunately for those who chose the exam option for the MA, only twenty percent on average completed the doctoral dissertation at Wisconsin vs. forty percent of those with a rigorous MA thesis experience.

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Several of my best friends simply could not write a 300-page work of original research despite receiving an MA from Michigan, Harvard, SUNY, or Oxford (England). After all, they had only composed a few seminar papers of moderate length. The easier out proved the harder route. If there is any possibility that a student will attempt a doctoral program, professors do the student a distinct disservice by giving him/her the option of the MA exit exam.

Of Plagiarism & Piracy Plagiarism is a sad, grim fact of academic life. Canada and the United States have endured major scandals of ghost-written papers, Greek sorority and fraternity files filled with proven papers, “student research services” churning out seminar papers, master’s theses, and even doctoral dissertations for the right price as well as literary theft and piracy. On the whole, I suspect that Poland has less plagiarism (per 10,000 students) than most countries. Until 2000 the majority of the institutes of English permitted students open access to completed MA theses and doctoral dissertations on the shelves in their libraries. As a consequence, there could be a strong similarity between theses from the same school or from a school a mere one-two hour train ride away. In the course of my compilation of the first edition (1909-1999) of this bibliography, I came across blatant cases of plagiarism and notified the relevant directors. I identified no less than fifteen cases of identical titles. However, I am not a Polish policeman in charge of examining suspect titles. The Polish faculty and the directors of the respective institutes and centers dealt with the problem as they wished (some by booting the cheater out the backdoor without a degree; others by forcing the malefactor to write―under close supervision―an entirely new thesis; and one institute by ignoring the piracy entirely―until the threat of exposure in leading newspapers as the “plagiarism capital of Poland” forced the humanities dean to investigate and rescind a few degrees). Finally, matching close titles and number of pages must remain a fairly crude, unscientific method of exposing this sort of theft. After I pointed out examples of plagiarized theses to Professor dr hab. Jacek Fisiak (then Head of the Council of Directors of English Institutes), he persuaded the directors in 2000 to close their shelves of MA theses and doctoral dissertations. As a consequence the rate of this type of plagiarism dropped by perhaps 90% between 1999 and 2001. With much chagrin I found that the first edition of English Studies in Poland (in its prepublication form) served to expose curious cases of plagiarism. A Warsaw professor suspected a student in 2000 of submitting her mother’s Lublin thesis of 1974 (I located the iron-clad proof for him); I pointed out a son who (in 1986) used his father’s thesis of 1959. I discovered friends submitting the identical MA thesis at different institutes. A husband and his wife, attending different institutes (Warsaw and Lódź), tendered the identical paper. And so forth. In most cases, identical titles proved to be identical theses as well. Every country has its share of brilliant students. Please recall that Maria Skłodowska (better known as Madame Curie) was the first woman to win a Nobel Prize in science as well as the only women to win two Nobels; the state university in Lublin is named in her honor. German military texts enciphered on the Enigma machine were first broken by the Polish Cipher Bureau, beginning in December 1932. This success was a result of efforts by three Polish cryptologists: Marian Rejewski, Jerzy Różycki, and Henryk Zygalski. The exact influence of German Enigma machine (renamed the Ultra Program by the British) “on the course of the

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war is debated; an oft-repeated assessment is that decryption of German ciphers advanced the end of the European war by two years” (Google). Every country also has its sorry share of lazy, devious and/or desperate students. So it came as no surprise to me to discover that some students—without access to MA theses and doctoral dissertations on library shelves―turned to the Internet and filched papers to submit for senior papers and/or MA theses. Dr Tomasz Basiuk, Director of the American Studies Center in Warsaw, told me in 2009 that the first year the Center used a computer scan program on all theses, a flat five percent were plagiarized in part or whole. Once a few malefactors were kicked out the backdoor without their degrees, the active student grapevine spread the “word”: the rate dropped immediately to one percent. Then a few sneaky students submitted theses which they paid a “research service” to write for them—only to learn during the thesis defense that what they claimed as their very own was in fact stolen off the Internet. Double ouch! Out a degree and 5,000 złoty (c. $1,600). In one humorous case the vile villain sued the devious dude who bilked him in a Warsaw court. The judge threw the case and plaintiff out the door, mumbling something like “I oughta give you six months in jail for sheer stupidity.” Only a computer scan of theses will stop this practice. Some of the English institutes and the American Studies Center of Warsaw have computer programs to apprehend cheaters. Alas, some institutes plead “poverty” and have yet to purchase a scan program which can smash flat this sorry scam.

Functions of the Bibliography

This unique bibliography is the first and only comprehensive study of degree-work in English Studies in Poland. As such, it documents the fashion of literary and linguistic interest, and charts the rise and fall of literary trends and figures. The project will be the chief finding source for Polish, British, Commonwealth, and American scholars interested in the history, scope, popularity (or lack thereof) of a particular literary figure, group of writers, or genres. The huge study will help scholars and critics understand how British/Commonwealth and American literature, arts, cultures, and linguistics have be-come an intrinsic aspect of and robust influence on Polish culture and scholarship. The primary functions of this work are four: (1) a national registry or historical record of MA theses, doctoral dissertations, and doctoral habilitations completed for academic degrees in English Studies; (2) a witness to the impact of particular American and British/Irish/Commonwealth authors on the Polish academy; (3) a data base for graduate students and professors to do research; and (4) a sourcebook of fresh ideas for students looking for a specific writer, topic, or approach for their own work.

The Plan of the Work

This bibliography is divided into four major areas: American Studies, British/Common-wealth Studies, Linguistics/Applied Linguistics, and TEFL (Teaching English as a Foreign Language). American and British/Commonwealth Studies will feature an appropriate introduction with tables of (1) the most popular writers and (2) the complete listing of all writers and topics. Next comes a bibliography of all advanced degrees: the doctors of humanities and the doctor habilitations. Last comes the unified bibliography of all writers and

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topics, with the doctoral habilitations and doctoral dissertations taking pride of place before the MA theses under each author/topic. The academic essays are (1) arranged by year and then (2) alphabetized within the year for two or more habilitations, dissertations, or theses. Linguistic analyses of a literary text are listed primarily under the appropriate linguistics category and cross-listed secondarily under the British or American author. It seems that “The morphemic assimilation of French loanwords in Chaucer’s English” or “Adverbs of time, place, frequency, and indirection in The Canterbury Tales” tell us more about historical linguistics than about literary criticism of The Canterbury Tales. The Linguistic sections have different components: the traditional areas of (1) phonology, syntax, semantics, etc., and (2) application of linguistics with such topics as translation, lexical studies, error analyses, and analyses of literary texts. The teaching of the English language in the Polish classroom is the terminal category. As with the literature/cultural areas, the doctoral habilitations and doctoral dissertations are listed by themselves and then take pride of place before the MA theses under each appropriate topic area or year in the main bibliography.

Changes from the First Edition

The first edition contained an Index of all student writers; it has been dropped from the second edition since it consumed too much space and duplicates the students’ names in the four main bibliographies. Instead of one combined listing of all authors in British Studies, the names have been classified as British, Anglo-Irish, and Commonwealth because there are now enough writers in each category to provide a comparable basis for analysis and synthesis. The place and date have been changed from (for example) Poz:99 to Poznań (1999). Finally, many more Polish scholars have aided in the compilation and polishing (pun intended) of the second edition than the first. The final result is more comprehensive and useful to the young scholar who wants to use this data base for research on literary figures, cultural trends, linguistic innovations, and TEFL advances. Several scholars who used the first edition asked about the supervisors/promotors of theses and dissertations. Therefore, in this edition I went to some trouble rooting out the names so that current professors receive due credit for the MAs and dissertations they advised. A list of all known advisors will follow this Preface. The first edition more or less faithfully followed the students’ idiosyncratic spelling and Polish punctuation. To bring better coherence and clarity to this edition, I have normed almost everything (punctuation, spelling, capitalization, and emphases through italics and bold face) to APA standards with a few exception of British spellings (for instance, colour, programme, defence, and so forth). The sweet joys of Silesian spelling and cool Kashubian punctuation have disappeared with significant gains in clarity.

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Requests for Theses Advisors, Deans, Librarians & Archivists

The second edition has taken almost six years to compile, polish, and publish. Why so long? The deplorable state of official records at the many institutes and centers! Seven-teen schools and thirteen different methods for recording the data. The only first-rate record system is used by Wrocław University’s English Institute. What would benefit the next person who compiles the third edition in 2020-21 is a recording system which duplicates Wrocław’s. Deans, please send your archivist and/or English institute librarian to Wrocław to learn an outstanding methodology so that the next bibliographer needs no more than two years (not six) to add the next 20,000 works. Advisors/promotors, (1) please make certain the student provides a title in English if the thesis or dissertation is written in Polish. It has taken three years for slow-working experts to translate nearly twelve hundred Polish titles. (2) Please require your students to use a specific title that names the authors or titles of literary works. A vague title like “Middle-class elements in selected Victorian novels” is far less helpful, less precise, than “Middle-class elements in the selected novels of George Eliot, Thomas Hardy, and Joseph Conrad.” Thank you in advance!

Note to a Student Whose Work Is Missing I apologize in advance to those students who earned degrees at English institutes, American Studies centers, British Studies centres, the Applied Linguistics Institute, and private colleges/universities whose works are not listed in this national bibliography. Despite herculean efforts by my diligent editor (Dr Franciszek Lyra) and me, some librarians, archivists and humanities deans failed to response to repeated requests for data concerning missing work. In one case it took three letters over a nine-month span to the dean, a phone call by a former minister of higher education to the university rector as well as letters to four different MA promotors to move the dean to release the names. Then one rainy day the data showed up as a computer attachment without one word of explanation. Go figure! Two private colleges pled “privacy issues” while others simply never answered Dr Lyra’s emails. With some privates closing down for the lack of students and most giving the exam-MA, they may have nothing to report. If your work is missing and you want it listed, please send me the information at [email protected] by 30 October 2016. I shall then verify the datum with your humanities dean (dziekanat) and enter it by 30 December 2016. No one else can alter this bibliography.

Bibliography

Archives and libraries of sixteen Polish universities.

Archives of Ministry of National Education, Warsaw, PL: 1995, 1996, 2001.

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Katalog rozpraw doktorskich i habilitacyjnych. Warsaw: Państwowe Wydawnictwo Naukowe, 1959-61, 1962, 1963, 1964, 1965, 1966, 1967, 1968, 1969, 1970, 1971, 1972, 1973, 1974; 1986, 1987, 1988, 1989, 1990.

Informator o pracach naukowo–badawczych i rozwojowych. Warsaw: Centrum Infor-macji

NTE, 1976, 1977, 1978, 1979, 1980, 1981, 1982, 1983, 1984, 1985, 1986, 1987, 1988, 1989, 1990.

Nauka informacja Biznes: Prace naukowo-badawcze. Warsaw: Ośrodek Przetwarzania Informacji, 1992-2009.

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Buchholtz, Mirosława. Emails to author, March & September 2014.

Carter, Ronnie D. Jack London in Poland, 1904-94: A Bibliography with Essay. WWW Sunsite@UC–Berkeley. 1997.

Fisiak, Jacek. English Studies in Poland: A Historical Survey. Poznań: University of Adam Mickiewicz Press, 1983.

Gilbert, Martin. The Second World War. New York: Henry Holt, 1991, reissued 2004. Harris, Emma. Email to author, December 2008.

Kujawińska-Courtney, Krystyna. “Masters and Teachers: English Studies in Poland” (pp. 161-181). European English Studies: Contributions towards the History of a Discipline, edited by Balz Engler and Renate Haas. The European Society for the Study of English, 2000.

Lipoński, Wojciech. “Western Teachers and East European Students: An Essay on the History and Present Plight of British and American Studies in Poland,” Polish Anglo-Saxon Studies 1997 (vol. 6-7): 5-56.

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