The aim of the article is to reflect upon the possibilities offered by triangulation in qualitative research, with particular emphasis placed on action research. Various types of triangulation have been presented, including the most recommended multiple triangulation. A variety of advantages and functions of triangulation have been shown, first and foremost the ones which refer to dynamic, systemic and multicausal phenomena. All the theoretical considerations have been illustrated by the author’s own research conducted in Poland, in one of the bilingual sections with Spanish language in the secondary school. The research concerned the development of students’ discursive competence within the genre of an intercultural comparison, and its conditioning. The research used multiple triangulation: of data sources, of researchers, of methods and of data analysis, as well as temporal and special triangulation. The investigation is finished with conclusions of methodological nature.

The paper presents the results of a qualitative study, contained in the evaluative report prepared in 2008 and commissioned by the National In-service Teacher Training Centre [Centralny Ośrodek Doskonalenia Nauczycieli, CODN]), conducted in bilingual classes with Spanish as a second language in Polish junior high schools and high schools. This report highlights the basic features of these classes in which Spanish is taught as a second language, discusses the basic needs, gives an outline of future recommendations as well as proposes some fundamental changes.

El artículo constituye la tercera parte de la serie de artículos sobre los marcos fundamentales de la integración en el sistema educativo AICLE (CLIL). Para empezar, la autora recuerda su modelo de cuatro marcos de integración en CLIL, ordenados según la perspectiva del alumno, dedicando el presente texto a las competencias personales integradas del alumno. A continuación, se presentan los conceptos más importantes de las competencias del alumno: competencia comunicativa personal de Wilczyńska, competencias según el MCER, competencias clave, el carácter integrativo de la competencia comunicativa según Celce-Murcia, refiriéndolas todas al contexto educativo CLIL. Para terminar, la autora propone un modelo propio de las competencias personales integradas del alumno en CLIL y expone las conclusiones.

The article constitutes the second part of a series of articles pertaining to the basic perspectives of integration in CLIL educational system. At the beginning, the author’s original concept of four perspectives of integration in CLIL was presented, ordered according to the student’s perspective, the present didactic and pastoral perspective, i.e. the teacher’s. In the subsequent part of the article the author discusses in detail the second perspective, as well as indicates the main aspects of didactic integration in CLIL: (1) by terminology, (2) by discourse, (3) by higher order processing tasks, (4) by intercultural comparison, (5) by authentic materials’ scaffolding. Finally, the conclusions are presented.

The aim of the article is to reflect upon the tasks which might help students in the crisis caused by the return to school after distance learning connected with the pandemic. To start with, the data presented concern both mental and physical well-being, as well as the needs of Polish secondary school students during the pandemic (distance learning and the return to schools). Next, the author analyses the place of textbooks during the return to schools and suggests the typology of team tasks facilitating this process, with a special emphasis on the ones which develop the oral interaction and are in accordance with the processual approach to writing. Furthermore, in the research part, the tasks analysed proposed in the four textbooks of Spanish as a foreign language, destined for students aged 15-19 years, in order to state to what degree, they may facilitate the return to schools and what kind of adjustment to this situation they need. Finally, the conclusions were presented.