Bibliografia – Metoda The 5 Senses – angielski dla dzieci

  1. Siegel D.J., Bryson T.P. (2018) The Yes Brain. Mozg na tak. Jak Kształtować w dziecku ciekawość świata, odporność psychiczną i odwagę, Harper Collins, Warszawa,
  2. Brock A, Hundley H. (2017) The Growth Mindest Coach, Ulysses Prss, Berkeley
  3. Dweck C.S. (2017) Mindset, Random House LCC US, New York
  4. Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart and Winston.
  5. Paunesku, D., Walton, G. M., Romero, C. L., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mindset interventions are a scalable treatment for academic underperformance. Psychological Science
  6. Yeager D.S. & Dweck C.S. (2012) Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed, Educational Psychologist 47:4, 302-314
  7. Dweck C.S Walton G.M. Cohen G.L. (2014) Academic Tenacity Mindsets and Skills that Promote Long-Term Learning, 2014 Bill & Melinda Gates Foundation.
  8. Dweck, C. S. (2012). Mindsets and human nature: Promoting change in the Middle East, the schoolyard, the racial divide, and willpower. American Psychologist, 67(8), 614-622

Opowieści w procesie edukacyjnym:

  1. Ames, L.B. (1966). Children’s stories. Genetical Psychological Monographs,73, 337-96
  2. Applebee, A. (1978). The child’s concept of story. Chicago: Chicago University Press.
  3. Brewster, J., Ellis, G., & Girard, D. (1992). The primary English teacher’s guide. Penguin English.
  4. Brown, H. D. (2007). Teaching by principles : an interactive approach to language pedagogy. Pearson Education.
  5. Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.
  6. Curtain, H. A., & Dahlberg, C. A. (2009). Languages and children : making the match : new languages for young learners, grades K-8.
  7. Egan, Kieran. (1991). Education and the Mental Life of Young Children. Australian Journal of Education. 35. 60-74. 10.1177/000494419103500107.
  8. Egan, K. (1989). Teaching as story telling : an alternative approach to teaching and curriculum in the elementary school. University of Chicago Press.
  9. Emily Johnsson. (2006). Telling tales A guide to developing effective storytelling programmes for museums.
  10. Fuller, R. (1982). The Story As The Engram; Is It Fundamental To Thinking? The Journal of Mind and Behavior, 3(2), 127-142. Retrieved from
  11. Harmer, J. (2007). The practice of English language teaching. Pearson Longman.
  12. Henniger, M. L. (2002). Teaching young children : an introduction.
  13. Miller, S., & Pennycuff, L. (2008). The Power of Story: Using Storytelling to Improve Literacy Learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36–43. Retrieved from
  14. Rebecca Isbell. (2002). Telling and Retelling Stories: Learning Language and Literacy. Retrieved from http://ici-bostonready-pd-2009
  15. Tugrul Mart, C. (2012). Encouraging Young Learners to Learn English


„Silent period”:

  1. Paradis, J. Second language acquisition in childhood. Blackwell handbook of language development: 387–405.U.S. Department of Health and Human Services. Administration on Children, Youth and Families, (ACYF) (2005). Head Start bulletin # 78. English language learners.
  2. Saville-Troike, M. (1988). Private speech: Evidence for second language learning strategies, during the “silent period. Journal of Child Language. 15: 567–590.
  3. Tabors, P. O. (2008) One child, two languages: A guide for preschool educators of children, learning English as a second language.


Całkowite zanurzenie i dwujęzyczna edukacja:

  1. Campbell, R. N., Gray, T. C., Rhodes, N. C., & Snow, M. A. (1985). Foreign language learning in the elementary schools: A comparison of three language programs. The Modern Language Journal, 69, 44–54.
  2. Forrest, L. B.  (2007, November). K-12 foreign language program models: Comparing learning outcomes. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) conference in San Antonio, TX.
  3. Forrest, L. B. (2011, November). Comparing program models and student proficiency outcomes. Paper presented at the American Council on the Teaching of Foreign Languages (ACTFL) conference in Denver, CO.
  4. Lindholm-Leary, K., & Howard, E. (2008). Language development and academic achievement in two-way immersion programs. In T.W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 177-200). Clevedon, England: Multilingual Matters, Ltd.
  5. Genesee, F. (2008). Dual language in the global village.  In T.W. Fortune & D. J. Tedick (Eds.), Pathways to multilingualism: Evolving perspectives on immersion education (pp. 22-45).  Clevedon, England: Multilingual Matters, Ltd.
  6. Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Rowley, MA: Newbury House.
  7. Genesee, F. (2004). What do we know about bilingual education for majority language students? In T.K. Bhatia & W. Ritchie (Eds.), Handbook of bilingualism and multiculturalism (pp. 547-576). Malden, MA: Blackwell.


Podejście multisensoryczne:

    1. Stein B.E. (2012) The New Handbook of Multisensory Pr ocessing, MIT Press.
    2. Chandrasekaran C. (2016). Computational principles and models of multisensory integration. Current opinion in neurobiology, 43, 25–34. doi:10.1016/j.conb.2016.11.002
    3. Rosenberg, L. (May 2015). The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading, February 2015, Lisa Rosenberg”. hdl:2047/D20194142.
    4. Shams L., Seitz A.R. (2008), Benefits of multisensory learning, in Opinien-Trends in Cognitive Sciences, [accessed online on 30.04.2019] Benefits of multisensory learning, 2008, Opinion – Trends in Cognitive Sciences is a peer-reviewed reviews journal published by Cell Press. No.x, Ladan Shams and Aaron R. Seitz” (PDF).