URL:https://www.tandfonline.com/doi/full/10.1080/00131911.2022.2035686

In an insightful exploration of the educational landscape amidst the unprecedented challenges of the COVID-19 pandemic, "The challenges of language teaching in Polish complementary schools in the UK during the COVID-19 lockdown" offers a profound examination of the trials faced by Polish complementary schools during a time of global upheaval. This article is an essential read for educators, policymakers, and researchers interested in the nexus of language education, migration, and crisis response within the educational sector.

Through the lens of eight Polish complementary school heads, the paper delves into the adaptive strategies employed to navigate the tumultuous period of lockdowns in the UK, particularly during the spring and autumn of 2020. With state schools operating under different guidelines compared to complementary institutions, Polish schools encountered a unique set of challenges and ambiguities that demanded innovative solutions and resilience.

The study unveils a narrative of creativity and determination, showcasing how these schools transitioned to online learning platforms, thereby ensuring the continuity of education for their students. It highlights the enthusiastic participation of students in these new learning modalities and points to an increase in cooperation among complementary schools as well as support from external organizations. However, it does not shy away from addressing the difficulties inherent in online learning, including issues related to student retention, recruitment, and the potential long-lasting impacts on the schools' future.

Moreover, the paper critically engages with the broader implications of these experiences, stirring a conversation about the disparities between complementary and mainstream education sectors. It underscores how the pandemic has intensified existing inequalities, pressing for a reevaluation of the role and recognition of complementary schools within the UK's educational system.

"The challenges of language teaching in Polish complementary schools in the UK during the COVID-19 lockdown" is not just a testament to resilience in the face of adversity but also a call to action for greater inclusivity and equity in educational policy and practice. This article is a must-read for those committed to understanding and addressing the complex dynamics of education in multicultural and multilingual contexts, especially in times of crisis.