O praktycznych aspektach multimodalności oraz korzyściach płynących z humanistyczno-refleksyjnego podejścia w nauczaniu jpjo w grupach heterogenicznych

The article explores the challenges of teaching Polish in heterogeneous student groups in Italy’s exolingual context, where varied backgrounds and proficiency levels shape the learning process. Pandemic-related changes highlighted both the need to engage students through diverse stimuli and the potential of multimodal instruction. The author argues that combining this potential with flexible, humanistic teaching methods benefits learners beyond language skills alone. The article illustrates the use of multimodality in teaching Polish as a foreign language through two macro-topics: Culture vs. Language and Emotions vs. Language. The analysis is based on the author’s 15 years of teaching experience at the University of Genoa and on student surveys conducted between 2014 and 2022.