Organizational and pedagogical foundations of teaching English of primary school pupils in Poland were revealed in the study in order to determine the prospects for the development of the phenomenon of foreign language teaching of primary school pupils in Ukraine. In the context of revealing the state of development of the studied problem in the domestic scientific discourse the systemic characteristics of the scientific research in the following aspects has been highlighted: 1) comparativepedagogical, which covers problems of foreign language teaching in different countries; 2) professional-pedagogical, which reveals the professional qualities of the teacher, which help to realize successfully the purpose of teaching a foreign language; 3) linguistic, which considers the linguistic component of foreign language teaching in primary school; 4) methodological, which covers the problems of improving teaching and learning of foreign languages by mastering new methods and techniques; 5) psychological, which reveals the psychological features of learning a foreign language by junior pupils; 6) culturological, which means learning a foreign language through one’s own culture and traditions. The normative foundations of teaching English of primary school pupils in Poland are outlined. It has been found that teaching of English in education institutions of the country is regulated with a number of international and national level acts of political and educational nature. The trends of development of regulations development of English language teaching of the primary school pupils in Poland are outlined: updating of normative documents in accordance with socio-political and socio-economic factors of the development of the country; updating standards and recommendations for teaching English in accordance with the current needs of the educational process; deepening the relationship between the goals and methodology of the educational process; granting the independent choice of the curricula and textbooks in the primary school. The organizational principles of teaching English of primary school students in Poland are highlighted, namely: the choice of school curriculum for planning the educational process; qualification requirements for teachers who have the right to teach a foreign language in the primary school; weekly workload for teaching English in the primary school; choice of textbooks and manuals for teaching English. The methodological foundations of teaching English of primary school pupils in Poland are revealed, in particular, it is found that teaching English in a primary school is carried out using a combination of traditional (direct method, grammartranslation) and innovative (game, interactive) teaching methods aimed at developing four types of speech activity (speaking, listening, reading and writing). It was concluded that among the methods of teaching foreign languages in the primary school in Poland, those that require active participation of students prevail: the method of projects, the method of discussion, the method of dramatization, brainstorming, etc., i.e. innovative. A number of methodological techniques that are used to study vocabulary, to teach reading, writing and speaking are characterized. The possibilities of creative use of the progressive experience of Poland in the aspect of the studied problem in Ukraine are outlined. It has been found that learning English from primary school is an effective means for further development of foreign language competence of pupils. It is stated that the experience of learning 13 foreign languages in the primary school in Poland can be a guide in determining the ratio of study time for learning foreign languages in a primary school. The principle of frequency and intensity of foreign language learning of schoolchildren should be taken into account. Prospects for the use of innovative experience of teaching English to primary school pupils in Poland in the process of modernization of the educational system of Ukraine at the state, regional, institutional and personal levels are substantiated. The prognostic potential of the study is determined by the possibility of using its results for further research work in this direction in the process of modernization of the domestic school in accordance with the concept of the “New Ukrainian School”.
