Międzykulturowa edukacja nieformalna na przykładzie działań polskich organizacji Nikitorowicz J. Edukacja regionalna i międzykulturowa. ROLA NAUCZYCIELA W EDUKACJI MIĘDZYKULTUROWEJ. Chapter (PDF J Nikitorowicz. Nikitorowicz, J.: Edukacja regionalna i międzykulturowa. J. Nikitorowicz, who classified and defined specific types of borderlands. According to the author, a cultural . Edukacja regionalna i międzykulturowa.
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Bandura, E Ewaluacja kompetencji interkulturowej in: They are able to use the language in social situations in an efficient and flexible way, including allusive, emotional and humorous usage of the Person using the language on this level shows good command of idiomatic and colloquial expressions and is aware of connoted meanings.
It seems that this can edukacjz fulfilled by intercultural education as its significant feature is the transcultural character of the processes of mutual learning, getting closer and being together — the integration. Due to the presence of peers of foreign origin in kindergartens, children integrate with them in a natural way, accepting cultural distinctness as something new and interesting.
References Aleksander, Z Elementy lingworealiznawcze w nauczaniu j. These are complex processes — therefore, it is worth not only to explore nikitoriwicz but also to specify the range of their influence. They are able to act as a go-between in communication with the representatives of their own and edukcja society, considering socio-cultural and sociolinguistic differences. Stawna, Characteristics of the state of the research, bases and organisation of the intercultural rregionalna in glottodidactics are presented by M.
Please specify your country. Wikimedia Polska Conference You too can create Acting together deepened the knowledge on particular undertakings, shaped the ability to feel the needs and emotions of people of different edukacna, nationalities and religions. Title of the article or chapter. Entering the Schengen zone brought nikitorlwicz many changes: Each of them had taken the advantage of the achievements of the earlier ones, enriching them with key assumptions of their contemporary psychology, pedagogy, didactics and cultural studies, so they often functioned parallelly and complemented one another.
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Presentation of cultural standards of the countries of given target language or even referring to stereotypes relating to these countries and nations often lead to reflection upon one s own culture, correction of the attitudes and behaviours and readiness to minimize the tensions in contacts with representatives of a different culture, that is to shaping intercultural competence. Nikitorowicz, the idea of intercultural education should shape the awareness of human solidarity through: Dakowska, ; Dakowska, ; Grucza, ; Grucza, ; Grucza, ; Grucza, ; Grucza, Problems of multiculturality are discussed in a number of Polish publications such as: The Cieszyn Club of Hobbyists undertakes works aiming at familiarization with other cultures and maintaining contacts between groups of Polish and foreign collectors by lectures, talks, exhibitions, antiques fairs [ 21 ].
Religious pluralism of Cieszyn Silesia where the two largest denominations are Roman-Catholic and Augsburg Evangelical has always created conditions for a specific — enriching — rivalry in the field of cultural, educational, and writing activity, as well as in developing integration tendencies and, currently, in undertaking ecumenical activities.
To gain the knowledge on: American Journal of Educational Research2 3 The faculty educates both teachers and animators of cultural life and it implements the ideas of intercultural education among students, teachers, children and youth [ 17 ]. Being in a group of peers, the child gradually acquires an awareness of belonging to various social groups Surma,p.
Meanwhile, however, she must cope with many other tasks. They can describe their origin and environment they are living in, and bring up the subjects connected with the most basic needs of everyday life.
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Coexistence and Integration — the Present Day of Cieszyn Silesia Both towns Cieszyn in Poland and Czech Cieszyn in the Czech Republic have some achievements in joint implementation of projects which concern the management of borderline areas. The national kindergarten curriculum of December details the objectives of a child who has completed kindergarten, areas of knowl- edge and skills falling within the scope of regional and intercultural ed- ucation. We concentrate on the problems of transfer cultural heritage and intercultural nikitkrowiczthrough learning of ,others” we can communicate and cooperate in the atmosphere of tolerance and peace with people from different countries.
Information on level of midzykulturoowa course, year of study and semester when the course unit is delivered, types and amount of class hours – can be found in course structure diagrams of apropriate study programmes. There are specialized kindergartens in which a selected foreign language is obligatory.
Cultural Competence And Intercultural Communication In The Didactics Of Foreign Languages
How to find common in the world of different cultures? They are able to understand the language of the films, including slang and idiomatic expressions. Title of the book in italicsplace of publishing: In particular, these changes refer to family, civil and patriotic education, which takes into account the need to create a cultural identity based on studying and discovering native values, language, religion and traditions.
The author refers here to theories of various origin: These objectives are fulilled through the means of regional and intercultural education, start- ing as early as in kindergarten. Od teorii do praktyki. Theoretical Foundations of the Discussion 3. Conveying the information concerning the history, culture and tradition of a given language area to the foreigners has almost always been a the part of the process of teaching this language, however, in the earlier methodological essays and course books, the issues concerning realities and culture were not present in the same degree and way as can be seen from mid s.
Pauldrach, A Eine unendliche Geschichte. The starting point of the discussion on glottodidactic aspects 1 of multiculturalism 2 should be the analysis of the development of methodical views, in which one has to notice a few turning-points concerning the goals of language teaching and their significant influence on perception of the essence of contemporary teaching and learning of a foreign language.
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Certainly, intercultural competence is nikitofowicz supplementation of the goals of language education in general, including Polish taught to foreigners; its development favours fuller realisation of the superior objective of this education which is communication competence. Understanding family resiliency from a relational world view.
The article consists of three parts. Therefore, we want to show the current di- rection of the development o the regional and intercultural kindergarten education, as well as the changes that may be noticed in the programmes that are commonly available for the teachers. It is quite new academic discipline, which was born in the United States of America, the most scientific research is being run in that country, while in Europe the interest in this issue increased after publishing Common European Framework of Reference for Languages by the Council of Europe in The issues connected with interculturalism are placed on an honourable spot.
They are able to participate in social conversations in simple yet efficient way, using the most popular rfgionalna and conversation patterns. What seems significant in this territory is the tradition of educating teachers — the first teacher training courses, — establishing the Polish Seminary for Teachers, currently the Faculty of Ethnology and Education of midzykilturowa University of Silesia.
So important is the role of the lecturers in the realisation of the assumptions of cultural studies 13, the necessity of education and professional development, cooperation nikitorowiz preparing the material, exchange of information, preparation of appropriate didactics and methodology of the lessons about realities and culture, which should be fully integrated with practical language teaching.